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Tolstoy on Education

Nigel Grant, Leo Wiener & Leo Tolstoy

British Journal of Educational Studies 16 (3):335 (1968)

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An Ecological Model of Inter-institutional Sustainability of an After-school Program: The La Red Mágica Community-University Partnership in Delaware.Eugene Matusov & Mark Philip Smith - 2011 - Outlines. Critical Practice Studies 13 (1):19-45.details The purpose of the paper is to introduce a recursive model of ecological discursive sustainability, as it applies to and emerges from the history of an after-school program partnership between the School of Education at the University of Delaware, USA and the Latin American Community Center in Wilmington, Delaware, USA. This model is characterized by the development of shared ownership and collaboration between the institutional partners, the co-evolution and crossfertilization of the partners’ practices and the negotiation of institutional boundaries and (...) Download Export citation Bookmark 2 citations
Tolstoy on the injustice of the philosophy of education.Daniel Moulin - 2023 - Journal of Philosophy of Education 57 (3):643-660.details Tolstoy had a lifelong interest in education and philosophy. However, he was suspicious of using philosophy as a foundation for educational practice or applying philosophy to the educational problems of his day, most importantly, the development of an education system in Russia around the time of the emancipation of the serfs. Tolstoy’s rejection of the philosophy of education arose from his concerns about what would be identified in contemporary terminology as ‘epistemic injustice’ or ‘epistemicide’. How could European philosophy inform a (...) Download Export citation Bookmark
May we transform the Other?Colin Wringe - 2013 - Ethics and Education 8 (1):55 - 64.details The earlier much discussed issue of a society's right to educate the young is the starting point for various observations regarding education itself. A distinction is drawn between additive and transformative conceptions of education, the latter seeking to bring about changes to the learner's subjective self as reflected in a tripartite division of entities intended by the phenomenological self. Despite liberal or progressive educators' intuitive preference for the transformative conception, it may be asked whether this may not infringe the learner's (...) Download Export citation Bookmark
Four Ages of Our Relationship with the Reality: An educationalist perspective.Eugene Matusov - 2015 - Educational Philosophy and Theory 47 (1):61-83.details In this article, I try to make sense conventional notions of ‘premodernism’, ‘modernism’ and ‘postmodernism’ as ways of relating to reality, and apply them to education. I argue for the additional notion of ‘neo-premodernism’ to make sense of recent attempts to engineer social reality. Each of these four approaches coexists and constitutes the four ages: the age of prayer, the age of reason, the age of social engineering and the age of responsibility. I try to trace these ages in modern (...) Download Export citation Bookmark 1 citation
An Ethical Discussion Analysis Model for STS.David A. Wiley & Edward J. Zielinski - 1998 - Bulletin of Science, Technology and Society 18 (4):261-265.details Many science teachers, especially those engaging in the science-technology-society approach, are finding it difficult to deal with issues having a strong ethical component. It would be useful to forecast the variety of positions that may be held by students when dealing with these issues. The Ethics Decision and Analysis Model provides a mechanism for this purpose. Building on the work of Kohlburg, the model identifies four decision-making orientations: a) normative order, b) utility consequences, c) justice/fairness, and d) ideal-self. Issues are (...) Download Export citation Bookmark

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