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  1. Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education.Gert Biesta - 2011 - Journal of Philosophy of Education 45 (2):305-319.
    The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...)
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  • Ethics Responsibility Dialogue The Meaning of Dialogue in Lévinas's Philosophy.Hanoch Ben-Pazi - 2016 - Journal of Philosophy of Education 50 (4):619-638.
    This article examines the concept of dialogue in the philosophy of Emmanuel Lévinas, with a focus on the context of education. Its aim is to create a conversation between the Lévinasian theory and the theories of other philosophers, especially Martin Buber, in an effort to highlight the ethical significance that Lévinas assigns to the act of dialogue itself. As a philosopher whose essential interest was trained on the infinite ethical responsibility of the human subject, Lévinas places major emphasis on the (...)
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  • The existential turn in philosophy of education: In defence of liberal autonomy.Alistair Miller - 2022 - Journal of Philosophy of Education 56 (2):356-370.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 356-370, April 2022.
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  • Towards a Phenomenological Understanding of the Ontological Aspects of Teaching and Learning.James M. Magrini - 2013 - Linguistic and Philosophical Investigations 12:122-149.
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  • Beyond Useful Knowledge: Developing the Subjective Self.Colin Wringe - 2015 - Journal of Philosophy of Education 49 (1):32-44.
    While not underestimating the value of useful knowledge and skills, it is suggested that education should also develop the subjective self of the learner. A distinction is drawn between an ‘additive’ view of education which simply furnishes the individual with knowledge and skills and a ‘transformative’ concept which concerns itself with changes to more central parts of the learner's self. In developing a concept of the subjective self, reference is made to the Enlightenment notion of the autonomous rational self and (...)
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  • The pervasiveness of the rational-conceptual: an educational-philosophical perspective on nature, world and ‘sustainable development’.Koichiro Misawa - 2021 - Ethics and Education 16 (3):289-306.
    ABSTRACT At the heart of our current environmental predicament lies the issue of our relationship with nature. Michael Bonnett’s educational rehabilitation of nature, which might be called a ‘metaphysical’ turn in nature-related issues, brings us back to the core question of educational-philosophical thinking: how we are to understand ourselves and our relation to the world. In this paper, by confronting his environmental philosophy of education with what John McDowell, in his debate with Hubert Dreyfus, terms the ‘pervasiveness thesis’ – that (...)
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  • Conserving the dignity of teaching through ethics as ‘ mise en question ’.Katja Castillo, Jani Kukkola & Pauli Siljander - 2022 - Journal of Philosophy of Education 56 (2):318-328.
    Journal of Philosophy of Education, Volume 56, Issue 2, Page 318-328, April 2022.
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  • Environmental Consciousness, Sustainability, and the Character of Philosophy of Education.Michael Bonnett - 2016 - Studies in Philosophy and Education 36 (3):333-347.
    This paper argues that education itself, properly understood, is intimately concerned with an individual’s being in the world, and therefore is ineluctably environmental. This is guaranteed by the ecstatic nature of consciousness. Furthermore, it is argued that a central dimension of this environment with which ecstatic human consciousness is engaged, is that of nature understood as the ‘self-arising’. Nature, so conceived, is essentially other and is epistemologically mysterious, possessing its own normativity, agency, and intrinsic value. As such, engagement with nature (...)
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  • A Reappraisal of Children’s ‘Potential’.Clémentine Beauvais & Rupert Higham - 2016 - Studies in Philosophy and Education 35 (6):573-587.
    What does it mean for a child to fulfil his or her potential? This article explores the contexts and implications of the much-used concept of potential in educational discourses. We claim that many of the popular, political and educational uses of the term in relation to childhood have a problematic blind spot: interpersonality, and the necessary coexistence for the concept to be receivable of all children’s ‘potentials’. Rather than advocating abandoning the term—a futile gesture given its emotive force—we argue that (...)
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  • Facilitating an Ethical Disposition as “Care of the Soul” in a Unique Ontological Vision of Socratic Education.James M. Magrini - unknown
    This essay adopts a Continental philosophical approach to reading Plato’s Socrates in terms of a “third way” that cuts a middle path between doctrinal and esoteric readings of the dialogues. It presents a portrait of Socratic education that is at odds with contemporary views in education and curriculum that view Plato’s Socrates as either the teacher of a truth-finding method or proto-fascist authoritarian. It argues that the crucial issue of attempting to foster an ethical disposition is a unique form of (...)
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