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  1. There is Something About Aristotle: The Pros and Cons of Aristotelianism in Contemporary Moral Education.Kristján Kristjánsson - 2014 - Journal of Philosophy of Education 48 (1):48-68.
    The aim of this article is to pinpoint some of the features that do—or should—make Aristotelianism attractive to current moral educators. At the same time, it also identifies theoretical and practical shortcomings that contemporary Aristotelians have been overly cavalier about. Section II presents a brisk tour of ten of the ‘pros’: features that are attractive because they accommodate certain powerful and prevailing assumptions in current moral philosophy and moral psychology—applying them to moral education. Section III explores five versions of the (...)
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  • (1 other version)Aims of Education: How to Resist the Temptation of Technocratic Models.Atli Harđarson - 2017 - Journal of Philosophy of Education 51 (1):59-72.
    A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means (...)
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  • Deliberate Ignorance and Myopic Intellectualist Understandings of Expertise: Are Philosophers of Education Epistemic Trespassers in Initial Teacher Education Programmes?Gerry Dunne - forthcoming - Studies in Philosophy and Education:1-18.
    This paper considers in conceptual terms the extent to which pre-service teachers’ disengagement with philosophy of education might usefully be explained in terms of the mistaken charge of (1) ‘epistemic trespassing’ frequently levelled against philosophers of education. This cohort charge philosophers of education with being ultracrepidarians—those who proffer opinions on subjects that they know nothing about. Contra this view, I argue that casting philosophers as epistemic trespassers—lofty theorists with nothing meaningful to contribute to professional practice—is a wrongful charge, or ‘epistemic (...)
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  • The Democratic Curriculum: Concept and Practice.Neil Hopkins - 2014 - Journal of Philosophy of Education 48 (3):416-427.
    Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored (...)
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  • The aims of education and the leap of freedom.SunInn Yun - 2014 - Ethics and Education 9 (3):276-291.
    This paper considers the place of freedom in discussions of the aims of education. Bearing in mind remarks of R.S. Peters to the affect that the singling out of aims can ‘fall into the hands of rationalistically minded curriculum planners’, it begins by considering the views of Roland Reichenbach regarding Bildung and his account of this in ateleological terms. The particular place of freedom is examined in the light of the writings of Martin Heidegger and Jean-Luc Nancy. The meaning of (...)
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  • A Deweyan Critique of the Critical Thinking versus Character Education Debate.Guy Axtell - 2024 - Philosophical Inquiry in Education 31 (2):140-154.
    What distinguishes the philosophies of education advanced by pragmatists? Does pragmatism have something distinctive to offer contemporary philosophy of education? This paper applies these questions, which Randall Curren asks in “Pragmatist Philosophy of Education” (2009), to a more specific current debate in philosophy of education: the debate over educating for critical thinking, and/or for intellectual virtues. Which, if either, should be given priority in higher education, and why? This paper develops a Deweyan approach to these questions, inviting character content but (...)
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  • Philosophically Rooted Educational Authenticity as a Normative Ideal for Education: Is the International Baccalaureate’s Primary Years Programme an example of an authentic curriculum?Florian Lüddecke - 2016 - Educational Philosophy and Theory 48 (5):509-524.
    Whereas the importance of authenticity in relation to educational contexts has been highlighted, educational authenticity has mainly referred to a real-life/world convergence or the notion of teacher authenticity, implying that authenticity can be taught and learnt. This view, however, has largely overlooked philosophical considerations so that the semantic and ontological vagueness surrounding authenticity has generated an uneven dialectic between the term’s potential significance and its actual relevance for the educational field. This article aims to move closer towards an understanding of (...)
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