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. 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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  2. 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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  3. 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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  4. 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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  5. 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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  6. 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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  7. What is an Appropriate Educational Response to Controversial Historical Monuments?Michael S. Merry & Anders Schinkel - 2021 - Journal of Philosophy of Education 55 (3).
    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 likely resistance from parents, the general absence of adequate training, the problematic nature of state-approved textbooks, as well as the institutional constraints under which most school teachers must labour. For these reasons, we think it best (...)
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  8. 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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  9. 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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  10. 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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  11. 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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  12. 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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  13. 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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  14. 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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  15. 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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  16. 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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  17. 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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  18. 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 2020:1-11.
    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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  19. 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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  20. 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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  21. 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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  22. Review of Alexis Gibbs 'Seeing Education on Film: A Conceptual Aesthetics'.Britt Harrison - 2020 - Journal of the Philosophy of Education.
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  23. 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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  24. 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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  25. The Incoherence of the Interactional and Institutional Within Freire’s Politico-Educational Project.Neil Wilcock - 2020 - Studies in Philosophy and Education 39 (4):399-414.
    In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary (...)
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  26. 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.
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  27. 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.
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  28. 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.
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  29. 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.
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  30. 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.
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  31. 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.
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  32. 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 (...)
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  33. 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 (...)
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  34. 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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  35. Flipping the Logic Classroom.Savannah Pearlman - 2019 - Teaching Philosophy 42 (4):355-373.
    Despite increasing evidence that the traditional lecture is inefficient for student learning, such methods remain the central paradigm for teaching logic. In this paper, I identify the deficits of the lecture model and outline the many benefits of flipping the logic classroom—namely that students can absorb information at their own pace, freeing classroom time for active learn- ing activities, and allowing the students to come prepared to actively engage in deeper levels of learning. I provide advice for curricular change from (...)
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  36. “Interest-based Open-Mindedness: Advocating the Role of Interests in the Formation of Human Character”. [REVIEW]Nadav Berman, S. - 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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  37. 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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  38. 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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  39. 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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  40. 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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  41. 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 (...)
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  42. 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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  43. 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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  44. 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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  45. 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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  46. 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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  47. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, Edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
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  48. 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 (...)
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  49. 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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  50. 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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