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  1. 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 (...)
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  2. “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 (...)
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  3. 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 (...)
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  4. 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 (...)
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  5. 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 (...)
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  6. 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 (...)
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  7. 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 (...)
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  8. 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...
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  9. A Reply to Peter Boghsonnian and James Lindsay's, ‘What Comes After Postmodernism?’.Russell Webster - 2019 - Educational Philosophy and Theory 51 (7):679-680.
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  10. 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 (...)
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  11. 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 (...)
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  12. 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. -/- .
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  13. 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.
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  14. 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 (...)
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  15. 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 (...)
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  16. 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 (...)
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  17. 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.
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  18. Creating Scientific Controversies: Uncertainty and Bias in Science and Society, by David Harker.James Elliott - 2018 - Teaching Philosophy 41 (3):318-322.
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  19. 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 (...)
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  20. 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 (...)
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  21. 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 (...)
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  22. 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 (...)
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  23. 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 (...)
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  24. 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 (...)
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  25. The Socratic Note Taking Technique.Mark Walker, David Trafimow & Jamie Bronstein - forthcoming - 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 (...)
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  26. 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 (...)
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  27. 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 (...)
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  28. 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.
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  29. 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.
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  30. Review of Roger Gottlieb, Joining Hands: Politics and Religion Together for Social Change. [REVIEW]Edmund F. Byrne - 2004 - Teaching Philosophy 27 (1):65-68.
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  31. 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.
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  32. Review of Philip Cole, Philosophies of Exclusion: Liberal Political Theory and Immigration. [REVIEW]Edmund F. Byrne - 2002 - Teaching Philosophy 25 (2):165-169.
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  33. 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 (...)
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  34. 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 (...)
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  35. 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 (...)
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  36. 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, (...)
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  37. 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.
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  38. 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 (...)
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  39. 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 (...)
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  40. Education for Moral Integrity.Albert W. Musschenga - 2001 - Philosophy of Education 35 (2):219-235.
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  41. Mindfulness and the Therapeutic Function of Education.Terry Hyland - 2009 - Philosophy of Education 43 (1):119-131.
    Although it has been given qualified approval by a number of philosophers of education, the so-called ‘therapeutic turn’ in education has been the subject of criticism by several commentators on post-compulsory and adult learning over the last few years. A key feature of this alleged development in recent educational policy is said to be the replacement of the traditional goals of knowledge and understanding with personal and social objectives concerned with enhancing and developing confidence and self-esteem in learners. After offering (...)
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  42. On Functioinal Definitions Of Art: A RESPONSE TO ROWE.Graham Oppy - 1993 - British Journal of Aesthetics 33 (1):67-71.
    This paper is a critical assessment of M. W. Rowe's functional definition of art.
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  43. Education for World Citizenship: Beyond National Allegiance.Muna Golmohamad - 2009 - Educational Philosophy and Theory 41 (4):466-486.
    A resurgence of national and international interest in citizenship education, citizenship and social cohesion has been coupled with an apparent emergence of a language of crisis. Given this background, how can or should one consider a subjective sense of membership in a single political community? What this article hopes to show is that confining the subject of citizenship or patriotism to a national framework is inadequate in as much as there are grounds to argue for a more expansive and, at (...)
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  44. Embedded Identities and Dialogic Consensus: Educational Implications From the Communitarian Theory of Bhikhu Parekh.Michael S. Merry - 2005 - Educational Philosophy and Theory 37 (4):495-517.
    In this article the author will investigate the extent to which Bhikhu Parekh believes that a person's cultural/religious background must be preserved and whether, by implication, religious schooling is justified by his theory. His discussion will explore—by inference and implication—whether Parekh's carefully crafted multiculturalism, enriched and illuminated by numerous practical insights, is socially tenable. The author will also consider whether, by extension, it is justifiable, on his line of reasoning, to cultivate cultural and religious understandings among one's own children. Finally, (...)
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  45. Faculty as Critical Thinkers: Challenging Assumptions.Claire Phillips & Susan Green - 2011 - Inquiry: Critical Thinking Across the Disciplines 26 (2):44-50.
    The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors of this study would (...)
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  46. "Sexual Harassment: An Introduction to the Conceptual and Ethical Issues," by Keith Dromm. [REVIEW]Debra Jackson - 2013 - Teaching Philosophy 36 (1):85-88.
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  47. Fighting Imperviousness With Vulnerability: Teaching in a Climate of Conservatism.Jeanine Weekes Schroer - 2007 - Teaching Philosophy 30 (2):185-200.
    This essay explores challenges that arise for professors who teach critical theory in our current climate of conservatism. Specifically, it is argued that the conservative commitments to non-revolutionary change and reverence for tradition are corrupted in our current political and intellectual climate. This corruption, called “ideological imperviousness,” undermines the institutional structures put in place to produce a functional educational environment that protects the interests of both professors and students. The result is an environment that imposes an unjust vulnerability on professors (...)
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  48. Literary Form, Philosophical Content: Historical Studies of Philosophical Genres. [REVIEW]Rick Anthony Furtak - 2011 - Teaching Philosophy 34 (2):182-184.
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  49. Philosophy of Computer Science: An Introductory Course.William J. Rapaport - 2005 - Teaching Philosophy 28 (4):319-341.
    There are many branches of philosophy called “the philosophy of X,” where X = disciplines ranging from history to physics. The philosophy of artificial intelligence has a long history, and there are many courses and texts with that title. Surprisingly, the philosophy of computer science is not nearly as well-developed. This article proposes topics that might constitute the philosophy of computer science and describes a course covering those topics, along with suggested readings and assignments.
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  50. Loose Women, Lecherous Men: A Feminist Philosophy of Sex. [REVIEW]Alan Soble - 1999 - Teaching Philosophy 22 (4):411-416.
    A review of Loose Women, Lecherous Men, by Linda LeMoncheck.
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1 — 50 / 569