Over recent years there has been a growing movement pushing for the inclusion of Philosophy in schools.[1] As a subject, Philosophy is broad. It can be separated into many sub-disciplines such as Philosophy of Religion, Philosophy of Mind, Ethics, and Philosophy of Science, to name a few. These sub-disciplines reduce back to three broad pillars of Philosophy: Epistemology, Metaphysics, and Axiology. Regardless of where one’s philosophical interest sits, the essential skill set remains the (...) same. This is the ability to reason. Philosophers produce rationally convincing arguments and critically assess the arguments of others. In this fictional dialogue Socrates meets with Allison Fells, the Principal of Western Heights School, to discuss the inclusion of Philosophy in the school curriculum. Socrates has been running a successful Philosophy club at school and believes that students would benefit through the extension of the club into the regular school curriculum. Socrates argues that Philosophy equips students with the skill set needed to live the good life. (shrink)

Following neo-Aristotelians Alasdair MacIntyre and Martha Nussbaum, we claim that humans are story-telling animals who learn from the stories of diverse others. Moral agents use rational emotions, such as compassion which is our focus here, to imaginatively reconstruct others’ thoughts, feelings and goals. In turn, this imaginative reconstruction plays a crucial role in deliberating and discerning how to act. A body of literature has developed in support of the role narrative artworks (i.e. novels and films) can play in allowing us (...) the opportunity to engage imaginatively and sympathetically with diverse characters and scenarios in a safe protected space that is created by the fictional world. By practising what Nussbaum calls a ‘loving attitude’, her version of ethical attention, we can form virtuous habits that lead to phronesis (practical wisdom). In this paper, and taking compassion as an illustrative focus, we examine the ways that students’ moral education might usefully develop from engaging with narrative artworks through Philosophy for Children (P4C), where philosophy is a praxis, conducted in a classroom setting using a Community of Inquiry (CoI). We argue that narrative artworks provide useful stimulus material to engage students, generate student questions, and motivate philosophical dialogue and the formation of good habits which, in turn, supports the argument for philosophy to be taught in schools. (shrink)

Primary objective: This study represents the first large-scale research on high school philosophy in a public education curriculum in North America. Our objective was to identify the impacts of high school philosophy, as well as the challenges of teaching it in its current format in Ontario high schools. Research design: The qualitative research design captured the perspectives of students and teachers with respect to philosophy at the high school level. All data collection was structured around central (...) questions to provide insight into the dynamics of their shared process of teaching/learning. Methods and procedures: We conducted semi-structured with interviews philosophy teachers (n = 9), classroom observations (n = 142), and student focus groups at 16 diverse high schools. Transcripts were coded according to themes. Results: Our findings reflect the complicated nature of philosophy as a discipline characterized by abstract thinking. Participants found it mind-opening, yet challenging, providing educational opportunities that are largely absent in conventional schooling. They saw multiple connections between philosophy and other subjects, but also appreciated its distinctive benefits. Teachers relied primarily on textbooks and contemporary media to deliver the curriculum. We found that a teacher’s background in philosophy may influence what is taught in philosophy courses and how, especially given the flexibility of the provincial curriculum. Conclusions: The findings suggest that philosophy is a unique, beneficial subject that teachers enjoy teaching and students greatly value, characterizing it as both difficult and rewarding. Our study revealed that considerable differences exist in how philosophy is taught and learned around the province. The flexibility of the provincial curriculum appears to be an invitation for creative and responsive teaching; however, philosophy teachers’ weak preparation can, by their own admission, be a hindrance to effective curriculum delivery. Studying philosophy enhances students’ thinking about other academic areas of study and in some cases opens them up to new ways of thinking. (shrink)

A country report describing the teaching of philosophy in Singapore's primary and secondary schools.

In this paper an attempt is made to draw out the contemporary relevance of philosophy in school education of India. It includes some studies done in this field and also reports on philosophy by such agencies like UNESCO & NCERT. Many European countries emphasises on the above said theme. There are lots of work and research done by many philosophers on philosophy for children. Indian values system is different from the West and more important than others. Education (...) has become a tool to achieve efficiency in all walks of human life whether social, political, religious or philosophical. Every nation started developing its own specific set of educational values. For India it is very necessary to increase philosophical thinking study and research. Philosophy could make significant contribution, particularly in relation to children’s moral development because the Indian curriculum currently neglects this aim. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them in these activities. Philosophy needs to be included in the curriculum and have demonstrated cognitive and social gains in children who were explored to philosophy in their schooling. (shrink)

Este texto pretende discutir, do ponto de vista kantiano, o que pode ser ensinado e o que pode ser aprendido em Filosofia. Seu objetivo é construir os argumentos hipotéticos de Kant em face do método estruturalista de leitura de textos filosóficos. Para circunscrever este tema, aparentemente muito amplo, tomaremos como fi o condutor um célebre texto de aula de I. Kant, publicado por G. B. Jäsche sob o título Manual dos Cursos de Lógica Geral. Kant ministrou este curso por mais (...) de quarenta anos, até o término de suas atividades docentes em 1797, e nele apresenta considerações bastante fecundas e atuais sobre o ensino da História da Filosofia e sobre a formação do filósofo. A partir da distinção entre conhecimento histórico e conhecimento racional, e da distinção entre o conceito de filosofia na escola e o conceito de filosofia no mundo (AK 9:24), procuraremos apresentar as contribuições kantianas que podem ainda ser consideradas pertinentes para se discutir o modo de ensinar Filosofia e a formação do filósofo. (shrink)

This paper is a history of philosophy in Australia in the first decade of the twenty-first century. It considers, among other things: (1) the state of the higher education sector; (2) the state of the humanities; (3) the state of philosophy in the academy; (4) support for philosophy in the academy; (5) the role of philosophy beyond the academy; (6) changes in philosophical practice in this decade,; (7) changes in the teaching of philosophy in this (...) decade; and (8) the domains of inquiry in which philosophers worked in this decade. (shrink)

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum (...) and supporting materials for philosophy in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

This country report provides an update on the status of Pre-University Philosophy education in Singapore.

The studies by Trickey and Topping, which provide empirical support that philosophy produces cognitive gains and social benefits, have been used to advocate the view that philosophy deserves a place in the curriculum. Arguably, the existing curriculum, built around well-established core subjects, already provides what philosophy is said to do, and, therefore, there is no case to be made for expanding it to include philosophy. However, if we take citizenship education seriously, then the development of active (...) and informed citizens requires an emphasis on citizen preparation, but significantly more than the existing curriculum can provide, namely, the acquisition of knowledge and skills to improve students’ social and intellectual capacities and dispositions as future citizens. To this end, I argue for a model of democratic education that emphasises philosophy functioning educationally, whereby students have an integral role to play in shaping democracy through engaging in philosophy as collaborative inquiry that integrates pedagogy, curriculum and assessment. I contend that only philosophy can promote democracy, insofar as philosophical inquiry is an exemplar of the kind of deliberative inquiry required for informed and active democratic citizenship. In this way, philosophy can make a fundamental and much needed contribution to education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophies versus Philosophy:In Defense of a Flexible DefinitionRein RaudIt is strange that no one has taken up Carine Defoort's clearly formulated and timely argument about the intercultural tensions in interpreting what philosophy is, although the issue deserves at least a roundtable, if not an international conference.1 I doubt that this is because there is a general consensus that the matter is now settled, and I would therefore (...) like to develop the argument a bit further and offer a few additional factors to consider. It is also obvious that the problem is not limited to the subject of Chinese philosophy alone: all traditions of thought from all over the world, but most notably the Indian, Islamic, and Japanese heritages, are affected by the positions we adopt. As in most debates about the commensurability of cultural traditions, we can find differences when we look for them, and similarities if these are what we would like to see, so the "conflict of sensitivities"2 is also a matter of attitudes. My own position is that regardless of what we prefer to call the practice of deeper thought (and 'philosophy' is a very good name), it would be extremely useful for all of its participants, whatever their origin and upbringing, to find a common denominator for them to be able to exchange ideas and mutually enrich each other on its basis. In what follows I shall try to sketch a perspective from which this could, in my opinion, be theoretically grounded.Four PositionsDefoort has identified four possible points of view on the problem of whether classical Chinese thought could or should be called 'philosophy,' which could be summarized as follows.1. Chinese classical thought is not philosophy, because it does not satisfy the conditions of philosophy as it is generally and traditionally understood in the West.2. Chinese classical thought is philosophy, because it reveals the necessary characteristics if analyzed with the help of an appropriate (Western-type) observation language.3. Chinese classical thought can be called philosophy, but only if we redefine philosophy in order to accommodate some of its nontypical or clearly deviant features.4. Chinese classical thought should not be called philosophy, because philosophy is a culturally closed Western phenomenon with a limited scope and incapable of understanding fundamentally different modes of thought. [End Page 618]If we dismiss the birthright variety of the first position, we could label it essentialist, and its weakest point is certainly that Western philosophy has not remained unchanged during the course of history. It is highly doubtful that Socrates, Diogenes, scholastics, Nietzsche, and Gareth Evans could all be members of the same set if the same strict criteria were applied to all periods and all cultural settings in the same way, and, as Defoort herself stresses,3 the fact that seventeenth-century Jesuits (the basis of whose original worldview, we should think, was much farther from the Chinese than ours) had no problem in calling Chinese thought philosophy should show us that the paradigm shift of the thing called 'philosophy' has occurred in the West and is, so to speak, our problem and not theirs.Now, it is also possible that in some circles even some prominent names in the Western tradition do not qualify as real philosophers, in the sense in which Hegel was treated by Bertrand Russell4 and Heidegger was dismissed by Alfred Ayer5 in their respective histories of philosophy (while they nevertheless felt compelled to include chapters or passages on them). A definition of philosophy that puts forward such criteria that a considerable number of thinkers would have to remain outside its borders should be labeled sectarian-and it can still be met, even if ever less often, in some analytical schools of philosophy. It is my conviction, however, that in our globalizing world any definition that would leave non-European philosophy outside the borders of 'philosophy proper' should be considered sectarian in nature. The main problem that I have with Defoort's family model6 is precisely that in it the head of the family, who makes the decisions as to who can be adopted and who cannot, is always Western, and the... (shrink)

Democratic private schools in Israel are a part of the neo-liberal discourse. They champion the dialogic philosophy associated with its most prominent advocates—Martin Buber, Emmanuel Levinas—together with Paulo Freire’s critical pedagogy, the humanistic psychology propounded by Carl Rogers, Nel Noddings’s pedagogy of care and concern, and even Gadamer’s integrative hermeneutic perspective. Democratic schools form one of the greatest challenges to State education and most vocal and active critique of the focus conservative education places on exams and achievement. (...) This article describes the dual discourse connected to the schools. The first is the inner dialogical, which is devoted to student freedom and progress, the child being placed at the center. The second is the exterior discourse, which represents the school as a place of counter-education that provides personal and group development and comprises a site of liberty and choice. The schools in Israel are described as test case and indicating the existence of a sophisticated form of deception via the use of alluring terminology. The democratic private schools should be recognized for what they really are—agents of commodification that undermine democracy rather than enhance it. (shrink)

Three recent research reports by Topping and Trickey, by Fair and colleagues, and by Gorard, Siddiqui and Huat See have produced data that support the conclusion that a Philosophy for Children program of one-hour-per-week structured discussions has a marked positive impact on students. This article presents data from a follow up study done three years after the completion of the study reported in Fair et al.. The data show that the positive gains in scores on the Cognitive Abilities Test (...) were still present and had not faded after three years. Given the strength of these confirmations of the positive durable impact of the P4C program of structured discussions and given the relatively low cost of implementing the P4C program, it is recommended that it become a standard part of the school curriculum. (shrink)

This paper outlines a theory of radical democratic education by addressing a key concept in Laclau and Mouffe’s Hegemony and Socialist Strategy: articulation. Through their concept of articulation, Laclau and Mouffe attempt to liberate Gramsci’s theory of hegemony from Marxist economism, and adapt it to a political sphere inhabited by a plurality of struggles and agents none of which is predominant. However, while for Gramsci the political process of hegemony formation has an explicit educational dimension, Laclau and Mouffe ignore this (...) dimension altogether. My discussion starts with elaborating the concept of articulation and analysing it in terms of three dimensions: performance, connection and transformation. I then address the role of education in Gramsci’s politics, in which the figure of the intellectual is central, and argue that radical democratic education requires renouncing that figure. In the final section, I offer a theory of such education, in which both teacher and students articulate their political differences and identities. (shrink)

This paper makes a case for why philosophy would be beneficial if promoted among the subjects offered to secondary students in Aotearoa New Zealand. Philosophical inquiry in the form of Philosophy for Children (P4C) has made some inroads at the primary level, but currently very few students are offered philosophy as a subject at the secondary level. Philosophy is suited to be offered as a standalone subject and incorporated into the National Certificates of Educational Achievement (NCEA) (...) system. Philosophy has been shown to benefit students in numerous ways, including the development of their critical thinking. Critical thinking is a focus of education around the world, including in the New Zealand Curriculum, and this focus on critical thinking could precipitate a focus on philosophy. (shrink)

As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...) school is a product of outdated ways of distributing knowledge and expertise, determined by primitive technologies of the past. Adieu school. This book advocates the acquittal of the school. It argues that many of the allegations against the school are motivated by an age-old fear and even hatred toward one of its radical but essential characteristics: that the school provides ‘free time' and transforms knowledge and skills into 'common goods', and therefore has the potential to give everyone, regardless of background, natural talent or aptitude, the time and space to leave their known environment, rise above themselves and renew (and thus change in unpredictable ways) the world. This defence of the school starts from an investigation of what makes a school a school and pinpoints why the school has value in and of itself. It reveals the various attempts to rob the school of its scholastic character, that is, to tame the school. The ultimate aim is to elaborate a touchstone that helps to defend as well as to re-invent school. -/- Jan Masschelein and Maarten Simons are members of the Laboratory for Education and Society, KU Leuven. They share an interest in research on the public dimensions of education and are currently elaborating a philosophy of schooling. (shrink)

The main purpose of the article is to analyze the statements of philosophical Ukrainian Studies about the anthropological specifics of Ukrainian philosophical thought by means of historicalphilosophical cultural-predicative analysis. The research methodology was determined primarily by the concept of cultural attribution and translation in the dialogue of languages of historical cultures of the Poznań Methodological School (J. Topolski, W. Wrzosek, E. Domańska) and the culturological approach in historical-philosophical Ukrainian Studies (V. Horskyi, S. Rudenko). The statements of the language of historical (...) and philosophical Ukrainian studies are analyzed by means of historicalphilosophical cultural-predicative analysis. The latter is a specific humanities research strategy, which we propose as a means of studying the communicative specifics and syntactic correctness of the language of historical-philosophical theory. The study of communicative specifics takes place from the perspective of modernized versions of metaphysical, phenomenological, and dialectical logic. The first is understood as the logic of transcendental metaphysics, the second as the logic of immanent metaphysics, and the third as the logic of procedural metaphysics. Such an approach provides a qualitative and comprehensive understanding of the analyzed statements. The statements of the language of the historical-philosophical theory are generalized in its names, depending on the perspective of one of the three versions of the logic of philosophical reasoning. The offered historical-philosophical cultural-predicative analysis of communicative specifics and the syntactic correctness of the Ukrainian historical-philosophical theory statements opens new dimensions in research of the anthropological specifics of Ukrainian philosophy. (shrink)

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. this paper responds on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in P4C carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teacher.s Interviews (...) and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenged for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the the ways in which different head teachers go about planning change in their schools as well as differences. The results provide insight into the role of initial continuing professional development (CPD) in school development and the processes by which individual heads plan to embed change in practice across the whole school. (shrink)

A central task of schooling is to cultivate reasonableness in students. In this chapter we show how the teaching of reasonableness can be practiced successfully in secondary schools, using materials from the Western Australian curriculum. The discussion proceeds in four stages. We first defend the claim that the teaching of reasonable is a key aim of schooling. Here we offer an account of reasonableness, which we take to be both a skill and a disposition. Students learn reasonableness through the (...) practice of specific skills such as open and curious questioning, clarifying, and categorizing, and evaluating the merits of each contribution toward the problem or question under consideration. Reasonableness comes about as a joint commitment between the individual and the group to be honest in their views, to take care of those views, and for everyone to recognize that each member is a partial bearer of truth. Secondly, we discuss the pedagogies that cultivate reasonableness. The Philosophical Community of Inquiry is a natural pedagogy for this purpose. This can be supplemented with the thinking tools approach of Cam’s Twenty Thinking Tools or Harvard Project Zero’s Thinking Routines. In addition, we introduce our own two skill-building exercises, the Reasoning Game and the Argument Game. Thirdly, we show how this approach can be applied not just in Philosophy classes, but in the Humanities and Social Sciences. We argue that our approach brings these subjects to life, it develops understanding and reasonableness, and it bumps up student engagement. Fourthly, we discuss the assessment of reasonableness. In this type of learning environment, the way students perform in the philosophical community of inquiry is the focus of assessment. The desirable qualities of being reasonable become the assessment criteria for an on-balanced judgment about the student. (shrink)

In this article, I examine a case involving an equity-minded parent caught in a quandary about which school to select for her child, knowing that her decision may have consequences for others. To do so, I heuristically construct a fictional portrait and explore the deliberative process a parent might have through a dialogue taking place among ‘friends’, where each friend personifies a different set of ethical considerations. I then briefly consider two competing philosophical assessments but argue that neither position helpfully (...) assists in resolving the quandary. To conclude, I ask the provocative question whether parental motives – but also their school choices – actually matter if the inequitable outcomes seem to remain unchanged. (shrink)

In this paper, I argue that knowledge of philosophical propositions can and should perform a role as regulative ideal in high school philosophy classes. Roughly speaking, I think that there are two kinds of knowledge assumed in high school philosophy classes: the first, which, for convenience, I shall call philosophical dispositional knowledge, and the philosophical propositional knowledge. The first one consists in the knowledge that takes into account only certain philosophical skills such as thesis identification, argument identification etc. (...) The second one involves the guarantee of the truth of a philosophical proposition through justification. I argue that the philosophical dispositional knowledge, although it is a sufficient epistemological presupposition to be assumed for the preparation of high school philosophy classes, it is not necessary. This is because this kind of knowledge does not sufficiently plays a role as the ultimate goal in philosophy classes, if we consider that Philosophy itself, by its authors, has the philosophical propositional knowledge as an ultimate goal. Further, I argue that the first kind of knowledge is properly understood only if it is regulated by the second kind of knowledge ideal. Thus considered, besides the fact that, in this way, we in fact make Philosophy present itself in high school classes, we will have considerable gains for the students’ posture in face of the fundamental philosophical problems. (shrink)

In this chapter, I elaborate an idealized type of Islamic philosophy of education and epistemology. Next, I examine the crisis that Islamic schools face in Western societies. This will occur on two fronts: (1) an analysis of the relationship (if any) between the philosophy of education, the aspirations of school administration, and the actual character and practice of Islamic schools; and (2) an analysis concerning the meaning of an Islamic curriculum. To the first issue, I argue (...) that there exists a disjuncture between Islamic educational ideals (as expressed by Muslim philosophers of education), the aspirations of school administrators, and the manner in which Islamic schools operate in practice. Concerning the second item, I argue that Islamic schools, notwithstanding their own insistent claims, must struggle to define what an Islamic education entails that is uniquely distinctive to Islamic schools. Finally, I argue that Islamic educators need to encourage open-minded discussions concerning issues on which there is no settled opinion. I illumine this discussion by drawing upon minority Muslim voices that encourage further dialogue and debate. Above all else, this chapter is an attempt to highlight the challenges that Muslim educators in the West face as they aim to reconcile an idealized caricature of Islamic philosophy of education with the on-the-ground needs of Muslim children socialized in a non-Islamic society. (shrink)

Brentano’s position in the history of philosophy is often illustrated by the long list of important philosophers who have studied with him. Yet, the relations between Brentano and his students were not always without friction. In the present article I argue that Brentano’s students were most attracted by his conception of a scientific philosophy, which promised to leave the received tradition (German Idealism) behind and to mark the beginning of a new period in the history of philosophy (...) – a project they were happy to be part of. Brentano’s work remained in an important sense fragmentary, however, and could, thus, not provide the inner unity that would have been essential for forming a compact school or a unified philosophical movement. (shrink)

The recent resurgence of extreme-right movements and the nationalist turn of many governments across the world have reignited the relevance of discussions within educational philosophy about the teaching of national identity in schools. However, the conceptualisation of national identity in previous iterations of these debates have been largely Western and Eurocentric, making the past theoretical literature about these questions less relevant for post-colonial settings. In this paper, I imagine a new approach for teaching national identity in post-colonial contexts, (...) founded on postcolonial conceptions of identity and in particular, the concept of hybridity. I first develop a postcolonial account of national identity by drawing on Homi Bhabha’s thinking about cultural identity, drawing on his concepts of liminality, splitting, and ambivalence. Then, building on Bhabha's notion of hybridity, I propose a distinction between national identity portrayals as either fixed or malleable. Finally, I demonstrate the implications of such a conceptual distinction on the way that national identity is taught in post-colonial schools; by way of an example, I envision a concrete approach to teaching national identity that views national identity as malleable rather than fixed, set in a hypothetical postcolonial school in the Philippines. By beginning from postcolonial assumptions about national identity, I hope to indicate new directions that the debates about the teaching of national identity in schools might proceed. (shrink)

This research looks at the various interpretations of "Mind" found in the Astika Darshanas, which cover the six main schools of Indian philosophy. At the same time, it looks into the profound East Asian Buddhist doctrine of One Mind as presented by Wonhyo, a great Korean Buddhist monk. This study seeks to identify the interesting similarities and differences that lie at the nexus of various philosophical domains by travelling through the complex landscape of different intellectual traditions. By using (...) a comparative approach, it aims to clarify the connections and distinguishing characteristics that form the conception of 'Mind' in both Korean Buddhist philosophy and the six schools of Indian philosophy, thereby advancing our understanding of the various philosophical currents that have influenced the intellectual fabric of these traditions. Focusing on the transmission and assimilation of Indian philosophical ideas into Buddhist philosophies, the research explores how these concepts were adapted and evolved as Buddhism spread across East Asian cultures. This research seeks to bridge these dissimilar contexts in order to reveal the interconnections of Indian and Korean philosophical traditions, contributing to a better understanding of the universal threads that connect these landscapes and highlighting the enduring resonance of fundamental concepts in the pursuit of enlightenment. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - CALABARZON, which (...) is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

In the late 1960s Matthew Lipman and his colleagues at IAPC developed an educational philosophy he called Philosophy for Children. At the heart of Philosophy for Children is the community of Inquiry, with its emphasis on classroom dialogue, in the form of collaborative philosophical inquiry. In this paper we explore the development of educational practice that has grown out of Philosophy for Children in the context of Australia. -/- Australia adapted Lipman’s ideas on the educational value (...) of practicing philosophy with children in order to advance children’s social and intellectual capacities and dispositions. This has subsequently led to its development by both scholars and practitioners in directions that may or may not have been what Lipman had initially intended and to discussions on the nature and educational value of varied approaches that have been implemented in the classroom. To understand fully the effects of these changes requires an understanding of the towering influences that Peirce and especially Dewey were to Lipman. Whilst Lipman developed his own educational philosophy, he freely acknowledged that philosophy for children owes a debt to Peirce for the concept of the community of inquiry and to Dewey for his guidelines on education. -/- We will explore various ways in which the practice of philosophy for children has been implemented and analyse its expansion. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

As many as you know, the title of this article was also the title of an international philosophy for children symposium held at the Menger Hotel in downtown San Antonio on April 12-14, 1989. The symposium was the culminating event of a year-long project in which third, fourth, and fifth grade teachers from four area schools implemented the philosophy for children program in their schools. In addition to a brief history of this project and a summary (...) of the symposium and related events, the paper concludes with reactions to this year long project from both teachers and students involved in the program. (shrink)

Focusing on the work of Friedrich von Hayek and Vernon Smith, we discuss some conceptual links between Austrian economics and recent work in behavioral game theory and experimental economics. After a brief survey of the main methodological aspects of Austrian and experimental economics, we suggest that common views on subjectivism, individualism, and the role of qualitative explanations and predictions in social science may favour a fruitful interaction between these two research programs.

Gaisi Takeuti (1926–2017) is one of the most distinguished logicians in proof theory after Hilbert and Gentzen. He extensively extended Hilbert's program in the sense that he formulated Gentzen's sequent calculus, conjectured that cut-elimination holds for it (Takeuti's conjecture), and obtained several stunning results in the 1950–60s towards the solution of his conjecture. Though he has been known chiefly as a great mathematician, he wrote many papers in English and Japanese where he expressed his philosophical thoughts. In particular, he used (...) several keywords such as "active intuition" and "self-reflection" from Nishida's philosophy. In this paper, we aim to describe a general outline of our project to investigate Takeuti's philosophy of mathematics. In particular, after reviewing Takeuti's proof-theoretic results briefly, we describe some key elements in Takeuti's texts. By explaining these texts, we point out the connection between Takeuti's proof theory and Nishida's philosophy and explain the future goals of our project. (shrink)

The present narrative describes and problematizes one year of Educational and philosophical work with illiterate adults in contexts of urban poverty in the Public School Joaquim da Silva Peçanha, city of Duque de Caxias, suburbs of the State of Rio de Janeiro during 2008. The project, “Em Caxias a Filosofia En-caixa?!”, consists of a teacher education program in which public school teachers study and practice the art of composing philosophical experiences with their students, and the realization of actual experiences of (...) philosophy in classrooms with children and students in an adult literacy class. This narrative is concerned with the latter aspect of the project, more specifically experiences working with adult students practicing philosophy. The thirty students and three teachers involved in the course do not study the history of philosophy, nor do they create philosophical systems or theories. Rather they participate in a philosophical experience that might best be able to understand by examining Pierre Hadot’s concept of philosophy “as a way of living”. (shrink)

The role of competition in philosophy is not just a pedagogical concern, but also a feminist concern. Competitive philosophy in schools is intrinsically linked to Janice Moulton’s feminist critique of academic philosophy referred to as ‘The Adversary Method’. She argues that dialogue that emphasises adversarial methods of argumentation promote dominant notions of masculinity. Many philosophers and educators argue that this traditional ideal of masculinity and the adversarial mode of communicating are problematic for a variety of reasons. (...) There has also been a broad array of empirical research demonstrating gender differences in classroom dialogue, including girls feeling targeted by teachers and boys due to the culture established with competitive-type dialogues. There is a direct link between this research and the espousal of masculine Reason in education. More, this kind of Reason is one that is overemphasised in competitive dialogues, such as debates or competitive philosophy. There are three primary concerns for competitive philosophy. Firstly, that it disadvantages girls in particular by over-emphasising masculine attributes. Secondly, that it disadvantages all students, regardless of sex, by over-emphasising masculine attributes. And thirdly, that it undermines the values of the Philosophy for/with Children and the Community of Inquiry approach by, again, over-emphasising masculine attributes. Therefore, the concern for competition in philosophy is not just about pedagogy, it is about justice. (shrink)

Should ethics be taught in the high schools? Should high school faculty teach it themselves or invite college and university professors (or instructors) into the classroom to share their expertise? In this paper, I argue that the challenge to teach ethics in the high schools has a distinctly Deweyan dimension to it, since (i) Dewey proposed that it be attempted and (ii) he provided many valuable resources with which to proceed. The paper is organized into four sections. In (...) the first, I summarize Jim Garrison’s account of Dewey’s philosophy as education and argue that it offers an exceptional tool-kit to someone interested in advocating for high school ethics pedagogy. The second section presents Dewey’s model for ethics instruction in a high school setting, as articulated in his only essay devoted specifically to the subject: “Teaching Ethics in the High School.” The third examines Peter Singer’s brief essay, “Moral Experts,” to see whether moral expertise is a sine qua non for teaching ethics in the high schools. In the fourth and concluding section, I propose that meeting the Deweyan challenge of teaching ethics in the high schools requires, first, preparing oneself to overcome the objection that such a project is naïve, utopian or just plain foolish and, second, organizing enthusiastic participants to develop and test a prototype, experimenting with various implementation strategies on a small scale before attempting a bolder and larger scale version of the project. Apropos of this second requirement, I showcase the Center for Education in Law and Democracy’s “The High School Ethics Project” in the state of Colorado. (shrink)

In this article we aim to open a new line of debate about religion in public schools by focusing on religious ideals. We begin with an elucidation of the concept ‘religious ideals’ and an explanation of the notion of reasonable pluralism, in order to be able to explore the dangers and positive contributions of religious ideals and their pursuit on a liberal democratic society. We draw our examples of religious ideals from Christianity and Islam, because these religions have most (...) adherents in Western liberal democracies that are the focus of this article. The fifth and most important section ‘‘Reasonable pluralism and the inclusion of religious ideals in public secondary schools’’ provides three arguments for our claim that public schools should include religious ideals, namely that they are important to religious people, that they are conducive for the development of pupils into citizens of a liberal democracy, and that the flourishing of pupils as adults is advanced by encountering religious ideals. We also offer a more practical reason: religious ideals can more easily be included within public education than religious dogmas and rules. (shrink)

This research project analyzes a strategy for teaching philosophy in secondary school inspired by Socratic dialogue, which aims at the creation and effective management of cognitive dissonance as a tool for promoting critical thinking, called Socratic Challenge (SC). The research originates from workshops held in the years 2016/2019 in a technical and vocational institute in the province of Varese, in which I participated as the creator and conductor, involving the voluntary participation of about 150 students. The research questions are: (...) What are the characteristics of the Socratic Challenge? Can it constitute a teaching methodology to be proposed? Under what conditions? Within what project framework? The empirical research is qualitative, naturalistic, and exploratory (Lumbelli, 1984), specifically a self-study (Hamilton & Pinnegar 2009), divided into two phases. In the first phase, data regarding motivation and perceptions of training impact were collected through in-depth interviews of students (16) and analyzed using the criteria of reflective thematic analysis (Braun & Clarke 2019). In the second phase, the workshops were repeated remotely in technical and vocational institutes in Milan and the province, involving 113 students who were surveyed with a qualitative questionnaire. The workshops were recorded and the discussion interactions were analyzed according to a qualitative inductive approach that refers to Constructivist Grounded Theory (Charmaz, 2006). Results show how this dialogical instructional strategy in philosophy teaching can be considered an effective alternative to the historical-philosophical approach predominant in the Italian tradition (Illetterati 2007). (shrink)

This article surveys theories of metaphor in analytic philosophy and cognitive science. In particular, it focuses on contemporary semantic, pragmatic and non-cognitivist theories of linguistic metaphor and on the Conceptual Metaphor Theory advanced by George Lakoff and his school. Special attention is given to the mechanisms that are shared by nearly all these approaches, i.e. mechanisms of interaction and mapping between conceptual domains. Finally, the article discusses several recent attempts to combine these theories of linguistic and conceptual metaphor into (...) a unitary account. (shrink)

Well elucidated and defined education policy is the most essential criteria for comprehensive progress of all human beings. From the time immemorial it is known that progress can be ushered only through education. A futuristic education policy both at the school and university level is extremely imperative. Countries at the global level have been adopting effective education policies to meet the changing needs of education and society at large. There is a need to shift educational approach from rote learning to (...) understanding, from exhaustive learning techniques to excitement of discovery and towards the joyful exploration. True education must encompass a synchronized working of body, mind and spirit. The ultimate aim of education must be to help the growing soul draw out the best and make it perfect for a noble use. The aim of education is not only to prepare an individual to succeed in life and society, but to reach the optimum. With this background, the paper is attempting at the theoretical level, to study the Integral philosophy, in the light of NEP 2020. It also tries to inquire into the modalities of Integral thinking, propose the application of the same in education and pedagogies to characterize its practice and goals in Integral Education. (shrink)

Bios Philosophos. Philosophy in Ancient Greek Biography (Brepols, 2016), organized by Mauro Bonazzi and Stefan Schorn, delivers deep and wide tours through the philosophical aspects of Greek biographical production. On the one hand, it does not concentrate only on the later periods of Greek philosophy, when biographical production abounded; instead, it goes all the way back to the fourth century BCE, when biographical texts were fragmentary and mingled with other styles. On the other, it tries to unveil the (...) philosophical motives in authors' works who tend to be disregarded as historians, biographers, hagiographers, or even as mere fans of the most prominent figures of their own schools. -/- In our review, we will attempt to give a brief account of the ten articles that make up this volume, which, in turn, will hopefully provide an overview of the different connections between the biographies and biographers and their philosophical motives. (shrink)

Scholars have emphasized that decisions about technology can be influenced by philosophy of technology assumptions, and have argued for research that critically questions technological determinist assumptions. Empirical studies of technology management in fields other than K-12 education provided evidence that philosophy of technology assumptions, including technological determinism, can influence the practice of technology leadership. A qualitative study was conducted to a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, b) investigate (...) how the assumptions may influence technology decision making, and c) explore whether technological determinist assumptions are present. The research design aligned with Corbin and Strauss qualitative data analysis, and employed constant comparative analysis, theoretical sampling, and theoretical saturation of categories. Subjects involved 31 technology directors and instructional technology specialists from Virginia school districts, and data collection involved interviews following a semi-structured protocol, and a written questionnaire with open-ended questions. The study found that three broad philosophy of technology views were widely held by participants, including an instrumental view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. The core category and central phenomenon that emerged was that technology leaders approach technology leadership through a practice of Keep up with technology (or be left behind). The core category had two main properties that are in conflict with each other, pressure to keep up with technology, and the resistance to technological change they encounter in schools. The study found that technology leaders are guided by two main approaches to technology decision making, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). As leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. The researcher recommends that similar qualitative studies be conducted involving technology leaders outside Virginia, and with other types of educators. It is also recommended that data from this or other qualitative studies be used to help develop and validate a quantitative instrument to measure philosophy of technology assumptions, for use in quantitative studies. (shrink)

A qualitative study using grounded theory methods was conducted to (a) examine what philosophy of technology assumptions are present in the thinking of K-12 technology leaders, (b) investigate how the assumptions may influence technology decision making, and (c) explore whether technological determinist assumptions are present. Subjects involved technology directors and instructional technology specialists from school districts, and data collection involved interviews and a written questionnaire. Three broad philosophy of technology views were widely held by participants, including an instrumental (...) view of technology, technological optimism, and a technological determinist perspective that sees technological change as inevitable. Technology leaders were guided by two main approaches to technology decision making in cognitive dissonance with each other, represented by the categories Educational goals and curriculum should drive technology, and Keep up with Technology (or be left behind). The researcher concluded that as leaders deal with their perceived experience of the inevitability of technological change, and their concern for preparing students for a technological future, the core category Keep up with technology (or be left behind) is given the greater weight in technology decision making. A risk is that this can on occasion mean a quickness to adopt technology for the sake of technology, without aligning the technology implementation with educational goals. (shrink)

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 translates (...) into schooling practices. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. (shrink)

In this paper, I show that there is a bidirectional relationship between gender-based social norms and gender-segregated education policies that excludes girls from knowledge production within the Iranian school system. I argue that gender segregation in education reproduces hermeneutic inequality through the reinforcement of epistemic segregation as a form of epistemic injustice. In particular, I focus on gender-based instructional epistemic injustice, which refers to a set of epistemic practices that actively exclude a student or an education professional in their capacity (...) as a knower from the process of knowledge production within an education system based on gender dynamics, roles, norms, or expectations. This, in addition, has an impact on schoolboys through the reproduction of active ignorance. I conclude that in societies such as Iran, where highly gendered norms play out in the school system and are further reinforced by that system, the result is not limited to gender segregation itself, but extends beyond it to a form of epistemic injustice that wrongs students by reproducing and reinforcing those highly gendered norms. (shrink)

The Austrian philosopher Christian von Ehrenfels published his essay "On 'Gestalt Qualities'" in 1890. The essay initiated a current of thought which enjoyed a powerful position in the philosophy and psychology of the first half of this century and has more recently enjoyed a minor resurgence of interest in the area of cognitive science, above all in criticisms of the so-called 'strong programme' in artificial intelligence. The theory of Gestalt is of course associated most specifically with psychologists of the (...) Berlin school such as Max Wertheimer, Wolfgang Kohler and Kurt Koffka. We shall see in what follows, however, that an adequate philosophical understanding of the Gestalt idea and of Ehrenfels' achievement will require a close examination not merely of the work of the Berlin school but also of a much wider tradition in Austrian and German philosophy in general. (shrink)

Consider the following argument for school choice, based on an appeal to the virtues of the market: allowing parents some measure of choice over their particular children's education ultimately serves the interests of all children, because creating a market mechanism in state education will produce improvements through the same pressures that lead to greater efficiency and quality when markets are deployed in more familiar contexts. The argument fails, because it is committed to a principle of equal concern, which implies that (...) a market in education is acceptable only if it is right to hold children disadvantaged by their parents' poor market choices substantively responsible for the fact. Since that claim is untenable, the market‐based argument for school choice not only fails, but also turns out to rely on principles which in fact condemn the very policy it was supposed to support. (shrink)

Philosophy in community projects provide powerful, immersive introductions to philosophical thinking for both children and tertiary students. Such introductions can jumpstart transformative learning as well as diversify who seeks out philosophy in the longer term, both in schools and in universities. Using survey responses from teachers, parents, participants, staff, and volunteers of two such programs – Eurekamp Oz! and philosothons – we show how participants find value in engaging in communities of inquiry and philosophical thinking more broadly. (...) We argue correspondingly that such philosophy in community projects are an asset to universities, both as highly successful university outreach programs and in offering high school, undergraduate, and postgraduate students mentoring and employment opportunities utilising their growing philosophical skills. For these reasons, philosophy in community programs provide alternative and supplementary pathways into sustained philosophical thinking to those available within traditional philosophy in the classroom approaches. (shrink)

In this paper, I attempt to look at the differential (as in interventionist) readings undertaken by speculative realists (A school of contemporary thought reacting against post-Kantian 'Correlationism') Iain Hamilton Grant and Ray Brassier, with the former concentrating on reading Schelling's naturalism relating to reason, while the latter claiming the constancy of thought's connection to thought. For Brassier, thought must be transcendentally separate from nature, or what he calls 'exteriority', and Grant insists on nature's thinking as plain nature. This doesn't mean (...) 'interiority' is given weight in Grant's thought, but, on the contrary isn't a concern, as for him, the limiting factor of thinking (dichotomy in subject-object relationality) is the regionality of a particular identity attempting to grasp nature's infintude. Brassier maintains scientific statements as capable of supplying reasons for believing in the possibilities of determining thought's tracking and missing nature. He accomplishes this by clarifying notions of concept and distinguishing objects from concepts. This alien-ness of thought generates the possibilities of questioning the human production as against nature. This cardinal issue tries to answer the repercussions probably generated in the wake of either apathetic aspects of mind or the deepest powers of speculation. Not only that, a simultaneous questioning of the legitimacy of ontology and epistemology in the natural world is encountered. Grant advocates the objectifying of the self to grasp the productivity of self's thinking, but at the same time considering objectifying as an ongoing process, a kind of 'becoming'. In other words, it is the questioning of the limits of 'being' in the creation of episteme that takes precedence in Grant. Brassier on the other hand is concerned with the doing away of the dichotomy of being and thinking of meaning. This tension raises the issue of nature philosophy in a duel of 'eliminativism' and 'materialism', between the extent that calls for grounding nature without reliance on a structure undermining the discovery of contemporary science or supporting an anthropic view. (shrink)