Philosophy of Education

Edited by Lavinia Marin (Delft University of Technology)
Assistant editor: Stefano Oliverio (University of Naples Federico II)
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  1. Getting It Out on the Net: Decentralized E-Learning Through On-Line Pre-Publication.Shane J. Ralston - 2015 - In Petar Jandrić & Damir Boras (eds.), Critical Learning in Digital Networks. Cham: Springer. pp. 57-74.
    This chapter explores the personal and professional obstacles faced by Humanities and Social Science scholars contemplating pre-publication of their scholarly work in an on-line network. Borrowing a theoretical framework from the radical educational theorist Ivan Illich, it also develops the idea that pre-publication networks offer higher education a bottom-up, decentralized alternative to business-modeled e-learning. If learners would only embrace this more anarchical medium, appreciating writing for pre-publication as a process of open-ended discovery rather than product delivery, then the prospect of (...)
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  2. Click on Deweyan Democracy: John Dewey Joins the Online Literacy Debate.Shane J. Ralston - 2011 - In Communication and Creative Democracy: Interdisciplinary Perspectives. Suffolk: Arima Publishing. pp. 185-205.
    John Dewey's political and educational ideas can offer some guidance in arbitrating the online literacy debate.
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  3. The Prospect of an Ideal Liberal Arts Curriculum: Reconstructing the Dewey-Hutchins Debate.Shane J. Ralston - 2010 - Black Mountain College Studies 1 (1).
    Part of John Andrew Rice’s legacy, besides being a founder of Black Mountain College, is his vision of what a small liberal arts college curriculum should be. This vision helps shed light on some possible avenues by which to answer the following important questions: What implications do John Dewey’s progressive educational ideas have for experimenting with curricular design at small colleges? Does the college teacher’s struggle for improvement or growth depend on her having a belief that there is an ideal (...)
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  4. It Takes a Garden Project: Dewey and Pudup on the Politics of School Gardening.Shane J. Ralston - 2011 - Ethics and the Environment 16 (2):1-24.
    What is the normative significance of school gardening for environmental activism and activists today? Philosophical treatments generally highlight gardening's importance for human well-being, aesthetic theory, and urban landscape design. Several accounts of John Dewey's educational philosophy draw attention to the school gardens tended by students at the University of Chicago's Experimental School. However, these typically neglect the social and political significance of Dewey's writings on school gardening. One way to bring the normative dimension of school gardening to the fore is (...)
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  5. Fundamental British Values in Education: Radicalisation, National Identity and Britishness. [REVIEW]Jason Metcalfe - 2019 - British Journal of Educational Studies 41 (4):461-463.
    What exactly do we mean when we talk about fundamental British values? Further, what defines Britishness and has this remained a static concept over time? How have recent changes to legislation and policy repositioned the way teachers engage with British values and how has it affected their status in the private and public spheres of their lives? This illuminating book sets out to address these questions, providing a historical account of how national identity in Britain has developed over time and (...)
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  6. È possibile una nuova etica dell’educazione? Spunti di riflessione al tempo della didattica digitale.Lucia Gangale - 2022 - Rizomafreireano 32.
    Per la prima volta in duemila anni di pedagogia stiamo parlando di didattica digitale. L’evento epocale che ha determinato questo suo improvviso irrompere nelle vite delle famiglie è stata, com’è noto, l’emergenza Covid19. Una nuova sfida che gli insegnanti italiani hanno retto bene, pur non essendo mai stati preparati ad hoc e neppure avendo per contratto un simile impegno. Fin dai primi giorni dell’emergenza Coronavirus, prima ancora che il Miur istituzionalizzasse questo tipo di didattica, i docenti si sono attivati con (...)
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  7. Fare l'Europa attraverso l'Europa: Geosofia dei popoli europei per una geopolitica multipolare.Lorenzo Maria Pacini - 2022 - Rivista EVROPA 1 (1):22.
    Questa pubblicazione intende fornire uno sguardo sulla situazione dell’Europa, intesa come continente fatto di diverse entità politiche, etniche e culturali, in relazione alla geopolitica mondiale che sta cambiando la propria impostazione, diventando sempre più multipolare. L’approccio offerto dalla geosofia, affiancata alla noologia, permette di comprendere con quale fondamento etnosociologico ed identitario i diversi popoli possano prendere parte alla nuova configurazione del mondo multipolare, superando l’ideologia globalista e riconquistando il valore delle proprie identità.
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  8. DEVELOPMENT OF SOCIAL CAPITAL IN EDUCATIONAL PROCESS.Anna Shutaleva, Evgeniya Putilova, Evgeniya Ivanova, Elena Melnikova & Evgeny Knysh - 2021 - European Proceedings of Social and Behavioural Sciences 118:860-868.
    The article is devoted to educational opportunities for the formation of social capital. Social capital is manifested in the ability of people to communicate and work together. Analysis of the concept of social capital allows understanding the foundations of social interaction, the need for trust, and the relationship between the formation and distribution of the social trust, norms, and social capital itself. Social capital does not exist outside people. Social capital cannot be characterized as an attribute of a separate individual. (...)
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  9. Brauchen wir Political Correctness? Ein politisches Streitgespräch.Karsten Schubert, Saba-Nur Cheema, Beate Rosenzweig & Petra Barz - 2021 - Außerschulische Bildung – Zeitschrift der Politischen Jugend- Und Erwachsenenbildung 4:33-41.
    Für ein Gespräch über die Themen Political Correctness, Identitätspolitik, Streitkultur und die Rolle der politischen Bildung kamen im Juli 2021 Saba-Nur Cheema von der Bildungsstätte Anne Frank und Dr. Karsten Schubert von der Universität Freiburg in einem Zoom-Raum zusammen. Die Fragen stellten Prof. Dr. Beate Rosenzweig und Petra Barz, beide Mitglieder im Redaktionsbeirat der "Außerschulischen Bildung". Der folgende Text ist eine bearbeitete und gekürzte Fassung des Gesprächs.
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  10. Review of A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms (Routledge, 2020) by Mark E. Jonas and Yoshiaki Nakazawa. [REVIEW]Mason Marshall - 2021 - Educational Theory 71 (4):539-545.
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  11. The Comparison of Developing Self Esteem Among Dire Dawa University Male Technology Students.Mustefa Jibril - 2021 - Report and Opinion Journal 13 (10):25-28.
    This study aimed to compare the levels of self-esteem among Dire Dawa University Male Technology students for the program of computer science (CS), Information Technology (IT), Computer Engineering (CE). Subjects for this study were randomly selected. 90 students (30 in Computer Science, 30 in Information Technology, and a 30-in Computer Engineering) were selected as the subjects for this study. The self-esteem of the assessment, so that the student has been Prepared by Rekha Agnihotri self-confidence Inventory (ASCI). For the comparison between (...)
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  12. Government School Principals Leadership Style and Its Effect on Academic Achievement in Ethiopia.Mustefa Jibril - 2021 - New York Science Journal 14 (11):10-15.
    This research was conducted at 15 government schools in Addis Ababa. The objectives of this research are to identify principal style and its effect on academic achievement. The “Leader Behavior Description Questionnaire” (LBDQ) formed by Halpin (1966) was used. Meanwhile Academic achievement was measured using the “School Certificate Examination Results from 2017-2020. A total of 191 teachers and 15 principals from government school in Addis Ababa were randomly chosen. Pearson correlation was used to analyze the data. To support data obtained (...)
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  13. New Labour, School Effectiveness and Ideological Commitment.Robert Archer - 2003 - In Justin Cruickshank (ed.), Critical Realism: The Difference It Makes.
    As Bhaskar (1989:1) argues, we need to take philosophy seriously because it underwrites both what constitutes science and knowledge and which political practices are deemed legitimate. At present, the field of educational research internationally is witnessing a pragmatist trend, whereby practical education research is carried out without reference to ontological and epistemological concerns. For David Reynolds, a leading UK school effectiveness academic, '[p]recisely because we did not waste time on philosophical discussion or on values debates, we made rapid progress' (1998:20). (...)
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  14. Judging Students and Racial Injustice.Eric Bayruns Garcia - 2021 - APA Newsletter on Hispanic/Latino Issues in Philosophy 1 (21):15-20.
    I will argue that just and accurate assessment must involve taking into account how racial injustice affects students’ performance in their work. To this end, I will motivate what I call the RACIAL-INJUSTICE-ASSESSMENT THESIS. According to this thesis, instructors must account for how racial injustice affects a student’s work for an instructor’s judgment of her work to count as just. To motivate the RACIAL-INJUSTICE ASSESSMENT THESIS, I will defend the ACCURACY THESIS and the JUSTICE THESIS. According to the ACCURACY THESIS, (...)
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  15. Disparidad de género en la filosofía: El caso del alumnado de la FES Acatlán-UNAM.Erika Torres & Atocha Aliseda - forthcoming - In Colección Cuadernos: Las filósofas que nos formaron. San Nicolás de los Garza, Nuevo Leon, Mexico: pp. 1-17.
    In Philosophy, it is well known that of the total faculty population, the proportion of women is significantly lower than men. This disproportion is odd for a discipline within the humanities; these numbers seem more compatible with what is found in STEM (Science, Technology, Engineering, Mathematics) careers. These proportions are in turn a product of the low female presence that exists from the previous levels of academic training in philosophy. What happens in the case of the philosophy student body? For (...)
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  16. Inclusive organizational culture as a culture of diversity acceptance and mutual understanding.Anna Shutaleva - 2019 - Perspektivy Nauki I Obrazovania – Perspectives of Science and Education, 41 (5):373-385.
    The relevance of the study is the need to reform the educational environment based on the values of inclusion to ensure the accessibility of quality education for all people. The purpose of the study is to justify the need an inclusive culture formation as a culture of acceptance of diversity and mutual understanding. The research problem is the lack of development of an inclusive organizational culture is a barrier to ensuring the availability of quality education in a variety of health (...)
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  17. Humanization of education in digital era.Anna Shutaleva - 2019 - Perspektivy Nauki I Obrazovania – Perspectives of Science and Education 42 (6):31-43.
    The relevance of the study is due to the need to transform educational methods and technologies that can satisfy the cognitive, social, and emotional needs of people in the digital world. The modern education system is focused on the implementation of educational strategies that meet high ethical and technical standards. The purpose of the article is the study of humanization as the development direction of education in the digital age. The methodological basis of this study is an understanding of the (...)
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  18. Facts Vs. Opinions: Helping Students Overcome the Distinction.Galen Barry - forthcoming - Teaching Philosophy.
    A way to help your students overcome "that's just your opinion" ways of thinking.
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  19. Towards a Kantian Theory of Philosophical Education and Wisdom—with the Help of Hannah Arendt.Helga Varden - 2021 - Journal of Philosophy of Education 55 (6):1081-1096.
    Kant’s life shows us that it is possible to be a philosopher who revolutionises our thinking about morality in terms of freedom—in fact, to be the first to propose that treating others morally is to treat them with respect or as having dignity—while simultaneously dehumanising himself and others. It presumably follows from this that we can teach our students Kant’s brilliant theories of morality as freedom without thereby giving them access to all the philosophical resources they need to become wise, (...)
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  20. Reading Plato's Dialogues to Enhance Learning and Inquiry: Exploring Socrates' Use of Protreptic for Student Engagement.Mason Marshall - 2021 - New York, NY, USA: Routledge.
    Along with fresh interpretations of Plato, this book proposes a radically new approach to reading him, one that can teach us about protreptic, as it is called, by reimagining the ways in which Socrates engages in it. Protreptic, as it is conceived in the book, is an attempt to bring about a fundamental change of heart in people so that they want truth more than anything else. In taking the approach developed in this book, one doesn't try to get Plato (...)
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  21. White Racial Literacy and Racial Dexterity.Kevin J. Harrelson - 2021 - Educational Theory 71 (2):203-221.
    This essay presents racial literacy and racial dexterity as educational desiderata, especially for white students. Racial literacy is defined as the ability to recognize and interpret racial nuances in real social engagements. Racial dexterity is defined as the ability to engage successfully with diverse racial contexts. After defining racial literacy and racial dexterity, Kevin Harrelson analyzes these skills by contrasting them with racial naivety and racial anxiety. He argues that transitioning from naivety to literacy, and from anxiety to dexterity, requires (...)
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  22. Relações entre a noção de “cuidado-da-alma” e o “conhecimento de si” no Primeiro Alcibíades.Marcos Sidnei Pagotto-Euzebio - 2017 - Hypnos. Revista Do Centro de Estudos da Antiguidade 38 (1):93-108.
    O artigo busca apresentar as relações entre as exigências de cuidado-da-alma e a necessidade do conhecimento-de-si presentes no diálogo platônico Primeiro Alcibíades, indicando a forte ligação de tal aperfeiçoamento de si com o da pólis. Também as dimensões erótica, teológica, ética e política se encontram firmemente unidas no diálogo, visto que a formação do homem político exige o vínculo entre discípulo e mestre, sendo este o guia em direção ao reconhecimento da divindade, pois conhecer-se significa, ao final, conhecer a alma (...)
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  23. O mestre que impede, o discípulo que insiste.Marcos Sidnei Pagotto-Euzebio - 2018 - In Marcos Sidnei Pagotto-Euzebio, Rogério De Almeida & Alessandra Carbonero (eds.), Os Outros, Os Mesmos - A Alteridade no Mundo Antigo. Galatea/Feusp, 2018. FEUSP - Coleção GALATEA. pp. 38-46.
    Palestra na XIII Semana de Estudos Clássicos da Feusp (in Os Outros, Os Mesmos - A Alteridade no Mundo Antigo. Galatea/Feusp, 2018).
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  24. Isócrates, professor de philosophía.Marcos Sidnei Pagotto-Euzebio - 2018 - Educação E Pesquisa 44:1-13.
    This paper presents the teaching of Isocrates (436-338 BC), Plato’s contemporary Athenian author, and his conceptions about the form and purposes of paideia or education, which he called, as a whole, philosophía. To this end, the list of students Isocrates supposedly had, the popularity of his school and the testimony by other authors of antiquity on his educational influence are described. After that, the isocratic definition of philosophía is discussed: sometimes presented as an intellectual commitment coupled with experience, at other (...)
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  25. A importância da literatura antiga para a formação do professor.Marcos Sidnei Pagotto-Euzebio - 2020 - In Marcos Sidnei Pagotto-Euzebio & Rogério de Almeida (eds.), O Mundo Antigo, o Livre Falar e o Livre Pensar. São Paulo: FEUSP - Coleção GALATEA. pp. 132-148.
    "Tentarei, neste texto, apresentar argumentos não só para recomendar os estudos da Antiguidade em educação, mas para deixar claro o quanto esses estudos são fundamentais para a formação do professor. Meus argumentos serão de dois tipos: em primeiro lugar, apresentarei a Antiguidade — e por esse nome eu me refiro à literatura dos antigos gregos e romanos — como uma herança que está à nossa disposição. Depois, quero apontar, sumariamente, a conexão necessária entre a presença dessa literatura e o vocabulário (...)
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  26. Effectiveness of Problem-Based Learning on Secondary Students’ Achievement in Science: A Meta-Analysis.Aaron Funa & Maricar Prudente - 2021 - International Journal of Instruction 14 (4):69-84.
    Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has (...)
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  27. State Typohumanism and its Role in the Rise of Völkisch-Racism: Paideía and Humanitas at Issue in Jaeger’s and Krieck’s ‘Political Plato’.Facundo Norberto Bey - 2020 - Educational Philosophy and Theory 53 (12):1272-1282.
    The aim of this article is to provide a philosophical conceptual framework to understand the theoretical roots and political implications of the interpretations of Plato’s work in Jaeger’s Third Humanism and Krieck’s völkisch-racist pedagogy and anthropology. This article will seek to characterize, as figures of localitas, their conceptions of the individual, community, corporeality, identity, and the State that both authors developed departing from Platonic political philosophy. My main hypothesis is that Jaeger’s and Krieck’s interpretations of Platonic paideía shared several core-elements (...)
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  28. Self-Respect in Higher Education.Attila Tanyi - manuscript
    This is a short entry on the role and importance of self-respect in higher education. I begin with clarifying the concept of self-respect by distinguishing three forms of self-respect and outlining how it differs from self-esteem. After this, I briefly discuss some of the major philosophical theories that employ self-respect in a crucial role (Kant, Rawls, Honneth, among others). Lastly, I discuss in some detail some of the ways self-respect plays a role in higher education.
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  29. How Universities Have Betrayed Reason and Humanity – And What’s to Be Done About It.Nicholas Maxwell - 2021 - Frontiers 631.
    In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...)
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  30. What is an Appropriate Educational Response to Controversial Historical Monuments?Michael S. Merry & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (3):484-497.
    There are many things that can be done to educate young people about controversial topics - including historical monuments - in schools. At the same time, however, we argue that there is little warrant for optimism concerning the educational potential of classroom instruction given the interpretative frame of the state-approved history curriculum; the onerous institutional constraints under which school teachers must labour; the unusual constellation of talents history teachers must possess; the frequent absence of marginalized voices in these conversations; and (...)
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  31. REDEFINING GLOBALIZATION FROM COVID 19 CRISIS: A SOCIAL AND CULTURAL PERSPECTIVE.Leo Andrew Diego - manuscript
    This discourse analysis aimed to expose the context of globalization in the face of COVID 19 pandemic. I contend to refute the notion that globalization is the same before and during the pandemic crisis. Moreover, I seek to bring out the contextual landscape of social and cultural changes as influenced by pandemic and how the conduct of globalization in terms of power struggle, digitalization, debt and geographies of blame, care, interdependence, infection, immunization, vulnerability and resilience are being redefined in its (...)
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  32. Re-Envisioning the Philosophy Classroom Through Metaphors.Alejandro Arango & Maria Howard - 2021 - Teaching Philosophy 44 (2):121-144.
    What is a philosophy class like? What roles do teachers and students play? Questions like these have been answered time and again by philosophers using images and metaphors. As philosophers continue to develop pedagogical approaches in a more conscious way, it is worth evaluating traditional metaphors used to understand and structure philosophy classes. In this article, we examine two common metaphors—the sage on the stage, and philosophy as combat—and show why they fail pedagogically. Then we propose five metaphors—teaching philosophy as (...)
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  33. Probability Without Tears.Julia Staffel - forthcoming - Teaching Philosophy.
    This paper is about teaching probability to students of philosophy who don’t aim to do primarily formal work in their research. These students are unlikely to seek out classes about probability or formal epistemology for various reasons, for example because they don’t realize that this knowledge would be useful for them or because they are intimidated by the material. However, most areas of philosophy now contain debates that incorporate probability, and basic knowledge of it is essential even for philosophers whose (...)
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  34. What Does Success in Online Teaching Look Like?Boaz Faraday Schuman - 2021 - Teaching Philosophy 44 (3):339-67.
    What does success in online teaching look like? There are two ways to answer this question. The first defines success in terms of replacement of educational means: for example, how closely does an online lecture approximate its offline counterpart? The second defines success in terms of educational goals: for example, how well does an online lecture facilitate learning, compared with its offline counterpart? The first is a trap: it commits us to an endless online game of catch-up with offline models (...)
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  35. Образованието като философска тема. Гадамер за образованието.Vasil Penchev - 2004 - In Витан Стефанов, Алекси Апостолов, Тодор Тодоров & Николина Сретенова (eds.), КУЛТУРА. ФИЛОСОФИЯ. ОБРАЗОВАНИЕ. pp. 59-66.
    The text discusses philosophy of education from Gadamer's and Heidegger's point of view. Education undeceives people and humanity in accordance with their essence and nature in openness of progress. Education conceals the human being from and Ьу means of the truth in nature. lt is exhiblted the connection with the worldwiews of Platon, Rousseau, Nietzsche, and Dewey.
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  36. Improving Student Learning with Aspects of Specifications Grading.Sarah E. Vitale & David W. Concepción - 2021 - Teaching Philosophy 44 (1):29-57.
    In her book Specifications Grading, Linda B. Nilson advocates for a grading regimen she claims will save faculty time, increase student motivation, and improve the quality and rigor of student work. If she is right, there is a strong case for many faculty to adopt some version of the system she recommends. In this paper, we argue that she is mostly right and recommend that faculty move away from traditional grading. We begin by rehearsing the central features of specifications grading (...)
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  37. Is the Inquiry Based Education Paradigm Useful Not Just for Teaching Sciences but Also Theology?Mihai Girtu & Tudor Cosmin Ciocan - 2015 - Dialogo 2 (1):73-82.
    Starting from the traditional approaches to teaching science and religion we discuss modern pedagogical methods based on inquiry. We explore whether and how the teaching methods specific to each discipline may benefit in the teaching of the other.
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  38. Philosophical Think Tanks.Alexander T. Englert - 2020 - Teaching Philosophy 43 (4):357-381.
    While small group discussion is invaluable to the philosophy classroom, I think it can be improved. In this paper I present a method that I have developed to better facilitate active learning in the spirit of a philosopher within a Socratic community. My method is to form what I call a “philosophical think tank,” which takes the form of a small group that persists for the duration of the semester in order to overcome deficiencies that can arise if groups are (...)
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  39. Private Schools and Queue‐Jumping: A Reply to White.Mark Jago & Ian James Kidd - 2020 - Journal of Philosophy of Education 54 (5):1201-1205.
    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 (...)
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  40. Civic Education: Political or Comprehensive?Elizabeth Edenberg - 2016 - In Johannes Drerup, Gunter Graf, Christoph Schickhardt & Gottfried Schweiger (eds.), Justice, Education, and the Politics of Childhood: Challenges and Perspectives. pp. 187-206.
    In this chapter, I consider the problem children, conceived of as future citizens, pose to understanding the scope and limits of Rawls’s Political Liberalism by focusing on the civic education of children. Can a politically liberal state provide all children the opportunity to become reasonable citizens? Or does the cultivation of reasonableness require comprehensive liberalism? I show that educating children to become reasonable in the way Rawls outlines imposes a demanding requirement that conflicts with Rawls’s aim of including a wide (...)
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  41. The Fearful Ethical Subject: On the Fear for the Other, Moral Education, and Levinas in the Pandemic.Sijin Yan & Patrick Slattery - 2021 - Studies in Philosophy and Education 40 (1):81-92.
    The article seeks to reclaim a type of fear lost in silent omission in education, yet central to the development of an ethical subject. It distinguishes the fear described by Martin Heidegger through the concept of befindlichkeit and fear for the other as an essential moment for ethics articulated by Emmanuel Levinas. It argues that the latter conception of fear has inverted the traditional assumption of the ideal ethical subject as fearless. It then examines how Levinas’s interpretation of fear might (...)
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  42. La formación en administración: una reflexión interdisciplinar desde los estudios organizacionales, la administración y la filosofía de la educación.Roger Sepúlveda Fernández - 2018 - In Estudios filosóficos en ciencia, tecnología y sociedad. Barranquilla: pp. 405-440.
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  43. Elementos para una filosofía personalista de la educación.Pablo Cristóbal Jiménez Lobeira - manuscript
    Dice Paciano Fermoso que existen diversos tipos de saber respecto a la educación. Está aquel que se encamina a la técnica de educar, a los métodos para enseñar mejor. Se denomina didáctica. Está después el que más bien tiene que ver con la educación como ciencia, y es la pedagogía. Por último está el que trata de las bases (teóricas) sobre las que se asienta la educación misma, una disciplina más “fundamental” que práctica, que hace no tanto a los quehaceres (...)
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  44. Resistance Training.Alex Madva - 2020 - The Philosophers' Magazine 91:40-45.
    The summer of 2020 witnessed perhaps the largest protests in American history in response to police and vigilante brutality against the black community. New protests are still erupting every time another suppressed video, such as of Daniel Prude, surfaces, or another killing, such as Breonna Taylor’s, goes unpunished. As communities demand meaningful reform, the point – or pointlessness – of “implicit bias training” takes on renewed urgency. Implicit bias trainings aim to raise awareness about the unwitting or unwilling prejudices and (...)
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  45. Philosophy of Education in a New Key: Who Remembers Greta Thunberg? Education and Environment After the Coronavirus.Petar Jandrić, Jimmy Jaldemark, Zoe Hurley, Brendan Bartram, Adam Matthews, Michael Jopling, Julia Mañero, Alison MacKenzie, Jones Irwin, Ninette Rothmüller, Benjamin Green, Shane J. Ralston, Olli Pyyhtinen, Sarah Hayes, Jake Wright, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (14):1421-1441.
    This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia. The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratch’, gathers wider philosophical (...)
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  46. Listening.Zeyad El Nabolsy - 2019 - In Derek R. Ford (ed.), Keywords in Radical Philosophy and Education: Common Concepts for Contemporary Movements. Leiden: Brill. pp. 255-270.
    In this chapter I focus on listening as a potentially revolutionary pedagogical activity. I argue that listening should not be understood as an essentially passive state, and focus on pedagogical situations where the educator can be misled by prejudices regarding the abilities, or lack thereof, of the individuals that the educator is interacting with in a pedagogical context. While the claims which I argue for apply to pedagogues in formal classrooms, I will be mostly concerned with pedagogy in the context (...)
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  47. Review of Alexis Gibbs 'Seeing Education on Film: A Conceptual Aesthetics'.Britt Harrison - 2020 - Journal of the Philosophy of Education.
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  48. Kant’s Lectures on Philosophical Theology -- Training-Ground for the Moral Pedagogy of Religion?Robert R. Clewis - 2015 - In Reading Kant's Lectures. New York/Berlin: De Gruyter. pp. 365-390.
    How serious was Kant about his suggestion, in the first edition Preface to Religion within the Bounds of Bare Reason (6:10), that he hoped his book would be suitable for use as compulsory reading for a philosophy class that theology students of the future would be required to take in their final year of study? This chapter (of a forthcoming anthology that will include chapters on all of Kant's lecturing activity) begins by sketching the pedagogical themes that develop progressively throughout (...)
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  49. Knowledge and Forms in Plato's Educational Philosophy.Mason Marshall - 2020 - Educational Theory 70 (2):215-229.
    In this paper, I argue that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, I contend that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. I also address the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of (...)
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  50. Strange Tools: Art and Human Nature, by Alva Noë. [REVIEW]Matthew Van Cleave - 2020 - Teaching Philosophy 43 (2):226-230.
    Review of Alva Noe's Strange Tools for the journal, Teaching Philosophy.
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