This article considers a postcolonial approach to comparative philosophy of education as comprising four key features: ethnography, translation, hybridity, and critique. This conception of comparative philosophy of education is first located in the postcolonial context that demands sensitivity to the ongoing dangers of orientalism. Each of these four identified aspects of comparative philosophy of education is illustrated with reference to the comparative work of a prominent contemporary Chinese philosopher, Zehou Li (李泽厚). It concludes with some observations about the challenges that (...) face a postcolonial comparative philosophy of education. (shrink)

The central thesis of this article is that the notion of second nature that John McDowell has reanimated has something of ethical and educational importance, thereby possibly extending the borders of the philosophy of education. The argument to this conclusion is the subject of serious consideration and criticism. The aim of this article is therefore to clarify the educational implications of the conception of second nature by responding to the three likely objections: (1) the charge of idealism, (2) the charge (...) of anthropocentrism, and (3) the charge of triviality. Through critical discussions of these criticisms, it is made explicit that second nature, from the outset, illuminates every sphere of the lives of human beings. A lively appreciation of this leads to the conclusion that the issue of how we develop our world of meaning with the conception of second nature should come under the scope of serious philosophical discourse on 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)

The final-year undergraduate dissertation is commonplace in Education Studies programmes across the world and yet its philosophical assumptions are complex and not always questioned. In England there is evidence to suggest a tacit preference for empiricism in textbooks designed to support early researchers. This brings, we suggest, problems associated with dualism, instrumentalism and of accounting for value, redolent of the dilemmas that emerge from Hume’s empiricist epistemology. The paper suggests that if argumentation were explicitly taught to undergraduates it may help (...) oversee the more judicious use of empirical approaches that are currently privileged in dissertation guidance. (shrink)

In recent years anti-universalism has become a sine qua non for respectability in philosophy of education, along with several other disciplines. The standard ph.

In recent years anti-universalism has become a sine qua non for respectability in philosophy of education, along with several other disciplines. The standard ph.

In recent years anti-universalism has become a sine qua non for respectability in philosophy of education, along with several other disciplines. The standard ph.

In this thesis a new concept called ‘Lexism’ is proposed, outlined and defended. The dyslexia debate is currently in a state of deadlock. The origin of this stalemate is not an empirical problem but a conceptual one. The conceptual problems with dyslexia, and the existence of dyslexics, are both recognised, but the contradictions between them remain unresolved. For this reason a philosophical approach has been adopted. First, the conceptual foundations are set out to enable the recognition of Lexism as a (...) concept, and to reject the concept of dyslexia whilst recognising the existence of dyslexics. Second, Lexism as a concept, is evaluated, compared and contrasted with what some might consider to be the strongest existing account of dyslexics’ social experiences, that of Riddick’s social model of dyslexia. Third, the key aspects and features of Lexism as a new concept are set out. The original contribution to knowledge is that Lexism enables us to see that dyslexics are defined by Lexism not dyslexia. Lexism, it is argued, in a certain sense, is comparable to, though not the same as, racism, sexism and homophobia. This enables us break the current deadlock and move away from sterile debates over dyslexia’s existence, to how dyslexics are Othered by a literate society. Lexism raises new and significant implications for the dyslexia debate, but also government policy, educational practice, assessments and reasonable adjustments for dyslexics. (shrink)

How concerned should we be about the state and status of philosophy of education? To this familiar worry, I maintain that there is no need to worry. In this essay, I try to secure this conclusion, not by shoring up the authority and identity of the discipline, but by asking the fundamental question: Who is and should be the audience for philosophers of education, and what does philosophy of education owe to whom? I argue that to be worthy of that (...) name, philosophy of education ought to have educational significance and continue being philosophical, requiring the discipline to serve the interests of all the three audiences—other philosophers of education, non-philosophical educators, and non-educational philosophers. Through a close analysis of several important scholarly materials concerning the range, quality and relevance of philosophy of education, I urge that working out its disciplinary nature in a broad context of philosophy makes the discipline capable of fulfilling that promise. (shrink)