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  1. Creative Polymathy and the COVID-19 Crisis.Michael Espindola Araki & Angela J. Cotellessa - 2020 - Frontiers in Psychology 11.
    It is increasingly argued that polymathy—vocational and avocational pursuits in multiple domains—is deeply associated with creativity and innovation, and that its development enables the creation of important bridges between otherwise fragmented, dispersed sets of knowledge. Nevertheless, the dominant culture in both industry and academia is still that of narrow specialization. In this paper, we argue that in the context of COVID-19 crisis, with its wicked and transdisciplinary nature, the disciplinary approach of specialization is ill-suited to solve our increasingly complex problems, (...)
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  • Forming the Professional Self: Bildung and the ontological perspective on professional education and development.Martin R. Fellenz - 2016 - Educational Philosophy and Theory 48 (3).
    Ontological perspectives in higher education and particularly in professional education and development have focused attention on the question of the learner’s being and becoming rather than on the epistemological concern of what and how they know. This study considers the formation of the professional self in the light of the requirements for professional practice. It raises the question of agency in relation to this formational process and considers the implications of the autonomy paradox which arises from the simultaneous influence of (...)
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  • Genetic enhancement as care or as domination? The ethics of asymmetrical relationships in the upbringing of children.Maureen Junker-Kenny - 2005 - Journal of Philosophy of Education 39 (1):1–17.
    Should a society oriented towards justice provide parents with the possibility of enhancing their children's genes? The opposing arguments of authors in the Rawls School and of the theorist of communicative action, Jürgen Habermas, are analysed in terms of their key concepts. Their positions are then assessed from the point of view of the principles of the pedagogical task to educate towards autonomy under conditions of asymmetry. They each call for respect both of children's difference and of their dependence, and (...)
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  • Philosophy for Children as an Educational Practice.Riku Välitalo, Hannu Juuso & Ari Sutinen - 2015 - Studies in Philosophy and Education 35 (1):79-92.
    During the past 40 years, the Philosophy for Children movement has developed a dialogical framework for education that has inspired people both inside and outside academia. This article concentrates on analysing the historical development in general and then taking a more rigorous look at the recent discourse of the movement. The analysis proceeds by examining the changes between the so-called first and second generation, which suggests that Philosophy for Children is adapting to a postmodern world by challenging the humanistic ideas (...)
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