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Switch to: References
Citations of:
Philosophers on Education: New Historical Perspectives
Amélie Rorty (ed.)
New York: Routledge (1998)
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This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) |
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I consider educational relationships as found in Rousseau's Émile (and elsewhere in his writing) and the critique of his views in Wollstonecraft's A Vindication of the Rights of Women. Wollstonecraft's critique is a significant one, precisely because of her partial agreement with Rousseau. Like Rousseau, her concern is less to do with particular pedagogical techniques or even approaches, more to do with the full complexity of educational relationships. The educational relationships they consider include those between human beings now and in (...) |
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This book presents a novel interpretation of Aristotle's account of how shame instils virtue, and defends its philosophical import. Shame is shown to provide motivational continuity between the actions of the learners and the virtuous dispositions that they will eventually acquire. |
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This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one (...) |
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This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...) |
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This article intends to show that the defense of “understanding” as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one (...) |
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This article intends to show that the defense of ‘‘understanding’’ as one of the major goals of science education can be grounded on an anti-reductionist perspective on testimony as a source of knowledge. To do so, we critically revisit the discussion between Harvey Siegel and Alvin Goldman about the goals of science education, especially where it involves arguments based on the epistemology of testimony. Subsequently, we come back to a discussion between Charbel N. El-Hani and Eduardo Mortimer, on the one (...) |
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In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over‐emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end (...) |
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This is a reply to Muir's charge of ignorance about the history of philosophy of education and raises the question whether philosophy of education is a pure, autonomous discipline. |
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(2004). Is There a History of Educational Philosophy? John White vs the historical evidence. Educational Philosophy and Theory: Vol. 36, No. 1, pp. 35-56. |
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