What Schooling in Capitalist America Teaches Us about Philosophy

1978 ◽  
Vol 8 (4) ◽  
pp. 653-663 ◽  
Author(s):  
Linda J. Nicholson
Keyword(s):  
Educational System ◽  
Philosophy Of Education ◽  
Recent Book ◽  
Contemporary Philosophy ◽  
Important Work ◽  
American Society

As a philosopher working in the area of education, I believe Samuel Bowles’ and Herbert Gintis’ recent book, Schooling in Capitalist America1 to be an important work. I believe it to be important first of all for the concrete ideas it raises about education in the history and present reality of American society. Secondly, it serves as an excellent example in a lesson in what philosophy, both philosophy of education, and philosophy generally, ought to become. In particular, by contrasting this work in its conclusions and methods with other works in mainstream contemporary philosophy of education, I believe we can see more clearly certain defects in contemporary philosophy of education, which apply also to other fields in philosophy. To accomplish this goal, I would like first of all to summarize the book itself.The aim of Schooling in Capitalist America is to expose many of those self-deceptions which our society has about itself and its educational system.

scholarly journals The Provocative Philosophy of Education: Fata Morgana of Universalism and Temptation of Singularities (K. P. Liessmann, R. D. Precht, A. Reckwitz)

2018 ◽  
Vol 23 (2) ◽  
pp. 32-69
Author(s):  
Maria Kultaieva
Keyword(s):  
Educational System ◽  
Knowledge Society ◽  
Philosophy Of Education ◽  
Educational Institutions ◽  
Contemporary Philosophy ◽  
Negative Effects ◽  
Special Mode ◽  
Positive Side ◽  
Contemporary Education ◽  
The Ideal

Some polemic versions of the contemporary philosophy of education are regarded which lend it the character of the provocatively through setting accents on the intern paradoxes of changes designed of the educational modernization and formed under the pressure of globalization. The contextual conditions of the postindustrial transformations in the educational system are explicated which were structured by the influences of the industrial imperatives. The theoretical explorations of K.P. Liessmann, R.D. Precht   and A. Reckwitz were chosen to show the structure and the content of changes in education including the consequences of the educational globalization. The tendency to refuse the European educational priorities is critically analyzed. There is the negative way to state the logic of the industrialism as the logic of the universality preserving postmodern singularity of the educational institutions what makes evident the ambivalence of the knowledge society. Some attempts are explicated, which try to give rehabilitation for the “useless knowledge” in the curriculum options what is connected with getting back the ideal of the cultivated man and with actualizing the hidden senses of conservatism (Liessmann) or pseudo-revolutionary appeals (Precht). The provocative philosophy of education in its different representations might be regarded as a special mode for activation of the theoretical critical thinking with the purpose for early detecting of risks, cultural and pedagogical pathologies appearing through postindustrial shifts in the culture, which can provoke some symptoms of the re-feudalization in the academically communities. It is concentrated not only on the positive side of the educational transformations, but else on their negative effects, loading of social and psychological traumas, and proposes different variants answering on the claims of the contemporary education aiming their additionally verification. The intrinsic contradictoriness of this kind of philosophy can be acceptable as a articulating of its openness, connected with its principle infinitely, and might be regarded as productive strategy of communication in the discourse devoted to the perspective of the development of education in the uncertain postindustrial conditions.

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

scholarly journals Open-mindedness, Critical Thinking, and Indoctrination: Homage to William Hare

Paideusis ◽  
2020 ◽  
Vol 18 (1) ◽  
pp. 26-34 ◽  
Author(s):  
Harvey Siegel
Keyword(s):  
Critical Thinking ◽  
Philosophy Of Education ◽  
Central Importance ◽  
Important Work ◽  
Educational Ideal

William Hare has made fundamental contributions to philosophy of education. Among the most important of these contributions is his hugely important work on open-mindedness. In this paper I explore the several relationships that exist between Hare’s favored educational ideal (open-mindedness) and my own (critical thinking). I argue that while both are of central importance, it is the latter that is the more fundamental of the two.

Reflections on race, ethnicity, and NIH research awards

2022 ◽  
Vol 33 (1) ◽  
Author(s):  
Donna K. Ginther
Keyword(s):  
Public Service ◽  
Cell Biology ◽  
Ethnic Disparities ◽  
Important Work ◽  
Professional Networks ◽  
Service Award ◽  
Race Ethnicity ◽  
American Society ◽  
Nih Funding

It has been a decade since “Race, Ethnicity, and NIH Research Awards” was published. Receiving the American Society for Cell Biology Public Service Award allows me to reflect on this research and its impact. In this essay, I share the story of how my research interests and professional networks provided the opportunity to do this important work. I also make the case for improved data and mentoring to address race and ethnic disparities in NIH funding.

The Impact of the Neoliberal Revolution on Society and Public Education

2020 ◽  
Author(s):  
Arthur Shapiro
Keyword(s):  
No Child Left Behind ◽  
Public Education ◽  
Educational System ◽  
Political Process ◽  
Public Support ◽  
Private Investment ◽  
Credit Recovery ◽  
Left Behind ◽  
American Society ◽  
The Impact

The neoliberal revolution negatively impacted the American society and educational system. Several major contributors to neoliberal thinking helped develop the theory. Two examples of utilizing neoliberal principles are the Sears corporation and the nation of Honduras, both teetering on the brink of collapse. The GINI Index can be used to provide insight into American economic inequality. Neoliberalism as a social movement and its impact on the American educational system are analyzed. Major conceptual components of neoliberalism, including competition, choice, privatization, standardization, accountability, marketing, and deregulation, are presented. Legislation using these principles include No Child Left Behind, Race to the Top and the Every Child Succeeds Act (ESSA). The testing, voucher, and charter movements are discussed. Three kinds of charter schools together with their academic and segregating results are analyzed. Charter and voucher supporters have become active in the political process to increase the charter component of public education. Corruption in charters and vouchers and neoliberalism’s undermining of public support for public education is treated. Online education’s positive support for small and rural schools, particularly for high schools, is noted, as is online education’s assistance for credit recovery. Another impact of neoliberalism on public education is noted, that is treating charters and vouchers as commodities which provide opportunities for private investment.

scholarly journals Our Sports Clubs: The Sport-for-All Dream in Crisis? Book Review of Our Kids: The American Dream in Crisis. By Robert Putnam. New York: Simon & Schuster, 2015, 400 pp.; ISBN: 1476769893.

2017 ◽  
Vol 5 (2) ◽  
pp. 250-253
Author(s):  
Reinhard Haudenhuyse
Keyword(s):  
New York ◽  
Extracurricular Activities ◽  
American Dream ◽  
Recent Book ◽  
Opportunity Gap ◽  
Sports Clubs ◽  
Caring Adults ◽  
American Society ◽  
The Impact

This review investigates the potential implications of Putnam’s recent book <em>Our Kids: The American Dream in Crisis</em> for the field of social sport sciences. The main themes in Putnam’s <em>Our Kids </em>are class segregation and the widening ‘opportunity’ gap between the ‘have’ and ‘have nots’ in American society. The question can and needs to be asked: what the impact of class-based segregation has been on ‘our sport clubs’? Furthermore, Putnam also discusses the importance and unequal provision of Extracurricular activities. Putnam sees such activities as contexts for developing social skills, a sense of civic engagement and even for generating upward mobility. An important advantage of such activities is, according to Putnam, the exposure to caring adults outside the family, who can often serve as valuable mentors. However, throughout the book, Putnam uses a rather judgmental and moralizing language when talking about the parents of the ‘have nots’. The lesson that sport researchers can learn from this is to be sensitive and critical to moralizing approaches and deficiency discourses regarding the inclusion <em>in</em> and <em>through</em> sport of children and youth living in poverty.

scholarly journals Philosophy of education - Uzelac Milan: Philosophy of education, Institute for Textbooks, Belgrade, 2016

2020 ◽  
Vol 54 (3) ◽  
pp. 1039-1052
Author(s):  
Aleksandar Petrović
Keyword(s):  
Educational System ◽  
Philosophy Of Education ◽  
The State ◽  
Historical Aspects ◽  
The Real ◽  
Insight Into

Milan Uzelac, the author of this study, has written a broad insight into the problem of education itself with detailed and elaborated moments that constitute its social and historical aspects. What the author reaches is the real reflection of the state in today's educational system, and almost causes disappointment, but the feeling of hopelessness creates an insight into the meaning of the notion itself, from where the idea of being educated rises to the highest plane of observation.

scholarly journals Eastern Philosophy Of Education And Educational Policy: Features And Priorities

2021 ◽  
Vol 03 (02) ◽  
pp. 288-294
Author(s):  
Ravshan Mardonov ◽  
Keyword(s):  
Educational Policy ◽  
Educational System ◽  
Philosophy Of Education ◽  
Eastern Philosophy ◽  
The West ◽  
Pedagogical Literature ◽  
Japan And China

Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

An educational perspective on the philosophy of Petre Paul Negulescu (1872–1951) at the Romania Centennial’s (1918–2018)

2018 ◽  
Vol 5 (1) ◽  
pp. 57-67
Author(s):  
Virtop Sorin Avram
Keyword(s):  
Educational System ◽  
Social Economic ◽  
Contemporary Philosophy ◽  
Conceptual Approach ◽  
Education Philosophy ◽  
Key Characteristics ◽  
Modern Thought ◽  
History Of ◽  
Educational Perspective ◽  
Keywords Education

A disciple of Titu Maiorescu (1840–1917), Petre Paul Negulescu, along with Constantin Radulescu-Motru (1868–1957) and Ion Petrovici (1882–1972), is regarded as being among the most prolific thinkers in Romanian modern thought and one of the founders of the modern Romanian culture. Historical changes he could never envisage have left their mark upon the perception, reception and interpretation of his work. The paper reviews the key characteristics of Petre Paul Negulescu’s work as reflected in his studies on the origin of culture, the philosophy of Renaissance and two magnificent works, The History of Contemporary Philosophy and The Destiny of Humanity. The aim is to contextualise these works within the field of philosophy in terms of their sources, conceptual approach and hermeneutics. As well as furnishing the Romanian culture with a wealth of original thought, his pertinent analysis of social, economic, cultural and political changes, and his involvement in improving the educational system through his position as Minister of Instruction, have made him worthy of criticism and an outstanding reference point in times of revival. Keywords: Education, philosophy, culture.

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