Taking a bird’s-eye-view of the philosophical discourses that metaphorize creativity as “expression,” “production,” and “reconstruction,” this article depicts their vital characteristics and distinct ways of portraying the relationships between creativity, educative experiences, and the epistemic cultures now occurring within and beyond the workplace. Illustrative examples are taken from an ongoing comparative and longitudinal study that explores the epistemic trajectories of Norwegian nurses, teachers, auditors, and computer engineers. The aim is to provide a better understanding of the contours of creativity in (...) relation to productive workplace learning. This article reveals how different ways of metaphorizing creativity carries distinct images, theoretical representations, and models of thought that provide openings and limitations for our ways of thinking about education and contemporary workplace learning. (shrink)

The article conceptualizes the term Pedagogy of Fear as the master narrative of educational systems around the world. Pedagogy of Fear stunts the active and vital educational growth of the young person, making him/her passive and dependent upon external disciplinary sources. It is motivated by fear that prevents young students—as well as teachers—from dealing with the great existential questions that relate to the essence of human beings. One of the techniques of the Pedagogy of Fear is the internalization of the (...) view that without evaluation and assessment we cannot know a child’s level or “worth”—and therefore are unable to help him/her if he is “slow in learning.” In contrast, Philosophy for/with Children offers a space for addressing existential questions, some of which deal with urgent social issues. The willingness to make philosophy inquiry an alternative already from an early age seeks to allow the child to challenge him/herself with new and fresh questions. Philosophy for/with Children does not regard children as a “space of lack” (experience, knowledge, values, etc.) The new and fresh philosophical perspective of children demands the presence of a willingness to engage in dialogue and rejection of the fear of the innocent and deep questions of philosophy. Shaking free of the Pedagogy of Fear and restoring honor to children’s questions demands a fundamental conceptual change within education. The replacement of existential certainty as it is depicted by adults in the existing education system with an existential question is a heavy intellectual task that in most cases is viewed as subversive—primarily on the part of the adult. It demands a return to starting points and a willingness to allow children a free and safe educational space in which to ground preliminary and fertile questions about themselves, their lives, their environment, and, most of all, the changing world they discover with the form of originality that is right for them. (shrink)

“Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of (...) identifying and distinguishing valid from invalid syllogisms. Critical thinking in higher education can also encompass debates about critical pedagogy, i.e., political critiques of the role and function of education in society, critical feminist approaches to curriculum, issues related to what has become known as critical citizenship, or any other education-related topic that uses the appellation “critical”. Equally, it can, and usually does, refer to the importance and centrality of developing general skills in reasoning—skills that we hope all graduates possess. Yet, despite more than four decades of dedicated scholarly work “critical thinking” remains as elusive as ever. As a concept, it is, as Raymond Williams has noted, a ‘most difficult one’ (Williams, 1976, p. 74). (shrink)

The purpose of this article is to explore Heidegger’s approach to how educa- tion and reflection endeavor, which have been experienced through a vast variety of both regional and universal approaches, should be experienced. Hence, I’ll start with explaining Heidegger’s problematics. “Why he takes all philosophical problems into one question?”, “What is the meaning of be- ing?”, and then I will explain what we should understand by education and reflection process. Heidegger links it to an exploration process, investigation of the (...) truth. He believes that the primary responsibility in this process lies on universities and rulers. The process should be centered on reflection and individuals should be reflecting by challenging their own and other individ- uals’ existence. This leads us to two concepts: Being-in-the-world (In-der-Welt- sein) and co-existence (being-with, Mitsein). The most remarkable ability of Dasein, as he calls, is the reflection, and it facilitates challenge. Through its capabilities, the individual (Dasein) will turn out to be self-conscious of its existence. Grounding on being-in-the-world and co-existence concepts, Das- ein can challenge the existence and starts exploring the being. This leads to reflection and questioning, which together form an educational and learning process. Education and learning are the two technical parts of exploring Da- sein’s existence. Due to scientific methods and methodological approaches of education, cultural, regional and local attributes are ignored. Heidegger believes that the individual coexists, which requires considering all the dif- ferences around it. Heidegger stresses the importance of reflection and says that the West has a flawed approach. Criticizing that flawed approach which is solely centered on the subject, Heidegger asserts an educational model which reckons many differences such as culture, challenge, etc. (shrink)

Michelle’s thesis explores the extent to which a researcher could contribute to change by engaging leaders in conversations that might intensify commitment to or the direction of their actions around socio-environmental decline in Bermuda as a country historically organised in the tradition of an entrepreneurial for-profit enterprise. The framing of a space to reflect on highlighted the significance of time that led to the bricolage design of a heuristic device called a moon gate. Time, the keystone of the moon gate, (...) created a prism lighting up the twists and turns of kaleidoscopic images of the chaos of the markets and the creative diversity of human and nonhuman participants. She undertook a philosophical approach with her study of the contested space of time around sensitivity to maintaining a fulcrum point based on the wellbeing of people and planet. (shrink)

Grading is often a time-consuming, laborious task for teachers continuously required to document student performance. Simultaneously, among students there is intense competition for grades, which determine class ranks, college entrances, scholarship opportunities, as well as satisfy parental and societal expectations . Due to the importance of grades, some educators have sought to determine whether or not traditional grading systems are truly indicative of students' abilities . This study investigated alternative grading systems, especially those that were non points-based, and the influence (...) alternative grading had upon teachers' instructional practices. This study also examined teachers' motivations for implementing alternative grading systems, how they aligned with teachers' educational philosophies, and how they affected the feedback teachers provided their students. Utilizing a blended methodology of multi-case phenomenology, case study provided structure in the data collection procedures, while Moustakas' transcendental phenomenology provided the methodological framework for the data analysis, aimed at identifying the essences of teachers' experiences with alternative grading. After bracketing my own experience with alternative grading in the Epoche, and horizonalizing the data along the subsidiary research questions to find invariant qualities, I employed the transcendental-phenomenological reduction , synthesizing textural and structural descriptions, to arrive at the essences of the experience. Ultimately, the essences of alternative grading were determined to be built upon strong administrative support with a focus on increasing student learning. While teachers reported that alternative grading did not have much influence over their instructional practices--possibly due to teaching in a style that was conducive to alternative grading so as not to perceive a change, it was apparent that alternative grading forced these teachers to adjust their planning, and to reflect on the nature and purpose of each assignment in order to maximize student learning. (shrink)

A new program of teacher training in a dialogical spirit in order to prepare them towards working in the field of philosophy with children combines cultivating creativity and self-reflective thinking had been operated as a part of cooperation between the academia and the education system in Israel. This article describes the program that is a part of their practice towards co-operation between academia and schools as a part of PDS (Professional Development Schools) partnership. The program fosters creativity and self-reflective thinking (...) in schools and teacher training, and offers dialogical methods through the philosophy of Martin Buber, Emanuel Levinas and Paulo Freire. The program encourages adopting principles proposed by Martin Buber (1947, 1957, 1959), who perceived education as a dialogue among people whose humanity is fully manifested in its reciprocity. This is an unequivocal stance, maintaining that neither skillful technique nor exciting contents can replace the experience of the spontaneous, authentic concrete presence of the educator’s personality. The dialogic dimension of the program draws its significance from the principle of responsibility, as expressed by Emanuel Levinas (2003). It is based on the idea that the human being, as a speaking subject, does not place himself/herself in the center, but turns to the other. This committed attitude of the other must be expressed in education action, in clothing the naked and feeding the hungry as expressed by Paulo Freire (1973). These principles implemented in teacher education and teacher training requires active listening, a capacity to be response-able to environment in which teachers are situated and it seeks to uncover assumptions, reflect on concepts in use and assist the new teacher to be involve on a philosophical inquiry, as well as situating self-understanding in the context of philosophy of education. (shrink)

As sexualities educators, we rarely examine the broader social context our sexualities are shaped within, nor do we often give meaningful instruction to students on how to come to terms with emotions and desire or choosing and being good partners. Some of the ways we 'do' masculinity, femininity and gender in this culture can compromise our ability to fully engage in loving relationships with our selves and others. Teaching sexualities as transformational learning, critical theory challenges us to do better, both (...) as individuals and as a society aware of and resisting oppression. Instead of teaching as though the body and spirit can thrive independently of one another, an authentic sexualities education would address the many dimensions of human experience, including morality, physicality and emotionality. (shrink)

This retrospective interview study focused on the impact that training and implementation of Philosophy, in Lipman's tradition of Philosophy for Children, had on the pedagogy of 14 primary teachers at one school. Semi-structured interviews were conducted to document the impact of teaching Philosophy on pedagogy, the resources required to facilitate and sustain such change, including the necessary dispositions required to teach Philosophy, and the critical junctures in pedagogical change associated with teaching Philosophy. Interview data were coded and analysed to generate (...) a grounded theory regarding the efficacy of teaching Philosophy in terms of its impact on the pedagogy of the teachers interviewed. This pedagogical transformation is then theorised in terms of Vygotsky's Zone of Proximal Development re the learning of the adults in this study. This study formed the pilot for a larger empirical study. (shrink)

In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...) similarities, arguing that both may be understood as opposed to the modern attempt to adopt a «view from nowhere» at the world. Next, I suggest that Alexander’s view may benefit from adopting Arendt’s conceptions of tradition and authority. In the consecutive section, I argue that Alexander sheds light on significant problems in Arendt’s approach to education, problems his understanding of critical dialogue can help solve. The succeeding section joins the two views together to form an approach I call «critical traditionalism», and examines it against prevailing approaches to political education. I conclude by pointing to an important point overlooked by both Arendt and Alexander, namely the need for internal political struggle within each tradition. (shrink)

This thesis is an investigation of the relationship between education, freedom and the teaching self. Adopting the paradigm of qualitative research, it integrates an autobiographical perspective in which, drawing on the author's experience and perceptions of the shortcomings of traditional teaching attitudes and practices, the thesis aims to explore concepts and approaches which identify possible educational alternatives. The writings of educational philosopher, Maxine Greene, provide the theoretical framework for this study. Based on central themes identified in her work, a theoretical (...) analysis of the principal concepts of freedom, community, imagination, narrative and identity is provided. (shrink)

The depiction of events in the society and storing the knowledge of such is an important forte of the dramaturge. Drama has been a very pertinent cultural form (whether textual or performative) through which writers create memory and knowledge of varying issues, especially issues of women and the girl child rights. Methodologically using content analysis of Tess Onwueme's The Reign of Wazobia and The Broken Calabash, the article explores the language of revolution against the domination of women and the girl (...) child by patriarchal structures. It is anchored on Donal Cabaugh's theory of cultural discourse analysis (CDA) that focuses on how communication is shaped as a cultural practice. It illustrates the significance of theatre in the unpacking and interrogation of socio-cultural assumptions of cultural discourse that perpetuate the marginalization and abuse of women in Nigeria. It further examines the strength of theatre and drama as capable of creating a space for all concerned to explore and interrogate extant realities. The findings, through the content of the texts treated showcase an extensive subjugation and discrimination against women and the girl child. It is in light of this that the study suggests a deployment of a revolutionary space to address the issues of discrimination and marginalization through conversations by using theatre for development (TfD) method. (shrink)

Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...) that we might understand it better.” Thus, though “we cannot grasp the essence of the system in some determinate way, since each description provides a limited view, and portrays some aspect of the system from a specific position inside or outside it, and at a specific point in time,” nonetheless respect requires that we try “to take different ‘snapshots’ of such systems and attempt to make sense of them.” It is as a result of this urging that the following snapshot was attempted. My thanks to Nadia for being such an inspiration, and to all the participants for making this conference such a memorable occasion. (shrink)

The study draws on life history, literacy studies and ethnographic approaches to exploring social practices as a frame to explore the narratives of two UK adult literacy learners, who provide a description of the value or otherwise of their engagement with a transformative curriculum and pedagogical approach. Whilst one of the learners reveals his frustration at the lack of transformative opportunities in his learning programme, the other offers illustration of how transformative learning can be encouraged and how it can actually (...) transform the life of its beneficiaries. In essence, both case studies highlight some requirements of transformative learning. Bourdieu’s concepts of field, capitals and habitus are applied; the critical elements of these concepts essentially being tools for consciousness raising and increasing the flow of capitals, including linguistic capital, which challenge the notion of spoilt identities based on neoliberal individual accountability which fails to address the structures and hierarchies of power. (shrink)

Québec’s model of cultural diversity, Interculturalism, has been the object of considerable debate since Bouchard and Taylor released in 2008 their now famous report, Building the Future: A Time for Reconciliation. Among other things, the authors recommended that schools take more seriously Québec’s Intercultural model as a means of bringing diverse cultures into a single society. In this dissertation I consider the uptake and implication of Intercultural ideals in Québec’s History and Citizenship education course. This study involved three secondary school (...) history teachers in Montreal Anglophone schools. Using Thacher’s “normative case study” as the methodological framework, I combine curriculum documents, classroom observations, open-ended interviews, and photo-voice methods to illuminate the Intercultural model’s shortcomings with regard to issues of power and identity. The guiding question for this dissertation is: how do the historicized power dynamics embedded within Québec’s Intercultural policy shape history education in Québec? Two sets of tensions are found to be at the crux of the issue of history teaching in Québec: first the theoretical debates on history education do not take Québec’s specific brand of cultural negotiation into account, resulting in a lack of research on the civic implications of history education particular to the Québec context. Second, the Intercultural model itself does not adequately deal with entrenched issues of power relating to marginalized identities, which raises many questions for how civic education is being carried out in the province. (shrink)

From 19th century insane asylums to state sponsored eugenic programs in the 20th century, the state has been an incongruous leader and provider of mental health policy and practice. Current practices that include such treatments as confinement, restraints, forced medication and electro-convulsive therapy continue to raise issues of social justice and humane treatment. Since the 1970s a diverse group of consumers of mental health services from political and radical emancipatory movements to consumer and family initiatives have emerged to question, inform (...) and influence federal and state policies and services. Today state administrators and consumer-advocates meet in formal settings in which they exchange ideas as they work to affect and develop mental health policy and practice. However, such exchanges have raised new questions regarding the relationship between these two groups and their ability, in light of past practices to effectively work together to develop mental health policy and practice. The purpose of this study is to compare how state administrators and consumer-advocates perceive mental illness and how these perceptions impact policy and practice. Through a qualitative research study, the researcher compared and contrasted the perceptions of five consumer-advocates and five state administrators who are involved in major mental health policy in a rural state in order to consider how their perceptions of mental health affect policy and treatment. This study shows an emerging relationship between state administrators and consumer-advocates but a relationship that lacks communication and trust as their discourse attempts to span the gap between their two symbolic universes. The focus of consumer-advocates on the importance of their role in battling pervasive stigma and the need for people with lived experience to be central in the mental health system can be seen as an effort to overcome a historical pattern of coercion and abuse of mental health patients by the state. The focus of state administrators to remain relevant in a mental health system in which consumer-advocates challenge the status quo can be seen as their effort to retain legitimacy as well as their historic control over the mental health system. State administrators and consumer-advocates know that they exist in a new, shared world of mental health care and both groups agreed that the relationship between them needs to improve. (shrink)

This thesis investigates text memorization, a widely used yet under-explored language practice in foreign language teaching and learning in mainland China. The inquiry was conducted along two lines: to conceptually examine a number of issues central to the understanding of the practice of text memorization in the Chinese context, and empirically inquire into Chinese learners/teachers’ practices and perceptions of the inclusion of text memorization in foreign language learning and teaching. The review of literature shows that memorisation had been widely practiced (...) in other parts of the world until recently, including the Anglophone west. By challenging the belief that emphasis on memorisation stifles and creative thinking, which is believed to be one of the key aims of Western education, I argue that memorisation or memorised knowledge is not only legitimate in but constitutes an important part of learning. I also demonstrate that Confucius’ theory of learning, which allows the coexistence of emphasis on memorisation and critical thinking arguably can be of relevance to education in the 21st century. Also advanced in the conceptual study is the argument that the methodological considerations underlying ALM, despite its western origin, match up to some fundamental Chinese conceptions of learning and teaching. The empirical study reported in this thesis addresses the need for a comprehensive and in-depth understanding of the practices and beliefs of Chinese learners and teachers regarding the use of text memorization in foreign language learning and teaching. This study bases its methodology on semi-structured interviews complemented by small-scale surveys. The data was collected from a group of Chinese learners and teachers affiliated with 10 schools and 6 universities at three different educational levels, i.e. junior high, senior high and college, which constitute the major part of foreign language education in China. Data collection was mainly based in a single Chinese inland capital city and lasted for one year and two months involving two fieldwork trips to China. Analyses of the data lead to two major findings. First, both learners and teachers hold overwhelmingly positive perceptions of the use of text memorization in foreign language learning and teaching. The practice was perceived to be beneficial not only because it assists learning in a number of ways but because it builds the learners’ sense of achievement and confidence. Second, the informants’ positive beliefs about text memorisation, though context-constrained, might be more attributable to their perception of benefits to their language learning and teaching than to the view that the practice is consistent with traditional Chinese culture and values. In sum, this inquiry promotes a ‘different-rather than-deficit’ perspective in understanding Chinese learners and their learning practice as well as problematizing the uncritical assumptions about the negative impact of a Confucian philosophy of education. (shrink)

Problem: Throughout his writings, Paulo Freire asserted that education was an act of love, that educators must risk acts of love, and that education should aim at establishing a world where it would be easier to love. But, Freire neither defined love nor explained how education constitutes an act of love. To date, the centrality of love in Freire's thought has been ignored. Defining and interpreting Freire's concept of love constitutes a problem in the philosophy of education. Research Questions: The (...) following interrelated questions will help uncover and clarify this theme in Freire's writings and place love in education in its proper philosophical context. 1) What is Freire’s theory of love as presented in Education as the Practice of Freedom and Pedagogy of the Oppressed? 2) What literature on love can help us understand his theory? and 3) How does his theory of love guide his educational theory? Method: Taking Freire's writings as his effort to create a coherent pedagogy of the oppressed that both requires love and fosters it, a rhetorical analysis of his writings should yield an educational theory that encompasses a theory of love; comparison with recent philosophical ideals regarding love should give pointed definition to Freire's ideals. Significance: This study will provide a new perspective on Freire's work and its place in educational philosophy. It aims at restoring the primacy of love in Freire's pedagogy of the oppressed and achieving an understanding of what love means in Freire's thought and practice. (shrink)

This thesis develops an Hegelian philosophy of education by presenting the concept as the comprehension of the dialectic of enlightenment. It begins by examining recent critical theory of education which has employed Habermas's idea of communicative action in order to reassess the relationship between education and political critique. It goes on to expose the flaws in this approach by uncovering its uncritical use of critique as the method of enlightenment. Enlightenment as overcoming presupposes enlightenment as absolute education. The philosophical issues (...) raised here are then substantially examined by returning to Habermas in order to trace the presupposition of critique as method in his theorizing. It is argued that Habermas also presupposes critique as absolute enlightenment, or overcoming, in both the emancipatory knowledge-constitutive interest and in The Theory of Communicative Action, and further, that it is this presupposition which returns as the contradiction of the dialectic of enlightenment in his work. Horkheimer and Adorno's Dialectic of Enlightenment is then itself examined along with Adorno's Negative Dialectics. Here it is argued that although this work marks an educational and philosophical development over Habermas, nevertheless its authors also presuppose the identity of enlightenment, this time in the claim that the dialectic of enlightenment, and negative dialectics, are not a determinate negation. The thesis shows how Habermas and Adorno, in their respective views of the dialectic of enlightenment, repeat but do not comprehend the selfdetermination which is the actual in Hegelian philosophy. The final chapter of the thesis employs Hegelian philosophy to re-examine the aporia of education as method. It argues that the dialectic of enlightenment is actual when it is recognized as the self-education of philosophical consciousness, and is the identity and non-identity which is the concept. The implications of Hegelian philosophy of education as the recognition of misrecognition are then explored, first with regard to rethinking the identity of the teacher in civil society and developing the concept as ethical pedagogy; and then to recognizing critique as comprehensive education with regard to the state in civil society. (shrink)

A rethinking of children is necessary, particularly in Western societies, where a Modern conception has prevailed, based on ideas of children’s fragility, vulnerability and dependence on adults. This Modern conception has emphasized the notion of life as a process divided into identificable stages and has considered age as the main criterion to identify what it is to be a child and an adult. In front of this conception, this text proposes the objective of recuperating the alternatives offered by both Postmodern (...) theory and Posthumanism, in order to propose a revaluation of children as empowered creative subjects, who, in dialogue to adults and in relation with more-than-humans, will be understood as co-educators. To that end, pedagogies that give priority to children’s creativity and to their critical and ethical thinking will be emphasized, making particular connection to the school of Philosophy with Children and the methodology based on picturebooks. (shrink)

In this paper, I identify two sets of practical values of argumentation from a standpoint that places a premium on maximal participatory democracy. The first set includes pedagogical values for both teachers and learners. The second set of values are transformative and include: facilitating openness as both tolerance and opportunity; facilitating understanding of one’s own positions, other’s positions, and the conceptual frameworks underlying them; and, finally, fostering motivation by encouraging action.

This research explores how human values and concerns are manifested and negotiated through the process of design. In undertaking this study, a variety of design interventions were explored to facilitate how values can be articulated and discussed amongst project stakeholders during the design process. These design interventions will be referred to as projects within the exegesis. In this exegesis, I will argue for the importance of a dialogic process among project stakeholders in the creation of a human-centred design practice in (...) communication design. This exegesis explains the central argument of the research and how the research questions were investigated. It presents a journey of the discoveries, learnings and knowledge gained through an inquiry of the research questions. The total submission for this research consists of the exegesis, exhibition and oral presentation. Through each mode of delivery I will share and illuminate how the research questions were investigated. (shrink)

This thesis explores the relationship between emancipatory politics and spirituality, and what this has to offer a critical postmodern approach to social work. At the centre of this thesis is a focus on forming a connection between critical postmodern social work theory and liberation spirituality. Liberation spirituality is a framework proposed by Joel Kovel which has at its heart connects emancipation and spirituality. My first chapter outlines my research approach. Chapter two explores the diversity and complexity of spiritual meanings, examines (...) the influence of the western context on spirituality, analyses the relationship between language and spirituality, and outlines my assumptions in relation to spirituality. Chapter three examines the historical and social context influencing social workers' engagement with spiritual issues. It also explores the engagement of current social work literature with issues of spirituality. Chapters four and five consider distinctions between critical social work in the modernist tradition, and critical postmodern social work. This establishes why critical postmodern social work approaches are more suited to engage with spiritual issues. The conceptual connection between critical postmodern social work and liberation spirituality is explored in chapter six and chapter seven. The latter in particular includes a detailed examination of the relationship between emancipatory politics and spirituality. The thesis concludes in chapter eight by analysing implications of this conceptual connection. (shrink)

Los estudiantes de educación a menudo se han preguntado: “¿Pero qué puedo hacer yo?” Esta noción de que la experiencia educativa tiene que ver sobre todo con transmitir destrezas y conocimientos a los estudiantes, y no sobre algún proceso de transformación, empoderamiento o compromiso con el mundo, es el foco del presente artículo. El argumento central es que los educadores pueden hacer algo para facilitar, inculcar y cultivar el cambio, y que los actos individuales pueden conducir a cambios significativos. Se (...) invita a los educadores y otros profesionales a reflexionar para ser capaces de iniciar un proceso de debate dialéctico, compromiso significativo y acción contextualizada hacia el cambio. Entender que la educación es un proyecto político, y que las relaciones de desigualdad de poder que emanan de, o se transmiten mediante la educación, pueden ser dañinas para muchos grupos e individuos, requiere reflexión, diálogo, introspección, compromiso y humildad. La educación necesita empaparse de oportunidades para un aprendizaje diferenciado, en yuxtaposición a las muchas reformas contemporáneas liberales, procurando problematizar la desigualdad, y haciendo que la educación/escolarización sea más relevante para todos los estudiantes y partes interesadas. La pedagogía crítica es empleada como marco de referencia para entender el cambio en la educación. (shrink)

Se analizan los procesos educativos dentro de los contextos de la guerra, la privatización, y la tendencia general neoliberal en la educación. Específicamente, la autora reflexiona sobre las experiencias de tres colegios en Medellín, Colombia, que se encuentran en el punto de mira de un conflicto social continuo. En contraste con las ideologías prevalecientes y las condiciones sociales que limitan el rango pleno de las posibilidades de los jóvenes para desarrollar su potencial humano y participación en la vida cívica, se (...) plantea un argumento a favor de la democracia crítica basada en la noción Freireiana de la acción dialógica. También se analizan los modelos liberales y los modelos deliberativos de la democracia, fundamentados en las teorías sociales occidentales. Se examinan las teorizaciones de Habermas sobre la democracia en la esfera pública y también aportes post-estructuralistas de la democracia radical. Subrayando la manera en que los modelos progresistas asociados con la democracia transcienden los conflictos inter-personales en un sistema basado en la desigualdad. Así, se trata el tema de la formación de democracia como parte del desarrollo del aprendizaje, moldeado por la perspectiva particular y el contexto socio-económico y político de los alumnos. (shrink)

This paper is a study of a social-justice, arts-based literacy curriculum in a low income, working-class, predominately African-American school district in Newark, New Jersey. Participating students studied photography and poetry of established artists and took and developed their own photographs accompanied by written narratives. As a part of the curriculum students also wrote poetry and analytical essays. I present my findings within the context of a Vygotskian pedagogical approach that takes social consciousness and metaphor as its central concepts. The paper (...) lays out this conceptual apparatus and deploys it to analyze the curriculum and student work. The paper argues for curriculum that develops social consciousness as the most effective for preparing students to create and participate in democratic societies. The research and analysis show that an arts based curriculum, in addition to successfully teaching literacy, is one of the most effective ways of bringing students’ life experience into the classroom for analysis and discussion, making activity at school relevant for students lives, especially those whose daily activities regularly confronts issues of life and death. (shrink)

In this paper, I define exploratory talk and explore a number of examples that were analyzed using the dataanalytic coding rules delineated by Soter et al.. Then, I propose expanding the rules for exploratory talk outlined by Soter et al. and suggest coding facilitator utterances as substantive contributions to the dialogue not intrusive interjections to the discourse. I argue that this approach recognizes the facilitator as an equal participant in the dialogue who is positioned to model good inquiry, cultivate shared (...) possession of the discourse and redistribute power amongst participants. I suggest that a possible mechanism for realizing these goals is an instructional pedagogy that is participatory, liberatory, democratic and critical, such as P4C, which is defined by a community committed to intersubjective interaction and the productive evolution of ideas. (shrink)

El presente artículo examina el enfoque denominado “educación del carácter”, que hoy día se puede considerar el enfoque de la educación moral más influyente y extendido a nivel mundial. A fin de analizar la educación del carácter, el artículo destaca la tensión moderna entre la preeminencia del individuo versus el rol de la comunidad como agente moral y su importancia para el florecimiento humano. También examina sus metas, fundamentos teóricos y la forma en que sus exponentes elaboran la disyuntiva comunidad-individuo. (...) La educación del carácter no logra captar los valores morales que subyacen a los conceptos modernos de autenticidad individual y libertad personal, puesto que asume una perspectiva tradicionalista de la comunidad que ve al individuo únicamente como una amenaza. En general, la educación del carácter parece incapaz de reconocer la tensión creativa entre la comunidad y el indivivuo, al abogar por un modelo en el que la escuela opera como transmisora de valores culturales y morales, dejando poco espacio a una visión más crítica de la educación moral. Además, y paradójicamente, a pesar de su marco de referencia comunitario, muchos de sus autores propugnan soluciones individualistas a los problemas sociales de las sociedades modernas, ignorando así las implicaciones de la vida comunitaria en cuanto a la conformación de la sociedad. (shrink)

There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...) the system—experiential learning. Although the unschooling method has been criticized it does provide the benefit of experiential learning. This paper explores the nature of education and evaluates models and theories of pedagogy with the conclusion that a paradoxical approach in which there is a merger between the formal guidelines set by traditional educational models and the experiential learning methods of unschooling approach best prepares learners for the world and to be engaged citizens. Although what, precisely, this paradoxical system would entail is not discussed in this paper, it opens the door for further discussion on the topic and for consideration of the theories which have attempted to do exactly this and improve upon them going forward. (shrink)

The infinite problems attendant with mass public schooling requires evermore resilient and innovative theories to buttress an account of education that is socially defensible. While educational inequality could previously be attributed to developing nations due to their economic underdevelopment, developed nations too, with growing rapidity have to confront their internal burgeoning crises in education. It is against this backdrop that I focus on the possibility of expanding a notion of critical pedagogy by nesting the concept of cosmic pedagogy therein. As (...) such, I draw on the Montessorian theory of cosmic education;Bazalukan theory of the formation of a planetary and cosmic personality; and Freireian critical pedagogy to discover the resonance and disharmony between these conceptual positions. Of the three theoretical frames, each can in their own right be considered a methodological approach to address particular problems in education and society at large. So it is with these theories and methods in mind that I suggest and reflect upon the ways that education might nudge us along in our attempt to be fully human and to occupy the space of intelligent matter in an ever expanding universe. (shrink)

The modern liberal university is based upon a philosophical framework first conceptualized by John Dewey in his seminal book Democracy and Education. Although Dewey's philosophy was instrumental in reforming the university, it possesses an inherent contradiction that has proved problematic for the manner in which the modern North American university functions. While Dewey's theories were aimed at democratizing the university and allowing for the pursuit of critical freedom, his main goal was to bring the university in line with the economic (...) realities of industrial capitalism. Herein lies the contradiction: the student is free to study whatever she may wish, but this freedom must ultimately accede to economic integration. The aim of this thesis is to articulate and examine the above contradiction and to investigate how the liberal university functions as a capitalist institution---an institution that is, above all, aimed at supporting the dominant economic framework. Thus I will critically examine the philosophy of education and the liberal university using Marxian philosophy. I will investigate how this institution captures, codes, and disciplines its students. Finally I will attempt to conceptualize an alternative philosophy of education using the ground-breaking theories in Paulo Freire's Pedagogy of the Oppressed. (shrink)

Відзначається, що розвиток сучасної освіти зумовлений такими ключовими чинниками як глобалізація, технологізація, інформатизація соціальних процесів, які значною мірою прискорюють темпи соціальних змін. В цих умовах освіта розгортається як складна соціальна система, яка ґрунтується на світоглядних і методологічних засадах відкритості та безперервності процесу пізнання. Відкрита освіта передбачає побудовану на інформаційних технологіях та дистанційному навчанні напружену самостійну роботу тих, хто навчається. Тому якість такої освіти є національним пріоритетом, важливим фактором і передумовою забезпечення національної безпеки держави, додержання міжнародних норм і вимог законодавства України.

This article provides an introduction to the Brazilian social movement known as the Landless Workers Movement. After a brief history of the landless struggle and the international organisation of the movement, the article discusses educational philosophy and practice in the MST. The MST actively cultivates a 'culture of study' within all the diverse spaces of the movement including its schools and literacy programmes, political education, agricultural production, and culture and media communications. These processes of knowledge production and dissemination are informed (...) by the philosophical principles that constitute the MST 'Pedagogy of the Land'. which links anti-capitalist struggles for land, education, and culture. Readers are also provided with an extensive reference list on publications about and by the MST - in English and Portuguese. (shrink)

Liberation and critical theories of education believe in the political nature of all types of education. 'The school' in the third world is 'oppressive' because it creates and perpetuates 'western-style' class hierarchies. As such, nothing good will be secured at the marginalized groups without a drastic shift in their socioeconomic and political condition. Consciousness-raising non-formal adult education is 'liberation education' aimed specifically for the disenfranchised rural poor. It helps them develop skills to discover the oppressive elements in their lives, become (...) aware of the causes of their destitution, and empower them to take action to transform their realities. Previous studies have demonstrated such programs have been successful in emancipating the poor; this evaluative study of liberation education in southern Ethiopia has also proven to help the target population develop a critical consciousness regarding their impoverished and oppressed conditions and help empower them to work towards changing their lives. (shrink)

With the introduction of the College, Career, and Civic Life Framework for Social Studies State Standards, the National Council for the Social Studies has given new direction to K-12 social studies education in the United States. Among the notable changes is the expectation that primary and secondary teachers will use a deliberative pedagogy to teach elementary and high school social studies. While this is excellent news for advocates of democratic education it presents new challenges to colleges of education, which will (...) take on much of the responsibility for introducing deliberative pedagogy to pre-service teacher candidates who did not have the opportunity to experience a deliberative pedagogy as part of their own K-12 schooling. (shrink)

Thinking skills are a popular topic of conversation nowadays among Malaysian educationists. These experts lament that Malaysian students are ill-equipped to face the challenges of life in the 21st Century. As a solution to this and other problems, a reform document was proposed by the Malaysian Ministry of Education in 2012. The 'Malaysian educational blueprint' as it is called, has at last recognized the importance of critical thinking skills and seeks ways to include these into the national curriculum. Philosophy for (...) Children is a teaching method that develops critical thinking and analytical reasoning in children. The paper therefore recommends the use of P4C to achieve the goals of the Malaysian educational blueprint vis-à-vis critical thinking, since it has proven its effectiveness in various studies around the world. The main purpose of this paper, therefore, is to raise the following pertinent questions: how suitable is P4C for the Malaysian education system? Secondly, how will P4C be implemented, bearing in mind the challenges within the unique Malaysian context? These questions and others, need to be explored if P4C is to be implemented successfully, and Malaysia is to be transformed into a more 'thinking nation' through education. (shrink)

The aim of this paper is to offer a critical evaluation of the role of liberation philosophy in developing communities of inquiry. The article is divided into three sections. In the first, we examine the relationship between liberation philosophy and liberation pedagogy. The second section focuses on a discussion of relationships between liberation pedagogy, communities of inquiry and the teaching of philosophical thinking. Finally, we discuss what we regard as some of the challenges of liberation pedagogy and outline future directions (...) for research and practice. While a number of scholars have offered radical critiques of education and schooling, this article considers the work of Paulo Freire as expressed in what is perhaps his best-known book, Pedagogy of the Oppressed. (shrink)

The 21st Century finds institutions of higher education struggling to meet the challenges created by a global society. One of those challenges is graduating students who are prepared to function effectively in a multicultural society. To assist students, some institutions seek to introduce them to as many cultures as possible by adding programs to the curriculum. The difficulty with this approach is that although our globalized society demands a broadened cultural competence, logistic constraints make it impossible to have a curriculum (...) that is all-encompassing. (shrink)

The article presents and analyzes part of research outcomes, which was conducted in two lower secondary school in Poland. It rises issue of the level of respect the children’s right to self-expression at school as a key element of development democratic environment in education and create empowerment among students Giving children the opportunity to exercise their right is a key element in a democratic society.

The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning (...) the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation. (shrink)