Results for 'Education of Older Adults'

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  1.  44
    (Un)Obvious Education, or Complexities of the Polish Education Aimed at Older People.Krystyna Kamińska - 2017 - In Łukasz Tomczyk & Andrzej Klimczuk (eds.), Selected Contemporary Challenges of Ageing Policy. Uniwersytet Pedagogiczny W Krakowie. pp. 121--147.
    The contemporary combination of information infrastructure with the commonly experienced transformation of knowledge created, in relation to education especially for older adults, an entirely new area of activeness. In accordance with the social awareness, education became an accessible good regardless of age. In this context, the maximal extending of the potential group of education receivers means, on the one hand, meeting the real social expectations towards so-called educational services. On the other hand, it is another (...)
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  2. The Evaluation of Employment Policies for Older Adults in the Czech Republic, Poland, and Slovakia.Magdalena Leszko & Beata Bugajska - 2017 - In Łukasz Tomczyk & Andrzej Klimczuk (eds.), Selected Contemporary Challenges of Ageing Policy. Uniwersytet Pedagogiczny W Krakowie. pp. 69--87.
    Adults aged 65 and above comprise the fastest growing sector of the world’s population. In the context of increasing numbers of older adults, employment policies have become a prominent issue. Governments recognize the importance of increasing participation in working age population and providing them with equal workplace opportunities. Yet, it appears that policies raising employment rates of older adults have become a slogan that governments use for election purposes, but the reality is different. In the (...)
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  3.  85
    Voting Rights for Older Children and Civic Education.Michael Merry & Anders Schinkel - 2016 - Public Affairs Quarterly 30 (3):197-213.
    The issue of voting rights for older children has been high on the political and philosophical agenda for quite some time now, and not without reason. Aside from principled moral and philosophical reasons why it is an important matter, many economic, environmental, and political issues are currently being decided—sometimes through indecision—that greatly impact the future of today’s children. Past and current generations of adults have, arguably, mortgaged their children’s future, and this makes the question whether (some) children should (...)
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  4. Older Adults and Forgoing Cancer Screening.Alexia M. Torke, Peter H. Schwartz, Laura R. Holtz, Kianna Montz & Greg A. Sachs - 2013 - Journal of the American Medical Association Internal Medicine 173 (7):526-531.
    Although there is a growing recognition that older adults and those with extensive comorbid conditions undergo cancer screening too frequently, there is little information about patients’ perceptions regarding cessation of cancer screening. Information on older adults’ views of screening cessation would be helpful both for clinicians and for those designing interventions to reduce overscreening.
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  5. Is Virtual Marriage Acceptable? A Psychological Study Investigating The Role of Ambiguity Tolerance and Intimacy Illusion in Online Dating Among Adolescents and Early Adults.Juneman Abraham & Annisa Falah - 2017 - Journal of Psychological and Educational Research 24 (2):117-143.
    Marriage is one of the most important topics in the education field since life in this world is structured by interaction among families and between families and other social institutions. Dissatisfaction and unsustainability of marriage have led the urgency of premarital education in various countries. The problem is that the spread of virtual reality has made marriage itself to become more complex and experience reinterpretation and reconfiguration, moreover with the emergence of new kind of marriage in the digital (...)
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  6.  26
    Organization of International Educational Activities at the Universities of the Third Age.Erik Selecký - 2017 - In Łukasz Tomczyk & Andrzej Klimczuk (eds.), Selected Contemporary Challenges of Ageing Policy. Uniwersytet Pedagogiczny W Krakowie. pp. 103--120.
    The organization of an international education activity has its specifics compared to a national one. It is very important to know the differences in the very organization as well as the opinions of the individual participants. We can find differences not only in the management of education but also in the leisure activities, the nourishment, and the accommodation. Based on experiences with the organization of international events and taking part in international projects in the field of educating (...) adults, we put together a questionnaire to investigate some important questions related to the organization of an international event. We distributed this questionnaire at two international educational activities. We compiled the questions and answer clearly, which is going to be an asset particularly for the professional community. (shrink)
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  7. Unfinished Adults and Defective Children: On the Nature and Value of Childhood.Anca Gheaus - 2015 - Journal for Ethics and Social Philosophy 9 (1):1-21.
    Traditionally, most philosophers saw childhood as a state of deficiency and thought that its value was entirely dependent on how successfully it prepares individuals for adulthood. Yet, there are good reasons to think that childhood also has intrinsic value. Children possess certain intrinsically valuable abilities to a higher degree than adults. Moreover, going through a phase when one does not yet have a “self of one’s own,” and experimenting one’s way to a stable self, seems intrinsically valuable. I argue (...)
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  8. Minima Pedagogica: Education, Thinking and Experience in Adorno.Snir Itay - 2017 - Journal of Philosophy of Education (1):1-15.
    This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking, and the political significance of education for thinking. Adorno touched upon educational questions throughout his writings, with growing interest in the last ten years of his life. (...)
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  9. Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - 2020 - Journal of Philosophy of Education 54 (3):492-506.
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it (...)
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  10. Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and educational research. Finally, the (...)
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  11.  61
    Religious Experience As A Journey To Perfection: An Inquiry Into The Ideas of Al-Ghazali.Abdullah Akgul - 2019 - Bilimname 38 (2019):813-833.
    Religious experience is one of the fundamental problems of the philosophy of religion. Although it has entered the literature as a proof of God; discussions focus on its nature. The basic approaches to the nature of religious experience are: religious experience as a feeling, religious experience as a perception, religious experience as a comment. The main reason that makes the nature of religious experience controversial is that it consists of two concepts that have a wide range of meaning, such as (...)
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  12.  90
    Inclusive Education and Epistemic Value in the Praxis of Ethical Change.Ignace Haaz - 2019 - In Obiora F. Ike, Justus Mbae & Chidiehere Onyia (eds.), Mainstreaming Ethics in Higher Education Research Ethics in Administration, Finance, Education, Environment and Law Vol. 1. Geneva: Globethics. net. pp. 259-290.
    In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of (...)
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  13. Selected Contemporary Challenges of Ageing Policy.Andrzej Klimczuk & Łukasz Tomczyk (eds.) - 2017 - Uniwersytet Pedagogiczny W Krakowie.
    This volume-"Selected Contemporary Challenges of Aging Policy"-is the most international of all published monographs from the series "Czech-Polish-Slovak Studies in Andragogy and Social Gerontology." Among the scholars trying to grasp the nuances and trends of social policy, there are diverse perspectives, resulting not only from the extensive knowledge of the authors on the systematic approach to the issue of supporting older people but also from the grounds of the represented social gerontology schools. In the texts of Volume VII interesting (...)
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  14.  89
    Against the Fallacy of Education as a Source of Ethics.Spyridon Kakos - 2019 - MCDSARE 3:33-41.
    For centuries, the major story of enlightenment was that education is and should be the cornerstone of our society. We try to educate people to make them respectable members of society, something which we inherently relate to being "better persons", firmly believing that education makes humans less prone to evil. Today, modern research seems to validate that premise: statistics verify that more education results to less crime. But is this picture accurate and does this mean anything regarding (...)
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  15. From Ontology of Interaction to Semiotics of Education.Eetu Pikkarainen - 2013 - In K. Tirri, E. Hanhimäki & E. Kuusisto (eds.), Interaction in Educational Domains. Sense Publishers. pp. 51-62.
    In this article I try to show that the most deep level ontology can have rich meaning for our understanding of such practical and everyday phenomena as education and interaction. With this deep level ontology I mean the problem of universals. Starting from famous traditional stances of realism and nominalism, which both are for the modern theories of growth and Bildung, I continue to the third and more recently developed ontological theory, trope theory according to which the properties (qualities, (...)
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  16. The Semiotics of Education: A New Vision in an Old Landscape.Eetu Pikkarainen - 2011 - Educational Philosophy and Theory 43 (10):1135-1144.
    In this article, I attempt to describe how certain theoretical constructions of semiotics could be applied in educational theoretical work. First I introduce meaning as a basic concept of semiotics, thus also touching on concepts such as action, competence and causality. I am then able to define learning as a change of competences, and also refer to the pedagogical concept of learning i.e. Bildung, which can be roughly defined as valuable human learning. I then take up the problem of (...) as pedagogical direction and communication. Finally, I conclude with some considerations on the famous Greimassian semiotic square. (shrink)
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  17. America's Upside-Down Doctrine of Education: Albert Jay Nock's Theory of What Has Gone Wrong — Or Is It Right?Steven James Bartlett - 2018 - Willamette University Faculty Research Website.
    The American system of education makes important and sometimes unjustified assumptions that were questioned and criticized nearly a hundred years ago by author and educational theorist Albert Jay Nock. This essay discusses Nock’s theory of American education and finds that certain of these assumptions stand greatly in need of the support of evidence.
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  18. A Model of Critical Thinking in Higher Education.Martin Davies - 2014 - In M. B. Paulsen (ed.), Higher Education: Handbook of Theory and Research. Dordrecht, Netherlands: Springer. pp. 41-92.
    “Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice (...)
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  19. Means-End Reciprocity and the Aims of Education Debate.Guy Axtell - manuscript
    In the centennial year of John Dewey’s classic, Democracy and Education (1916), this paper revisits his thesis of the reciprocity of means and ends, arguing that it remains of central importance for debate over the aims of education. The paper provides a Dewey-inspired rebuttal of arguments for an ‘ultimate aim,’ but balances this with a development of the strong overlaps between proponents of pragmatism, intellectual virtues education (Jason Baehr) and critical thinking education (Harvey Siegel). Siegel’s ‘Kantian’ (...)
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  20. The Value of Critical Knowledge, Ethics and Education: Philosophical History Bringing Epistemic and Critical Values to Values.Ignace Haaz - 2019 - Geneva, Switzerland: Globethics Publications.
    This book aims at six important conceptual tools developed by philosophers. The author develops each particular view in a chapter, hoping to constitute at the end a concise, interesting and easily readable whole. These concepts are: 1. Ethics and realism: elucidation of the distinction between understanding and explanation – the lighthouse type of normativity. 2. Leadership, antirealism and moral psychology – the lightning rod type of normativity. 3. Bright light on self-identity and positive reciprocity – the reciprocity type of normativity. (...)
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  21.  86
    Content Analysis of The Catholic School and Religion and National Values, Primary 1- 6: Implications for Religious Education in Catholic Primary Schools Within Calabar Archdiocese - Cross River State.Emmanuel Orok Duke - 2016 - International Journal of Research in Basic and Lifelong Education 5 (1).
    The secular character of the Nigerian state should not impede collaboration between the Roman Catholic Schools Management Board and the Government of Cross River State (Nigeria) in the area of religious education. Based on the above claim, this paper is an exercise in content analysis of The Catholic School{\\ial is, the document regulating Catholic principles of education in schools) and Religion and National Values: Primary 1- 5(text on curricular contents of religious education at the primary school level (...)
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  22. Neuroscience of Morality and Teacher Education.Hyemin Han - forthcoming - In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Singapore: Springer.
    Given that teachers become primary fundamental exemplars and models for their students and the students are likely to emulate the presented teachers’ behaviors, it is necessary to consider how to promote teachers’ abilities as potential moral educators during the course of teacher education. To achieve this ultimate aim in teacher education, as argued by moral philosophers, psychologists, and educators, teachers should be able to well understand the mechanisms of moral functioning and how to effectively promote moral development based (...)
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  23. Reconstruction in Philosophy Education: The Community of Inquiry as a Basis for Knowledge and Learning.Gilbert Burgh - 2009 - In Philosophy of Education Society of Australasia (ed.), Proceedings of the Philosophy of Education Society of Australasia 2008 Conference: The ownership and dissemination of knowledge. Claremont, WA, Australia: Philosophy of Education Society of Australasia (PESA). pp. 1-12.
    The ‘community of inquiry’ as formulated by CS Peirce is grounded in the notion of communities of disciplinary-based inquiry engaged in the construction of knowledge. The phrase ‘converting the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application, to transform the classroom into a community of inquiry. The literature is not clear on what this means for reconstructing education and how it (...)
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  24.  77
    The Relevance of Cosmopolitanism for Moral Education.Michael S. Merry & Doret J. de Ruyter - 2011 - Journal of Moral Education 40 (1):1-18.
    In this article we defend a moral conception of cosmopolitanism and its relevance for moral education. Our moral conception of cosmopolitanism presumes that persons possess an inherent dignity in the Kantian sense and therefore they should be recognised as ends?in?themselves. We argue that cosmopolitan ideals can inspire moral educators to awaken and cultivate in their pupils an orientation and inclination to struggle against injustice. Moral cosmopolitanism, in other words, should more explicitly inform the work that moral educators do. Real?world (...)
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  25.  22
    Silencing and Freedom of Speech in UK Higher Education.Finlay Malcolm - forthcoming - British Educational Research Journal.
    Freedom of speech in universities is currently an issue of widespread concern and debate. Recent empirical findings in the UK shed some light on whether speech is unduly restricted in the university, but it suffers from two limitations. First, the results appear contradictory. Some studies show that the issue of free speech is overblown by media reportage, whilst others track serious concerns about free speech arising from certain university policies. Second, the findings exclude important issues concerning restrictions to speech on (...)
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  26. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
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  27. Improving Teacher Education Students’ Ethical Thinking Using the Community of Inquiry Approach.Mark Freakley & Gilbert Burgh - 1999 - Analytic Teaching and Philosophical Praxis 19 (1):38-45.
    The notion of a community of inquiry has been treated by many of its proponents as being an exemplar of democracy in action. We argue that the assumptions underlying this view present some practical and theoretical difficulties, particularly in relation to distribution of power among the members of a community of inquiry. We identify two presuppositions in relation to distribution of power that require attention in developing an educational model that is committed to deliberative democracy: (1) openness to inquiry and (...)
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  28.  31
    Do Philosophers of Education Dare Be Inspired by Forerunners Such as Nietzsche? – Transformation of the Mind Towards an Affirmative and Generative Awareness.Henriëtta Joosten - 2018 - Educational Philosophy and Theory 50 (14):1418-1419.
    What comes after postmodernism and how will this affect educational theory and, I would add, educational practices? I will take up these challenging questions by interpreting present times as a period of transformation towards a new kind of awareness. Nietzsche—for some the father of postmodernity, for me a visionary thinker who ‘presenced’ what was coming—has already explored this transformation.
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  29. Why Do We Need to Employ Bayesian Statistics and How Can We Employ It in Studies of Moral Education?: With Practical Guidelines to Use JASP for Educators and Researchers.Hyemin Han - 2018 - Journal of Moral Education 47 (4):519-537.
    ABSTRACTIn this article, we discuss the benefits of Bayesian statistics and how to utilize them in studies of moral education. To demonstrate concrete examples of the applications of Bayesian statistics to studies of moral education, we reanalyzed two data sets previously collected: one small data set collected from a moral educational intervention experiment, and one big data set from a large-scale Defining Issues Test-2 survey. The results suggest that Bayesian analysis of data sets collected from moral educational studies (...)
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  30. Agogo Presbyterian College of Education Under the Missionaries and After Take-Over by the Government (1931-2013): A Comparative Study.Frederick Mensah Bonsu, Augustine Adjei & David Doe Ayornoo - 2020 - International Journal of Scientific Research and Management (IJSRM) 8 (1).
    The study analyzed the Agogo Presbyterian College of Education (1930-1971) and when it was taken over by the Government (1972-2013). This became relevant in the wake of the recent plea by the churches that the Government should hand over Mission Schools to the churches. The study therefore examines the state of management and leadership and infrastructural development both under the regime of the Missionaries and the Government. It also sought to assess academic standard of the students, and the discipline (...)
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  31. Robots and Human Dignity: A Consideration of the Effects of Robot Care on the Dignity of Older People.Amanda Sharkey - 2014 - Ethics and Information Technology 16 (1):63-75.
    This paper explores the relationship between dignity and robot care for older people. It highlights the disquiet that is often expressed about failures to maintain the dignity of vulnerable older people, but points out some of the contradictory uses of the word ‘dignity’. Certain authors have resolved these contradictions by identifying different senses of dignity; contrasting the inviolable dignity inherent in human life to other forms of dignity which can be present to varying degrees. The Capability Approach (CA) (...)
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  32. Kant’s Contribution to Moral Education: The Relevance of Catechistics.Chris W. Surprenant - 2010 - Journal of Moral Education 39 (2):165-174.
    Kant’s deontological ethics, along with Aristotle’s virtue ethics and Mill’s utilitarian ethics, is often identified as one of the three primary moral options between which individuals can choose. Given the importance of Kant’s moral philosophy, it is surprising and disappointing how little has been written on his important contributions to moral education. Kant argues for a catechistic approach to moral education. By memorizing a series of moral questions and answers, an individual learns the basic principles of morality in (...)
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  33.  31
    Educational Inequality and State-Sponsored Elite Education: The Case of the Dutch Gymnasium.Michael Merry & Willem Boterman - 2020 - Comparative Education 56.
    In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher (...)
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  34.  39
    What May We Hope For? Education in Times of Climate Change.Ingerid S. Straume - forthcoming - Constellations.
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  35. Revisiting the Efficacy of Constructivism in Mathematics Education.Mdutshekelwa Ndlovu - 2013 - Philosophy of Mathematics Education Journal 27 (April):1-13.
    The purpose of this paper is to critically analyse and discuss the views of constructivism, on the teaching and learning of mathematics. I provide a background to the learning of mathematics as constructing and reconstructing knowledge in the form of new conceptual networks; the nature, role and possibilities of constructivism as a learning theoretical framework in Mathematics Education. I look at the major criticisms and conclude that it passes the test of a learning theoretical framework but there is still (...)
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  36.  26
    A Matter of Trust: : Higher Education Institutions as Information Fiduciaries in an Age of Educational Data Mining and Learning Analytics.Kyle M. L. Jones, Alan Rubel & Ellen LeClere - forthcoming - JASIST: Journal of the Association for Information Science and Technology.
    Higher education institutions are mining and analyzing student data to effect educational, political, and managerial outcomes. Done under the banner of “learning analytics,” this work can—and often does—surface sensitive data and information about, inter alia, a student’s demographics, academic performance, offline and online movements, physical fitness, mental wellbeing, and social network. With these data, institutions and third parties are able to describe student life, predict future behaviors, and intervene to address academic or other barriers to student success (however defined). (...)
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  37. Wellbeing and Education: Issues of Culture and Authority.John White - 2007 - Journal of Philosophy of Education 41 (1):17–28.
    The idea that education should equip people to lead flourishing lives and help others to do so is now becoming salient in policy-making circles. Philosophy of education can help here by clarifying what flourishing consists in. This essay examines one aspect of this. It rejects the view that well-being goods are derivable from human nature, as in the theories of Howard Gardner and Edmond Holmes. It locates them, rather, as cultural products, but not culturally-relative ones, drawing attention to (...)
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  38.  25
    Reframing the Purpose of Business Education: Crowding-in a Culture of Moral Self-Awareness.Julian Friedland & Tanusree Jain - forthcoming - Journal of Management Inquiry.
    Numerous high-profile ethics scandals, rising inequality, and the detrimental effects of climate change dramatically underscore the need for business schools to instill a commitment to social purpose in their students. At the same time, the rising financial burden of education, increasing competition in the education space, and overreliance on graduates’ financial success as the accepted metric of quality have reinforced an instrumentalist climate. These conflicting aims between social and financial purpose have created an existential crisis for business (...). To resolve this impasse, we draw on the concept of moral self-awareness to offer a system-theoretical strategy for crowding-in a culture of ethics within business schools. We argue that to do so, business schools will need to (1) reframe the purpose of business, (2) reframe the meaning of professional success, and (3) reframe the ethos of business education itself. (shrink)
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  39. The Reformation of Business Education: Purposes and Objectives.Robert Keith Shaw - 2011 - In Proceedings of 2011 Conference of the New Zealand Assoication of Applied Business Education. Nelson, New Zealand, 11 October 2011. New Zealand Association of Applied Business Education.
    Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is (...)
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  40.  57
    The Role of Technology in Music Education: A Survey of Computer Usage in Teaching Music in Colleges of Education in The Volta Region, Ghana.Eddison Foster Mawusi & Klutse Eric Kwadwo - 2020 - International Journal of Scientific Research and Management (IJSRM) 8 (1).
    The study sought to find out the role of computer technology in music education in Colleges of Education in the Volta Region of Ghana. It aimed at surveying the use of computer technology for teaching music and exploring the instructional prospects for computer technology usage in music in Colleges of Education. The study employed Rogers’ Diffusion Innovation theory and descriptive survey research method. Data was collected from the respondents using questionnaire, interview, and observation. The study revealed that (...)
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  41. The VIA Inventory of Strengths, Positive Youth Development, and Moral Education.Hyemin Han - forthcoming - Journal of Positive Psychology.
    The VIA Inventory of Strengths and the VIA model were originally developed to assess and study 24 character strengths. In this paper, I discuss how the VIA Inventory and its character strength model can be applied to the field of moral education with moral philosophical considerations. First, I review previous factor analysis studies that have consistently reported factors containing candidates for moral virtues, and discuss the systematic structure and organization of VIA character strengths. Second, I discuss several issues related (...)
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  42.  37
    Julius Nyerere's Philosophy of Education: Implication for Nigeria's Educational System Reforms.Diana-Abasi Ibanga - 2016 - Africology: The Journal of Pan African Studies 9 (3):109-125.
    Nyerere’s philosophy of education is one of the most influential and widely studied theories of education. Policy-makers have continued to draw from it for policy re-engineering. In this paper, the Nigerian educational system is examined in the light of the philosophy. This approach is predicated on the informed belief that there are social and historical commonalities between Nigeria and the target-society of Nyerere’s philosophy. To this end, it argues that the philosophy holds some important lessons for Nigeria’s (...). For this reason, there is need to inject some doses of its principles into the body polity of Nigeria’s education. The article identifies three areas – school financing, curricula development and entrepreneurial education – where the principles of the philosophy can be practically invaluable for Nigeria. In the final analysis, the paper identifies the linkage between national philosophy of education and national developmental ideology; and argues that a national philosophy of education of any country must be embedded in the national development ideology of that country of which the country’s philosophy of education must drive. (shrink)
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  43. The Islamic Concept of Education Reconsidered.Khosrow Bagheri & Zohreh Khosravi - 2006 - AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic (...)
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  44.  10
    Conceptual Metaphors of Education: Grounds for Social Conflict in Modern-Day Russia.Sophia Polyankina - 2020 - Advances in Social Science, Education and Humanities Research 447:268-273.
    In modern Russian society, it is possible to trace the division into citizens who support the reforms of the education system, carried out over the past 20 years, and their ideological opponents. The purpose of the article is to identify the grounds of this social conflict and the failure of the reforms at the level of public consciousness. The author argues that the discrepancy between conceptual education metaphors guiding the vector of education policy causes a different understanding (...)
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  45.  53
    The Nature of Climate Science: Challenges for the Development of Climate Change Science Literacy in Education.Raymond Ndubisi Anyanwu - 2019 - Africa International Journal of Multidisciplinary Research 2 (5).
    Despite raising awareness and promoting knowledge and skills-development for education about climate change, efforts by the education sector to promote the development of climate change science literacy in schools is challenged by the nature of climate science. We illuminated the nature of climate science by analysing literature on the nature of science that foregrounds discussions in climate science, and found that climate science involves mostly complex systems and problems; the scope of climate science is vast and interdisciplinary; most (...)
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  46. Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam’s Historia Insectorum Generalis and the Case of the Water Flea.Catherine Kendig - 2013 - Science & Education 22 (8):1939-1961.
    Abstract: Hasok Chang (Sci Educ 20:317–341, 2011) shows how the recovery of past experimental knowledge, the physical replication of historical experiments, and the extension of recovered knowledge can increase scientific understanding. These activities can also play an important role in both science and history and philosophy of science education. In this paper I describe the implementation of an integrated learning project that I initiated, organized, and structured to complement a course in history and philosophy of the life sciences (HPLS). (...)
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  47. Single-sex education as a means of accounting gender characteristics in the process of forming planetary-cosmic personality of school pupils.Tetiana Matusevych - 2013 - In O. Bazaluk (ed.), The image of the man of the future: Whom and How to educate in younger generation, part 3.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting (...)
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  48. Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» (...)
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  49. A Virtue Epistemology of the Internet: Search Engines, Intellectual Virtues and Education.Richard Heersmink - 2018 - Social Epistemology 32 (1):1-12.
    This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to use the (...)
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  50. Reality is Catching Up With Me. Empirical Knowledge and Philosophy of Education.Einar Sundsdal & Torill Strand - 2011 - Nordic Studies in Education.
    In this article we argue that a positively formulated theory of education ought to take into consideration empirically based knowledge. Theories of education are normative theories, because they are mainly focused on how the world ought to be: they present ideals, they prescribe preferred repertoires of actions, and they describe valued attitudes. However, using a recent example of an ideal of cosmopolitan education, we here reveal some ways in which prevalent theories of education quickly become remote (...)
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