Results for 'Postmodernism and education '

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  1. Postmodernism, science education and the slippery slope to the epistemic crisis.Renia Gasparatou - 2018 - Educational Philosophy and Theory 50 (14):1412-1413.
    Declarations of the death knell of postmodernism are rather quite commonplace. For its 50th anniversary, The Journal of Educational Philosophy and Theory conducted a philosophical experiment, asking philosophers of education to solicit a comment, argument or position concerning the so-called death of postmodern philosophy. Renia Gasparatou joined this experiment; in this short paper she suggests that, unfortunately, postmodernism is not dead enough!
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  2. After postmodernism in educational theory?Jan Jagodzinski - 2018 - Educational Philosophy and Theory 50 (14):1642-1643.
    The Academy seems to operate with a swarm consciousness; suddenly we find ourselves on a new landscape laden with new percepts and affects to be deciphered as signs, as Deleuze and Guattari might a...
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  3. After postmodernism: meaning of life and education.Iddo Landau - 2018 - Educational Philosophy and Theory 50 (14):1539-1540.
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    Topography of interpersonal relationships in Postmodernity: friendship and education.Ana Romero-Iribas & Consuelo Martínez-Priego - 2017 - Revista Española de Pedagogia 75 (267):309-322.
    This article considers friendship as a channel for education and as one of its objectives, as it is a necessary ingredient for a fulfilled life. This requires an initial study of interpersonal relationships in the postmodern context, considering their opportunities and risks. Our aim is to draw a topography of these relationships by analysing texts by major thinkers of the last four decades. The result of this analysis is the core of the article, namely, that there are four categories (...)
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  5. Educational research undone: the postmodern embrace.Ian Stronach - 1997 - Philadelphia: Open University Press. Edited by Margaret MacLure.
    The authors draw on literary theory, anthropology and sociology in order to construct alternative ways of reading and writing educational research, and come to terms with postmodernism and deconstruction.
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  6. 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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  7. (1 other version)Reclaiming Metaphysical Truth for Educational Research.Robert Archer - 2002 - British Journal of Educational Studies 50 (3):339 - 362.
    It is not uncommon in educational research and social science in general either to eschew the word truth or to put it in scare quotes in order to signify scepticism about it. After the initial wave of relativism in the philosophy of natural science, a second wave has developed in social science with the rise of postmodernism and poststructuralism. The tendency here is to relativise truth or to bracket out questions of truth. In contradistinction, this paper revindicates the metaphysical (...)
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  8. Enriching Arts Education through Aesthetics. Experiential Arts Integration Activities for Early Primary Education.Marina Sotiropoulou-Zormpala & Alexandra Mouriki - 2019 - London, UK: Routledge.
    Enriching Arts Education through Aesthetics examines the use of aesthetic theory as the foundation to design and implement arts activities suitable for integration in school curricula in pre-school and primary school education. This book suggests teaching practices based on the connection between aesthetics and arts education and shows that this kind of integration promotes enriched learning experiences. -/- The book explores how the core ideas of four main aesthetic approaches – the representationalist, the expressionist, the formalist, and (...)
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  9. A reply to Peter Boghsonnian and James Lindsay's, ‘What comes after postmodernism?’.Russell Webster - 2019 - Educational Philosophy and Theory 51 (7):679-680.
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  10. Mathematics, core of the past and hope of the future.James Franklin - 2018 - In Catherine A. Runcie & David Brooks (eds.), Reclaiming Education: Renewing Schools and Universities in Contemporary Western Society. Edwin H. Lowe Publishing. pp. 149-162.
    Mathematics has always been a core part of western education, from the medieval quadrivium to the large amount of arithmetic and algebra still compulsory in high schools. It is an essential part. Its commitment to exactitude and to rigid demonstration balances humanist subjects devoted to appreciation and rhetoric as well as giving the lie to postmodernist insinuations that all “truths” are subject to political negotiation. In recent decades, the character of mathematics has changed – or rather broadened: it has (...)
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  11. Remarks on the Biology, Psychology and Politics of Religion.Michael Richard Starks - 2019 - Las Vegas, NV USA: Reality Press.
    In my view all behavior is an expression of our evolved psychology and so intimately connected to religion, morals and ethics, if one knows how to look at them. -/- Many will find it strange that I spend little time discussing the topics common to most discussions of religion, but in my view it is essential to first understand the generalities of behavior and this necessitates a good understanding of biology and psychology which are mostly noticeable by their absence in (...)
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  12. Postmodernism and the Environmental Crisis.Arran Gare - 1995 - London: Routledge.
    Postmodernism and the Environmental Crisis is the only book to combine cultural theory and environmental philosophy. In it, Arran Gare analyses the conjunction between the environmental crisis, the globalisation of capitalism and the disintegration of the culture of modernity. It explains the paradox of growing concern for the environment and the paltry achievements of environmental movements. Through a critique of the philosophies underlying approaches to the environmental crisis, Arran Gare puts forward his own, controversial theory of a new postmodern (...)
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  13. Is Science Neurotic?Nicholas Maxwell - 2004 - London: World Scientific.
    In this book I show that science suffers from a damaging but rarely noticed methodological disease, which I call rationalistic neurosis. It is not just the natural sciences which suffer from this condition. The contagion has spread to the social sciences, to philosophy, to the humanities more generally, and to education. The whole academic enterprise, indeed, suffers from versions of the disease. It has extraordinarily damaging long-term consequences. For it has the effect of preventing us from developing traditions and (...)
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  14. The Philosophy of Law. History and Modernity.Volodymyr Kuznetsov (ed.) - 2003 - Stylos.
    The manual represents the evolution of the concept of law from antiquity to the end of XX century. It also describes some important Anglo-American directions in the philosophy of law, which are important for developments of Ukrainian legal system (legal positivism, naturalism, realism, criticism, feminism, economical theory of law, postmodernism, etc. The main text is supplemented with excerpts from the writings on the philosophy of law, which are little known for Ukrainian readers. The audience of textbook is students, educators, (...)
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  15. Democracy and Education: Defending the Humboldtian University and the Democratic Nation-State as Institutions of the Radical Enligtenment.Arran Gare - 2005 - Concrescence: The Australiasian Journal of Process Thought 6:3 - 27.
    Endorsing Bill Readings’ argument that there is an intimate relationship between the dissolution of the nation-State, the undermining of the Humboldtian ideal of the university and economic globalization, this paper defends both the nation-State and the Humboldtian university as core institutions of democracy. However, such an argument only has force, it is suggested, if we can revive an appreciation of the real meaning of democracy. Endorsing Cornelius Castoriadis’ argument that democracy has been betrayed in the modern world but disagreeing with (...)
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  16. Pacifism and Educational Violence.Nicholas Parkin - 2023 - Journal of Peace Education 20 (1):75-94.
    Education systems are full of harmful violence of types often unrecognised or misunderstood by educators, education leaders, and bureaucrats. Educational violence harms a great number of innocent persons (those who, morally speaking, may not be justifiably harmed). Accordingly, this paper rejects educational violence used to achieve educational ends. It holds that educational violence is unjustified if the condition that innocent persons are harmed is satisfied, that this condition is satisfied in current educational practice (compulsory schooling), and that, therefore, (...)
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  17. The Political Moralism of Some Catholic Bishops and Priests: A Postmodern Evaluation.Alexis Deodato Itao - 2022 - Social Ethics Society Journal of Applied Philosophy 8 (Special Issue):186-212.
    The Catholic Church never officially endorses political candidates but rather respects the freedom of its faithful to vote according to the dictates of their conscience. However, in the last presidential elections, some Catholic bishops and priests in the Philippines publicly and openly supported the presidential candidacy of Vice President Leni Robredo while urging the rest of the faithful to do the same. These bishops and priests anchored their position on their shared belief that voting for Robredo was the only rightful (...)
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  18. (1 other version)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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  19. Modernism, Postmodernism, and Ultra-modernism: The Difference and the Continuity.Muhammad Jalil Arif - 2021 - Academic Letter 1 (Article 3112).
    This paper briefly presents the historical and philosophical link between Enlightenment philosophy and the emergence of Postmodern philosophy, i.e., the transition from modernity to postmodernity. While identifying and recognizing the “difference” and the sharp contrast, I will concentrate on showing the “continuity” between the two philosophies. This paper shows that postmodernism can be understood as ultra-modernism in at least two dimensions 1) in opting for a particular critical methodology and 2) in the intensification of subjectivity. This enactment of deconstructive (...)
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  20. Right‐wing postmodernism and the rationality of traditions.Phillip Cary - 2017 - Zygon 52 (3):807-821.
    Modern thought typically opposes the authority of tradition in the name of universal reason. Postmodernism begins with the insight that the sociohistorical context of tradition and its authority is inevitable, even in modernity. Modernity can no longer take itself for granted when it recognizes itself as a tradition that is opposed to traditions. The left-wing postmodernist response to this insight is to conclude that because tradition is inevitable, irrationality is inevitable. The right-wing postmodernist response is to see traditions as (...)
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  21. Modernism, Postmodernism and Politics.Iddo Landau - 1995 - International Journal of Applied Philosophy 10 (1):39-45.
    Many modernists and postmodernists have adduced moral and political considerations in attacking the views of the other side and defending their own. In the face of the multiplicity of these claims and the ardor with which they are expressed, it is surprising that no attempts have been made to systematically examine the nature and validity of the arguments, nor to ask whether it is useful to engage in them at all. This paper provides such an analysis and demonstrates that in (...)
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  22. Modernity, postmodernism and politics (in places like South Africa).Hennie Lotter - 1995 - In Deon Rossouw (ed.), Life in a postmodern culture. Human Sciences Research Council Press.
    In this chapter I show that it is possible to interpret an important group of postmodern texts as presenting intellectual and practical challenges with a specific focus that is worth the serious attention of everyone interested in politics. My interpretation shows that a certain strand of postmodern thought is not only consonant with a liberal democratic political morality, but also modifies and extends it in an eminently desirable direction. Such an interpretation has become possible because a significant consensus has emerged (...)
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  23. Postmodernism and realism in the aporia of post-truth.Jorge Gonzalez Arocha - 2021 - Sophia 2021 (31):89-111.
    In recent decades, the problem of post-truth has emerged. Values such as fairness, objectivity, and critical dialogue have become more difficult to achieve. Various characteristics are associated with this, such as the emergence of new technologies and a new era in political relations with the rise of fundamentalism and populism. Besides, the reference to postmodernism is always commonplace in the bibliography on the subject. Considering this, the article’s main objective is to philosophically analyze the theoretical foundation of post-truth, (...). From the methodological point of view, this theoretical study will take the interpretive approach as a reference. Interpretive hermeneutical criticism has been combined with a documentary analysis of the main works that address this problem. The article explains the main characteristics of the concept, considering the current and notorious interpretation, and then interprets the position that criticizes postmodernism as the theoretical basis of the post-truth era. It concludes by defining that the relationship between post-truth and its theoretical foundation has a dogmatic and contradictory character since it confronts subjectivist relativism with the dogma of a realist metaphysics. (shrink)
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  24. Postmodernism and our understanding of science.Hennie Lotter - 1995 - In Deon Rossouw (ed.), Life in a postmodern culture. Human Sciences Research Council Press.
    Despite the flood of philosophical texts on postmodernism, relatively few attempts have been made to gauge the importance of postmodern ideas for the philosophy of science. However, Lyotard's enormously influential text The postmodern condition (1979) focussed on science and knowledge. He put the term metanarrative (grand narrative) into circulation. Lyotard defines the term modern to refer to the way in which science tries to legitimate its own status by means of philosophical discourse which appeal to some kind of grand (...)
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  25. Language and education: A critical approach to Gandhi and Wittgenstein.Mudasir A. Tantray & Tariq Rafeeq Khan - 2019 - Lokayata: Journal of Positive Philosophy 10 (2):68-73.
    This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. Wittgenstein realized that (...) is the constituent of what we know, believe and learn. Gandhi asserts on Mother tongue, primary- secondary languages and national languages whereas Wittgenstein emphasis on the natural languages, meta-languages and ideal languages. In this paper I shall demonstrate the problems of language which becomes hurdles in the process of education. For both Gandhi and Wittgenstein, there are problems not in language but in its ordinary usage, speaking, writing, meaning and communication. (shrink)
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  26. Postmodernism and the dilemma of an appropriate Christian paradigm for ethical descision making.Edvard Kristian Foshaugen - 2000 - Dissertation, Stellenbosch
    The Church is facing a dilemma in how to apply and live out its message in a postmodern world. For many in the Church an understanding and application of morals and ethics has become bewildering. This assignment attempts to develop a Christian vocabulary and conceptual framework for morality. This is done by firstly elucidating the milieu out of which postmodernism arose. Modernism, through universal claims of reason and instrumental rationality, believed in the ultimate mastery of the world. The failure (...)
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  27. (1 other version)Neoliberalism and education.Lawrence Blum - 2023 - In Randall R. Curren (ed.), Handbook of philosophy of education. New York, NY: Routledge. pp. 257-269.
    Neoliberalism is an approach to social policy, now globally influential, that applies market approaches to all aspects of social life, including education. Charter schools, privately operated but publicly funded, are its most prominent manifestation in the U.S. The neoliberal principles of competition, consumerism, and choice cannot serve as foundations of a sound and equitable public education system. Neoliberalism embraces socio-economic inequality overall and in doing so constricts any justice mission its adherents espouse in virtue of serving a relatively (...)
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  28. Admiration and Education: What should we do with immoral intellectuals?Alfred Archer & Benjamin Matheson - 2019 - Ethical Perspectives 26 (1):5-32.
    How should academics respond to the work of immoral intellectuals? This question appears to be one that is of increasing concern in academic circles but has received little attention in the academic literature. In this paper, we will investigate what our response to immoral intellectuals should be. We begin by outlining the cases of three intellectuals who have behaved immorally or at least have been accused of doing so. We then investigate whether it is appropriate to admire an immoral person (...)
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  29. Equality and Educational Justice.Michael Merry - 2018 - In M. A. Peters (ed.), Encyclopedia of Educational Philosophy and Theory. Springer.
    Taking equality seriously means that we ought to consider the ways in which persons are not only unfairly advantaged or disadvantaged from the start – e.g., through genetic inheritance, wealth, or a parent’s educational background – but also how opportunities and rewards that result from these basic inequalities are later exacerbated in the distribution of goods and opportunities. The basic point of equality as a normative principle is not that everyone have similar things or achieve similar outcomes, that would be (...)
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  30. Peirce and Education - an Overview.Catherine Legg & Torill Strand - 2019 - Encyclopedia of Educational Philosophy and Theory.
    The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.
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  31. Epistemic Corruption and Education.Ian James Kidd - 2019 - Episteme 16 (2):220-235.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  32. Anticipation, Smothering, and Education: A Reply to Lee and Bayruns García on Anticipatory Epistemic Injustice.Trystan S. Goetze - 2021 - Social Epistemology Review and Reply Collective 10 (9):36-43.
    When you expect something bad to happen, you take action to avoid it. That is the principle of action that underlies J. Y. Lee’s recent paper (2021), which presents a new form of epistemic injustice that arises from anticipating negative consequences for testifying. In this brief reply article occasioned by Lee’s essay, I make two main contributions to the discussion of this idea. The first (§§2–3) is an intervention in the discussion between Lee and Eric Bayruns García regarding the relationship (...)
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  33. Thabo Mbeki, postmodernism, and the consequences.Robert Kowalenko - 2015 - South African Journal of Philosophy 34 (4):441-461.
    Explanations of former South African President Thabo Mbeki’s public and private views on the aetiology of the HIV/AIDS epidemic in the country remain partial at best without the recognition that the latter presuppose and imply a postmodernist/postcolonialist philosophy of science that erases the line separating the political from the scientific. Evidence from Mbeki’s public speeches, interviews, and private and anonymous writings suggests that it was postmodernist/postcolonialist theory that inspired him to doubt the “Western” scientific consensus on HIV/AIDS and to implement (...)
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  34. Evil, virtue, and education in Kant.Paul Formosa - 2019 - Educational Philosophy and Theory 51 (13):1325-1334.
    For Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how...
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  35. Moral traditions, critical reflection, and education in a liberal-democratic society.Sergio Volodia Marcello Cremaschi - 2012 - In Peter Kemp & Asger Sørensen (eds.), Politics in Education. LIT Verlag. pp. 169-182.
    I argue that, in the second half of the second Millennium, three parallel processes took place. First, normative ethics, or natural morality, that had been a distinct subject in the education of European elites from the Renaissance times to the end of the eighteenth century, disappeared as such, being partly allotted to the Churches via the teaching of religion in State School, and partly absorbed by the study of history and literature, assumed to be channels for imbibing younger generations (...)
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  36. Climate change and education.Ruth Irwin - 2019 - Educational Philosophy and Theory 52 (5):492-507.
    Understanding climate change is becoming an urgent requirement for those in education. The normative values of education have long been closely aligned with the global, modernised world. The industrial model has underpinned the hidden and overt curriculum. Increasingly though, a new eco-centric orientation to economics, technology, and social organisation is beginning to shape up the post-carbon world. Unless education is up to date with the issues of climate change, the estate of education will be unable to (...)
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  37. Politics and Educational Planning Crises: Who Pays and Who Bears the Brunt.John Atelwhoble Undie - 2021 - In 97th Inaugral Lecture, University of Calabar. Calabar: University of Calabar Press.
    Traditionally, policy-making at the national, state and local levels has been associated with politicians, while planning and implementation are handled mainly by planners and administrators, respectively. Education is, therefore, not different; hence future context will continue to be in the hands of politicians. However, the role of politicians in this perspective can be directed to the expectation of society if planners perform their specialist functions effectively. In this capacity, the technical and professional advice of professional planners is necessary to (...)
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  38. At the wake, or the return of metaphysics.Johan Dahlbeck - 2018 - Educational Philosophy and Theory 50 (14):1451-1452.
    We have all been told of the death of grand narratives. We have been told that the days of asking eternal metaphysical questions in philosophy are long since over. When Wittgenstein’s (1953/2009, p. 174) famous spade hit bedrock it reminded us that we had better stop wasting our time on lofty questions without answers. Foucault (1970) prompted us to recall Borges’story of a certain Chinese encyclopedia showing us that there are many ways of ordering the world and that each way (...)
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  39. (1 other version)The Impact of Income and Education Level to the Perception of Democracy in Vietnam.Truong Minh Vu - 2018 - JMU Edition 2018 (1):1-16.
    Democracy is an interesting topic that many scholars pay attention to, since it is the foundation of a civil society. There are many factors that contribute to the country’s democracy. Two of many important factors that have a great impact on democracy are the people’s income and education. This study would investigate the relationship among income, level of education and democracy. The study focuses on the eastern cultured country, which is Vietnam after more than a decade of economic (...)
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  40. Exemplification, Knowledge, and Education of the Emotions through Conceptual Art.Elisa Caldarola - 2021 - Discipline Filosofiche (1).
    In this paper, with reference to Vito Acconci’s Following Piece (1969) and Sophie Calle’s Take care of yourself (2007), I show that some works of conceptual art rely on exemplification to convey ideas, and I defend the following claims about those works. In the first place, I argue that the kinds of events and of objects they present us with are relevant for appreciating the views the works convey. In the second place, siding with Elisabeth Schellekens (2007) and Peter Goldie (...)
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  41. Philosophical and Educational Thoughts of Sri Aurobindo.Desh Raj Sirswal (ed.) - 2023 - New Delhi: Kalamkaar Publishers Pvt Ltd.
    In this book we included 10 papers from academicians, teachers and research scholars on the philosophy of Sri Aurobindo that touches various aspects of his thoughts. The year-long celebrations to commemorate the 150th birth anniversary of Sri Aurobindo began from 15th August, 2021 in India and all over the world. This volume is also a part of this celebration. Before that we published a special volume of Milestone Education Review (The Journal of Ideas on Educational & Social Transformation) (ISSN: (...)
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  42. Political Liberalism, Autonomy, and Education.Blain Neufeld - forthcoming - In The Palgrave Handbook of Citizenship and Education.
    Citizens are politically autonomous insofar as they are subject to laws that are (a) justified by reasons acceptable to them and (b) authorized by them via their political institutions. An obstacle to the equal realization of political autonomy is the plurality of religious, moral, and philosophical views endorsed by citizens. Decisions regarding certain fundamental political issues (e.g., abortion) can involve citizens imposing political positions justified in terms of their respective worldviews upon others. Despite citizens’ disagreements over which worldview is correct, (...)
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  43. Peace, democracy, and education in Colombia: the contribution of the political philosopher Guillermo Hoyos-Vásquez.Enver Torregroza & Federico Guillermo Serrano-Lopez - 2021 - Social Identities 28.
    The purpose of this article is to present the main contributions to peace, democracy, and the philosophy of education in Colombia, made by philosopher Guillermo Hoyos-Vásquez (Medellín, 1935 – Bogotá, 2013). The work of this Colombian philosopher stands out for its important contributions to political philosophy as the vital, supportive, and responsible exercise of thought concerning the public interest. Using Kant’s concept of practical reason, Husserl’s lifeworld [Lebenswelt], and Habermas’s communicative action as starting points, Hoyos-Vásquez succeeded in going beyond (...)
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  44. Virtue Responsibilism, Mindware, and Education.Michel Croce & Duncan Pritchard - 2022 - In Mark Alfano, Jeroen De Ridder & Colin Klein (eds.), Social Virtue Epistemology. Routledge. pp. 42-44.
    Response to Steven Bland’s ‘Interactionism, Debiasing, and the Division of Epistemic Labour’ (in Social Virtue Epistemology, (eds.) M. Alfano, C. Klein & J. de Ridder). Biased cognition is an obvious source of epistemic vice, but there is some controversy about whether cognitive biases generate reliabilist or responsibilist epistemic vices. Bland’s argument, in a nutshell, is that since the development of cognitive biases is due to the interplay of internal psychological processes and external (i.e., environmental) conditions, it cannot be expected that (...)
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  45. Jean-François Lyotard: a response to Jean-François Lyotard’s view of postmodernism and the denial of the metanarratives.Luis Alexandre Ribeiro Branco - 2014 - Lisboa, Portugal: Verdade na Prática.
    A response to Jean-François Lyotard’s view of postmodernism and the denial of the metanarratives.
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  46. Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. New York, USA: Rowman & Littlefield International.
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  47. Development of a method for selected financing of scientific and educational institutions through targeted capital investment in the development of innovative technologies.Iaroslava Levchenko, Oksana Dmytriieva, Inna Shevchenko, Igor Britchenko, Vitalii Kruhlov, Nina Avanesova, Oksana Kudriavtseva & Olesia Solodovnik - 2021 - Eastern-European Journal of Enterprise Technologies 3 (13 (111)):55 - 62.
    The problem of supporting scientific and educational institutions is considered. A method of selective financing of scientific and educational institutions that create innovative technologies taking into account their investment in innovative developments is proposed. On the basis of statistical data on the indicators for assessing the activities of scientific and educational institutions and the indicator of the innovative potential of a scientific and educational institution from the production of innovations (PNn), their rating was calculated. The essence of PNn is to (...)
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  48. Citizenship, Identity and Education in Muslim Communities: Essays on attachment and obligation.Michael S. Merry & Jeffrey Ayala Milligan (eds.) - 2010 - New York: Palgrave Macmillan.
    This volume represents a rich multi-disciplinary contribution to an expanding literature on citizenship, identity, and education in a variety of majority and minority Muslim communities. Each of these essays offer important insights into the various ways one may identify with, and participate in, different societies to which Muslims belong, from the United Kingdom to Pakistan to Indonesia. Authors include Robert Hefner, Andrew March, Tariq Modood, Lucas Swaine, Matthew Nelson, Rosnani Hashim, Charlene Tan and Yedullah Kazmi.
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  49. Truth and Education: Gandhian Concept of Satya (Truth) for Philosophical Education.Baiju Anthony - 2018 - Dissertation, Ignou
    Man is a seeker by nature. He searches for truth. An ordinary man cannot be indifferent to truth because of the deep quest within him for truth. Gandhi lived his whole life in the perpetual quest for truth. He lived and moved in pursuit of this goal. This pursuit of seeking truth under the banner of philosophical education makes educational philosophizing moral. One can perfect these ideologies of different schools and make philosophizing in education better by placing truth (...)
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  50. How can neuroscience contribute to moral philosophy, psychology and education based on Aristotelian virtue ethics?Hyemin Han - 2016 - International Journal of Ethics Education 1 (2):201-217.
    The present essay discusses the relationship between moral philosophy, psychology and education based on virtue ethics, contemporary neuroscience, and how neuroscientific methods can contribute to studies of moral virtue and character. First, the present essay considers whether the mechanism of moral motivation and developmental model of virtue and character are well supported by neuroscientific evidence. Particularly, it examines whether the evidence provided by neuroscientific studies can support the core argument of virtue ethics, that is, motivational externalism. Second, it discusses (...)
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