Similar to ongoing discussions about the existence of Filipino philosophy, questions remain whether there is indeed a Filipino philosophy of education or not. Several scholars have sought an authentic Filipino philosophy of education that is untouched by colonization, while others have acknowledged that foreign influence cannot be taken away from the different aspects of being Filipino including their philosophy of education. Additionally, some scholars have criticized the coloniality that is evident in the nation-state’s perspectives on education, whereas others have recognized (...) the contributions of Western thoughts in shaping the discourse on Philippine education. The general education curriculum recently mandated by the Commission on Higher Education of the Philippines for undergraduate students, for instance, displays these opposing views. Its emphasis on progressive education and social reconstruction clearly shows the pervading influence of John Dewey on Philippine education. Such articulations on the purpose of Philippine higher education by the nation-state, on the one hand, can be construed as ‘un-Filipino.’ On the other hand, they can mean ‘Filipinization’ of the Philippine higher education, which involves appropriating Deweyan philosophy of education to suit the local context and to render the curriculum more responsive to the needs of the Filipino people amidst a rapidly globalizing world. Both viewpoints are relevant in offering a nuanced understanding of the Filipino philosophy of education. The former challenges us to reflect on what constitutes the Filipino identity, whereas the latter urges us to unravel the vestige of coloniality in the prescribed curriculum to bring out its ‘Filipino-ness.’. (shrink)

La formación docente es indispensable para responder a los requerimientos de la compleja sociedad actual. De su conocimiento, iniciativa, praxis y creatividad depende el éxito o el fracaso del sujeto que aprende. Al modificar el rol del docente se transforma la actitud de los estudiantes. ¿Cómo entender la formación filosófica transdisciplinar? Este texto responde a este y otros cuestionamientos: ¿cuáles son los planteamientos pedagógicos afines a la era digital? ¿en qué medida las TIC se encuentran al servicio de una filosofía (...) educativa transdisciplinar?, ¿cómo se explica ese enfoque en la formación del docente?, ¿cuál es la función de la formación en la innovación educativa?, ¿cómo formar para la ciudadanía mundial?, ¿cuáles son las contribuciones de las nuevas ciencias para la formación educativa? El crecimiento exponencial de la ciencia y de la tecnología nos obliga a pensar en procesos formativos innovadores. En tal sentido, resulta imprescindible el estudio de estas problemáticas. (shrink)

Conceptions of teaching quality and teacher accountability, and the values and assumptions that underpin them, are relatively under-examined by policy makers. We suggest ways in which philosophers might address this deficit, with reference to policy concerns found in the United Kingdom (UK). Further philosophical questions are generated by this process of reflection and we offer a partial analysis of those we judge to be of particular significance. While optimistic generally, we identify three challenges to asserting a role for philosophical analysis (...) in policy, practice and research concerned with teacher education, and urge philosophers of education to engage in constructive dialogue with other critical and reflective thinkers in the field of education. (shrink)

I consider if and how far it is possible to live an educational philosophical life, in the fast-changing, globalised world of Higher Education. I begin with Socrates’ account of a philosophical life in the Apology. I examine some tensions within different conceptions of what it is to do philosophy. I then go on to focus more closely on what it might be to live a philosophical, educational life in which educational processes and outcomes are influenced by philosophy, using examples taken (...) from published sources and from conversational interviews with philosophers carried out by myself with Kenneth Wain, Bas Levering and Richard Pring. I then outline the directions of current European policy for Higher Education. Finally I discuss how far current policies and trends leave room for doing philosophy of education, concluding that it is possible, but only for individuals who are very much in sympathy with current policy trends or who are creative in constructing smoke screens. (shrink)