Philosophy of Education

Edited by Lavinia Marin (Delft University of Technology)
Assistant editor: Stefano Oliverio (University of Naples Federico II)
View topic on PhilPapers for more information
Related categories

613 found
Order:
More results on PhilPapers
1 — 50 / 613
Material to categorize
  1. Семиотический подход к разрешению ключевых противоречий современной системы образования.Sophia Polyankina - 2018 - Вестник Томского Государственного Университета. Философия. Социология. Политология 41:64-71.
    Семиотика образования (edusemiotics) – относительно новая отрасль философии образования, обладающая, на взгляд автора, потенциалом для переосмысления и разрешения противоречий, накопившихся в системе современного российского образования. В статье выявлены острые противоречия на различных уровнях системы образования (уровне содержания образования, уровне организации образовательного процесса, институциональном и глобальном уровнях), вызванные дисбалансом процессов интеграции и дифференциации в образовании. С позиций семиотики образования предпринята попытка их философского осмысления. Предлагаются и обсуждаются варианты разрешения данных противоречий.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  2. РАЗВИТИЕ ПРЕДСТАВЛЕНИЙ ОБ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В ОБРАЗОВАНИИ В ИСТОРИИ НАУЧНО-ФИЛОСОФСКОЙ МЫСЛИ.Sophia Polyankina - 2014 - Историческая И Социально-Образовательная Мысль 3 (25):281-286.
    Исследовано развитие представлений об интеграции и дифференциации в образовании в истории научно-философской мысли. Выделены основные тенденции взаимовлияния этих процессов в развитии образовательных систем и социума. Выявлены области общего проблемного содержания процессов интеграции и дифференциации в образовании на протяжении его исторического развития.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  3. ПОНЯТИЕ ИНТЕГРАЦИИ В КАТЕГОРИАЛЬНОМ АППАРАТЕ ФИЛОСОФИИ ОБРАЗОВАНИЯ.Sophia Polyankina - 2013 - Интеграция Образования 2:76-82.
    Автором исследуется роль понятия интеграции в описании эволюции отечественной образовательной системы. В качестве методологической базы исследования выступает философия образования. Выделяются и характеризуются ведущие направления интеграции в отечественном образовании на современном этапе.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  4. КАТЕГОРИИ СОЦИАЛЬНОЙ ИНТЕГРАЦИИ И ДИФФЕРЕНЦИАЦИИ В КАТЕГОРИАЛЬНОМ АППАРАТЕ ФИЛОСОФИИ ОБРАЗОВАНИЯ.Sophia Polyankina - 2013 - Вестник Пермского Университета 2 (14):66-74.
    Рассмотрены процессуальные категории социальной интеграции и дифференциации применительно к описанию эволюции отечественной образовательной системы и выявлена их диалектическая взаимосвязь. Показано место исследуемых понятий среди таких философских категорий, как «единичное –особенное – множественное», «единое – множество», «целостность – фрагментарность», «универсальность – партикулярность». Образование понимается в первую очередь как система, развитию которой присущи тенденции интеграции и дифференциации на различных ее уровнях, что позволяет объединить социально-функциональный и философско-антропологичский взгляды на онтологическую сущность и цели образования.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  5. ПРОБЛЕМЫ ФИЛОСОФИИ ОБРАЗОВАНИЯ В ГЛОБАЛИЗИРУЮЩЕМСЯ МИРЕ.Sophia Polyankina - 2012 - In ЧЕЛОВЕК В МИРЕ. МИР В ЧЕЛОВЕКЕ: АКТУАЛЬНЫЕ ПРОБЛЕМЫ ФИЛОСОФИИ, СОЦИОЛОГИИ, ПОЛИТОЛОГИИ И ПСИХОЛОГИИ. pp. 94-95.
    В статье рассматриваются проблемы молодой науки – философии образования – в контексте процессов глобализации. Среди основных проблем, с которыми столкнулась новая отрасль социальной философии, названы: вопрос о научном статусе дисциплины, многообразие конкурирующих направлений в русле современной философии образования и неоднозначная трактовка самого понятия «образование» в XXI веке.
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  6. Integration and Differentiation in Education in the Epoch of Globalization.Sophia Polyankina - 2012 - In ПРОБЛЕМЫ И ПЕРСПЕКТИВЫ РАЗВИТИЯ ОБРАЗОВАНИЯ В XXI ВЕКЕ: ПРОФЕССИОНАЛЬНОЕ СТАНОВЛЕНИЕ ЛИЧНОСТИ (ФИЛОСОФСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ АСПЕКТЫ). pp. 7-10.
    The purpose of the article is to consider the socio-cultural aspect of the processes of integration and differentiation in the development of the system of education in Russia that undergoes changes in a globalized society.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  7. The Socratic Note Taking Technique.Mark Walker, David Trafimow & Jamie Bronstein - 2017 - Teaching Philosophy.
    The notion of Socratic Note Taking is introduced to enhance students’ learning from assigned readings. SNT features students asking questions and answering their own questions while doing the readings. To test the effectiveness of SNT, half the students from two sections of a philosophy course were assigned SNT on alternating weeks. Quizzes each week alternated between the two classes as either high or low stakes in a counterbalanced format. The design was a 2 x 2 x 2 within-participants factorial. On (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  8. How Wisdom-Inquiry Could Help Us Cope with the Coronavirus Pandemic.Nicholas Maxwell - manuscript
    A kind of academic inquiry rationally devoted to helping to promote human welfare would give intellectual priority to the tasks of (1) articulating, and improving the articulating of, problems of living, and (2) proposing and critically assessing possible solutions - possible actions, policies, political programmes, ways of living. The pursuit of knowledge and technological know-how would be important but secondary. If such a genuinely rigorous kind of academic inquiry had been in place in our universities at the beginning of the (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  9. Private Schools and Queue‐Jumping: A Reply to White.Mark Jago & Ian James Kidd - forthcoming - Journal of Philosophy of Education.
    John White (2016) defends the UK private school system from the accusation that it allows an unfair form of ‘queue jumping’ in university admissions. He offers two responses to this accusation, one based on considerations of harm, and one based on meritocratic distribution of university places. We will argue that neither response succeeds: the queue-jumping argument remains a powerful case against the private school system in the UK. We begin by briefly outlining the queue-jumping argument (§1), before evaluating White’s no-harm (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  10. Language and Education: A Critical Approach to Gandhi and Wittgenstein.Mudasir A. Tantray & Tariq Rafeeq Khan - 2019 - Lokayata: Journal of Positive Philosophy 10 (2):68-73.
    This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. Wittgenstein realized that education is the constituent (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  11. “Interest-based Open-Mindedness: Advocating the Role of Interests in the Formation of Human Character”. [REVIEW]Nadav Berman Shifman - 2018 - Katharsis 30:146-165.
    Ayalon Eidelstein’s Openness and Faith focuses on the centrality of the idea of openness, or open-mindedness, to the educational sphere. The first half presents the challenges in modern ‘divided-consciousness’ and its consequences of egoism, materialism, and hedonism on the one hand, and religious fanatism on the other. Eidelstein’s main audience is the Israeli secular public, to which he proposes an educational and philosophical middle-way rooted in sincere human and inter-human openness. This openness is inspired by the idea of disinterestedness that (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  12. The Contribution of Levinas’ Conception of Responsibility to Ethical Encounter Counselor-Counselee.Zummy Anselmus Dami Zummy - 2019 - International Journal of Social Sciences and Humanities 3 (2):71-83.
    In fact, humans have always been closely related to others. This relationship can be meant to encounter ethical counselor-counselee which is based on an attitude of responsibility. The concept of Levinas’s responsibility can be laid at the foundation for the ethical relationship of counselor-counselee to contribute and strengthen the concept of responsibility in the literature of guidance and counseling, as well as in counseling practices. Based on the literature review and critical analysis, we found the following results: 1) The helping (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  13. Mental Capabilities.Eric Merrell, David Limbaugh, Alex Anderson & Barry Smith - 2019 - In Proceedings of the International Conference on Biomedical Ontology (ICBO), University at Buffalo, NY.
    We propose capability as a universal or type intermediate between function and disposition. A capability is, broadly speaking, a disposition that is of a type whose instances can be evaluated on the basis of how well they are realized. A function, on the view we are proposing, is a capability the possession of which is the rationale for the existence of its bearer. To say for example that a water pump has the function to pump water is to say that (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  14. Do Ensino de Filosofia ao Filosofar: Reflexões Sobre o Conceito de Ação em Hannah Arendt.Edvan Tito Carneiro Guerra - 2018 - Saberes 18 (3):59-75.
    O objetivo deste artigo é discutir aspectos do ensino de Filosofia na educação básica à luz do conceito de ação firmado no capítulo V de ACondição Humana de Hannah Arendt, identificado na revelação do agente através do discurso e da ação. Sugerimos a reflexão do conceito de ação como consciência motivadora para o ensino de Filosofia, investindo em políticas educacionais que consideram a diversidade como um elemento favorável para a construção do conhecimento entre professores e alunos. Estamos aqui em um (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  15. Pedagogi Shalom: Analisis Kristis Terhadap Pedagogi Kritis Henry A. Giroux Dan Relevansinya Bagi Pendidikan Kristen di Indonesia.Zummy Anselmus Dami - 2019 - Jurnal Filsafat 29 (1):134-165.
    This paper is a critical analysis towardcritical pedagogy in education using the concept of the pedagogy of shalom. Critical analysis is undertakennot to imply that critical pedagogy as formulated by Giroux is a wrong conceptbut this paper aims to recover the fragility and refining that has not been perfect through the values of the divine pedagogy of shalom. Critical pedagogy and shalom pedagogy struggle to question and challenge the mindset and lifestyle underlying the pedagogy of neoliberal that emphasisses market fundamentalism (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  16. Socrates' Defensible Devices in Plato's Meno.Mason Marshall - 2019 - Theory and Research in Education 17 (2):165-180.
    Despite how revered Socrates is among many educators nowadays, he can seem in the end to be a poor model for them, particularly because of how often he refutes his interlocutors and poses leading questions. As critics have noted, refuting people can turn them away from inquiry instead of drawing them in, and being too directive with them can squelch independent thought. I contend, though, that Socrates' practices are more defensible than they often look: although there are risks in refuting (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  17. Kant on Education and Evil—Perfecting Human Beings with an Innate Propensity to Radical Evil.Klas Roth & Paul Formosa - 2018 - Educational Philosophy and Theory 51 (13):1304-1307.
    Kant begins his Lectures on Pedagogy by stating, “[t]he human being is the only creature that must be educated” (Kant, 2007, 9:441), and he argues that it is through education that we can transform our initial “animal nature into human nature” (ibid. 2007, 9:441). Kant understands education as involving an ordered process of care, discipline, instruction and formation through enculturating, civilizing and moralizing (Formosa 2011). Further, Kant envisages that we should pursue as a species the “moral perfection” that is the (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  18. Evil, Virtue, and Education in Kant.Paul Formosa - 2019 - Educational Philosophy and Theory 51 (13):1325-1334.
    For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  19. A Reply to Peter Boghsonnian and James Lindsay's, ‘What Comes After Postmodernism?’.Russell Webster - 2019 - Educational Philosophy and Theory 51 (7):679-680.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  20. Voting Rights for Older Children and Civic Education.Michael Merry & Anders Schinkel - 2016 - Public Affairs Quarterly 30 (3):197-213.
    The issue of voting rights for older children has been high on the political and philosophical agenda for quite some time now, and not without reason. Aside from principled moral and philosophical reasons why it is an important matter, many economic, environmental, and political issues are currently being decided—sometimes through indecision—that greatly impact the future of today’s children. Past and current generations of adults have, arguably, mortgaged their children’s future, and this makes the question whether (some) children should be granted (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   2 citations  
  21. Citizenship, Structural Inequality and the Political Elite.Michael Merry - 2018 - On Education 1 (1):1-6.
    Whatever the merits idealized liberal accounts of citizenship education may have in the seminar room, in this essay I argue that they are both unpersuasive and ineffectual. This is the case, because they are insufficiently attentive to the empirical realities, first (a) with respect to how real – versus imaginary – school systems function; and second, (b) with respect to the broader political context in which citizenship education policies are implemented. Because so much is already known about the former, I (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  22. Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?Magda Costa Carvalho & Walter Kohan - 2019 - Studies in Philosophy and Education 38 (3):275-289.
    In the world of Philosophy for Children, the word “method” is found frequently in its literature and in its practitioner’s handbooks. This paper focuses on the idea of community of philosophical inquiry as P4C’s methodological framework for educational purposes, and evaluates that framework and those purposes in light of the question, what does it mean to bring children and philosophy together, and what methodological framework, if any, is appropriate to that project? Our broader aim is to highlight a problem with (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  23. El papel de la música en la educación según la Política de Aristóteles.Kênio Estrela - 2018 - Fragmentos de Cultura 28 (n.4):465-471.
    Music is a multifaceted discipline. It has repercussions in the most diverse areas of knowledge. It appears strongly in the development of education and philosophy since antiquity. As a representation of this importance we can find in Book VIII of Aristotle’s Politics an important argumentation about the role of music in the education of young people and adults in the polis. This paper will present an interpretation of Aristotle’s perspective on the role of music in education. -/- .
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  24. An Inquiry Into the Relationship Between Public Participation and Moral Education in Contemporary Japan: Who Decides Your Way of Life?Koji Tachibana - 2008 - In Kohji Ishihara & Shunzo Majima (eds.), Applied Ethics: Perspectives from Asia and Beyond. Hokkaido: Hokkaido University. pp. 26-39.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  25. The Gap Between Philosophy and the Philosophy of Education in Japanese Academia: A Statistical Survey of the Largest Competitive Research Funding Database in Japan.Koji Tachibana - 2017 - Sentanrinri Kenkyu (Studies on Advanced Ethics) (11):17-32.
    This short article is based on my special lecture entitled "Aristotle and the Philosophy of Education" at Tamagawa University Research Institute in Tokyo on September 19, 2015, through a recording of the spoken language transcribed in written form with some corrections. The lecture delivered on that day consists of two parts: referring to historical research and a statistical survey, the first half focuses on uncovering the fact that the philosophy of education has been slighted both in Japanese and Western academia (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  26. Knowledge, Belief, and Science Education.Waldomiro Silva-Filho, Charbel El-Hani & Tiago Ferreira - 2016 - Science & Education 25 (7 - 8):775-794.
    This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  27. At the Wake, or the Return of Metaphysics.Johan Dahlbeck - 2018 - Educational Philosophy and Theory 50 (14):1451-1452.
    We have all been told of the death of grand narratives. We have been told that the days of asking eternal metaphysical questions in philosophy are long since over. When Wittgenstein’s (1953/2009, p. 174) famous spade hit bedrock it reminded us that we had better stop wasting our time on lofty questions without answers. Foucault (1970) prompted us to recall Borges’story of a certain Chinese encyclopedia showing us that there are many ways of ordering the world and that each way (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  28. Do Philosophers of Education Dare Be Inspired by Forerunners Such as Nietzsche? – Transformation of the Mind Towards an Affirmative and Generative Awareness.Henriëtta Joosten - 2018 - Educational Philosophy and Theory 50 (14):1418-1419.
    What comes after postmodernism and how will this affect educational theory and, I would add, educational practices? I will take up these challenging questions by interpreting present times as a period of transformation towards a new kind of awareness. Nietzsche—for some the father of postmodernity, for me a visionary thinker who ‘presenced’ what was coming—has already explored this transformation.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  29. Nationalism and Crisis.Enrique Camacho - 2017 - Tópicos: Revista de Filosofía 52:427-456.
    Nationalism seems a persistent ideology in academia as much as in politics; despite the fact that it has been shown that nationalism is deeply unjust for minorities. A case for national identity is often invoked to supplement liberalism regarding the inner difficulties that liberal theories have to explain their membership, assure stability and produce endorsement. So, it seems that national identity may also be required for justice. While this controversy continues, I argue that a different approach is available. We can (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  30. Creating Scientific Controversies: Uncertainty and Bias in Science and Society, by David Harker.James Elliott - 2018 - Teaching Philosophy 41 (3):318-322.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  31. The Postcolonial Reality of Using the Term " Liturgical " to Describe Hindu Dance.Sabrina D. MisirHiralall - 2014 - Journal of Research on Christian Education 2 (23):154-175.
    Homi Bhabha, a postcolonial scholar influenced by the work of Franz Fanon and Edward Said, indicates that identities stimulate a need to negotiate in spaces that result in the remaking of boundaries. There is a call to expose the limitations of the East and the West in an effort to acknowledge the space in-between that interconnects the past traditions and history, with the present and the future. This study applies Homi Bhabha’s theory of hybridity to determine whether the term liturgical (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  32. Mindfulness as a Pedagogical Tool: Kuchipudi Indian Classical Hindu Dance.Sabrina D. MisirHiralall - 2015 - Arts in Religious and Theological Studies (ARTS) Journal 1 (27):33-39.
    Contemplative pedagogy is necessary in the dance world because it can be a very dangerous place without it. Dance students who aim to sustain the so-called “right”body image too often develop a physical obsession that leads to dangers like bulimia and anorexia. Moreover, the stresses of performing on stage, combined with other pressures of daily life, may overwhelm dancers to the point where they might feel depressed or even suicidal. Thus, it is vital to develop a pedagogy that thinks about (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  33. Re-Envisioning Contemplative Pedagogy Through Self-Study.Sabrina D. MisirHiralall - 2016 - Teacher Learning and Professional Development 2 (1):84-96.
    Contemplative pedagogy focuses on creating a sense of presence within educators to effectively educate the whole person through mindfulness in teaching. As I engage in a self-study, I develop initial components for the way I employ contemplative pedagogy. I aim to understand myself as an educator in order to teach effectively. One way to enable particular kinds of understandings is through self-study methodology. The foundational framework that develops through my ongoing self-study may interest those who are unfamiliar with the terrain (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  34. Teaching Philosophy Through a Role-Immersion Game.Kathryn E. Joyce, Andy Lamey & Noel Martin - 2018 - Teaching Philosophy 41 (2):175-98.
    A growing body of research suggests that students achieve learning outcomes at higher rates when instructors use active-learning methods rather than standard modes of instruction. To investigate how one such method might be used to teach philosophy, we observed two classes that employed Reacting to the Past, an educational role-immersion game. We chose to investigate Reacting because role-immersion games are considered a particularly effective active-learning strategy. Professors who have used Reacting to teach history, interdisciplinary humanities, and political theory agree that (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  35. De onwetende meester als voorbeeld - Jacques Ranciere: van praktijk naar principe.Martijn Boven - 2017 - Wijsgerig Perspectief 3 (57):6-15.
    Bestaat de kernactiviteit van de meester erin om zijn eigen kennis uit te leggen en over te dragen? De Franse filosoof Jacques Rancière laat zien dat een gelegenheidsexperiment van Joseph Jacotot ons een ander voorbeeld aanreikt: de onwetende meester. In zijn boek De onwetende meester: vijf lessen over intellectuele emancipatie (Le maître ignorant: Cinq leçons sur l'émancipation intellectuelle) stelt hij dat de onwetende meester evengoed of zelfs beter in staat is leerlingen iets te leren dan de wetende meester. Rancière neemt (...)
    Remove from this list   Download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  36. Making Sense in Education: Deleuze on Thinking Against Common Sense.Itay Snir - 2018 - Educational Philosophy and Theory 50 (3):299-311.
    According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  37. Evidence Supporting Pre‐University Effects Hypotheses of Women's Underrepresentation in Philosophy.Christopher Dobbs - 2017 - Hypatia 32 (4):940-945.
    In this short essay, I report results from a representative national dataset from the Cooperative Institutional Research Program that shows that significantly more men than women intend to major in philosophy at the high-school and pre-university level. This lends credence to pre-university effects hypotheses of women's underrepresentation in philosophy and successfully replicates a smaller analysis performed by Cheshire Calhoun at Colby College in 2009. I also defend my analysis against an objection that claims that intention to major is not a (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  38. Democracy and the Industrial Imagination in American Education.Steven Fesmire - 2016 - Education and Culture 32 (1):53.
    Media fact-checkers promptly corrected Marco Rubio when he called for more vocational education during the November 2015 GOP presidential debate: “Welders make more money than philosophers,” he said. “We need more welders than philosophers.” It was widely pointed out in response to Senator Rubio’s remark that, on average, those who major in philosophy at a college or university tend to have higher salaries than professional welders. But this point, despite its utility for promoting philosophy as an academic major, is a (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  39. Understanding the Role and Nature of Intuition in Philosophical Inquiry.Nicolas Nicola - 2017 - Dissertation, Queen's University
    This thesis explores the role and nature of intuition in philosophical inquiry. Appeals to intuition have either been used as evidence for or against philosophical theories or as constitutive features of judgement. I attempt to understand our uses of intuition by appealing to tacit knowledge. The hope is to elicit a picture of intuition as being practical and explanatory. Our reliance on intuition is warranted if we understand it as an expression of tacit knowledge.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  40. Dewey's Theory of Inquiry and Experiential Learning.Field Richard W. - manuscript
    A discussion of John Dewey's theory of inquiry and what it does and does not imply concerning good educational practice.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  41. Review of Roger Gottlieb, Joining Hands: Politics and Religion Together for Social Change. [REVIEW]Edmund F. Byrne - 2004 - Teaching Philosophy 27 (1):65-68.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  42. Review of C. Gustafson and P. Juviler (Eds.) Religion and Human Rights: Competing Claims? [REVIEW]Edmund F. Byrne - 2000 - Teaching Philosophy 23 (4):384-387.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  43. Review of Philip Cole, Philosophies of Exclusion: Liberal Political Theory and Immigration. [REVIEW]Edmund F. Byrne - 2002 - Teaching Philosophy 25 (2):165-169.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  44. Reasoning, Science, and the Ghost Hunt.W. John Koolage & Timothy Hansel - 2017 - Teaching Philosophy 40 (2):201-229.
    This paper details how ghost hunting, as a set of learning activities, can be used to enhance critical thinking and philosophy of science classes. We describe in some detail our own work with ghost hunting, and reflect on both intended and unintended consequences of this pedagogical choice. This choice was partly motivated by students’ lack of familiarity with science and philosophic questions about it. We offer reflections on our three different implementations of the ghost hunting activities. In addition, we discuss (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  45. A Course in Metaphilosophy for Undergraduates.Renée Smith - 2017 - Teaching Philosophy 40 (1):57-85.
    This paper describes an undergraduate course in metaphilosophy for philosophy majors and argues that there are four potential benefits to students; namely that doing metaphilosophy allows students to draw their own conclusions about what philosophy is, develops students’ metacognitive skills to promote learning, establishes students as members of the philosophical community, and disposes students to live lives that reflect their philosophical education. It describes issues of transparency of course design and the particulars of the course, including course content, and provides (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  46. From Blended Learning to Learning Onlife : ICTs, Time and Access in Higher Education.Anders Norberg - unknown
    Information and Communication Technologies, ICTs, has now for decades being increasingly taken into use for higher education, enabling distance learning, e-learning and online learning, mainly in parallel to mainstream educational practise. The concept Blended learning aims at the integration of ICTs with these existing educational practices. The term is frequently used, but there is no agreed-upon definition. The general aim of this dissertation is to identify new possible perspectives on ICTs and access to higher education, for negotiating the dichotomy between (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark  
  47. Teaching the Debate.Brian Besong - 2016 - Teaching Philosophy 39 (4):401-412.
    One very common style of teaching philosophy involves remaining publicly neutral regarding the views being debated—a technique commonly styled ‘teaching the debate.’ This paper seeks to survey evidence from the literature in social psychology that suggests teaching the debate naturally lends itself to student skepticism toward the philosophical views presented. In contrast, research suggests that presenting one’s own views alongside teaching the debate in question—or ‘engaging the debate’—can effectively avoid eliciting skeptical attitudes among students without sacrificing desirable pedagogical outcomes. Thus, (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   3 citations  
  48. Restricted Liberty, Parental Choice and Homeschooling.Michael S. Merry & Sjoerd Karsten - 2010 - Philosophy of Education 44 (4):497-514.
    In this paper we carefully study the problem of liberty as it applies to school choice, and whether there ought to be restricted liberty in the case of homeschooling. We examine three prominent concerns that might be brought against homeschooling, viz., that it aggravates social inequality, worsens societal conflict and works against the best interests of children. To examine the tensions that occur between parental liberty, children's interests, and state oversight, we consider the case of homeschooling in the Dutch context.
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  49. Free Will and Education.Johannes Giesinger - 2010 - Philosophy of Education 44 (4):515-528.
    It is commonly assumed that to educate means to control or guide a person's acting and development. On the other hand, it is often presupposed that the addressees of education must be seen as being endowed with free will. The question raised in this paper is whether these two assumptions are compatible. It might seem that if the learner is free in her will, she cannot be educated; however, if she is successfully educated, then it is doubtful whether she can (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   1 citation  
  50. Why General Education? Peters, Hirst and History.John White - 2009 - Philosophy of Education 43 (Supplement s1):123-141.
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history (...)
    Remove from this list   Download  
     
    Export citation  
     
    Bookmark   5 citations  
1 — 50 / 613