Preface to an Educational Philosophy. I. B. Berkson

This study explores the role of John Dewey’s educational philosophy before and after World War I. Before World War I, Dewey’s educational philosophy emphasized individualized and socialized development for learners, importance of children’s education, and encouragement of diverse and creative educational measures. Although these views did not change significantly after World War I, Dewey reflected on the connection between education and social life to allow teachers to fulfill their social responsibilities and to integrate various social issues into teaching regimes to inspire children and create a habit of exploring experience. This study concludes that a democratic education allows children to participate in the problem–solving process, that continuous use of real social issues enhances democratic literacy for children, and that the quality of children’s education depends on teachers’ commitment to social responsibility.

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Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

Entrepreneurship Education ◽

10.1007/s41959-020-00042-4 ◽

2021 ◽

Author(s):

Robin Bell

Keyword(s):

Higher Education ◽

Learning Process ◽

Educational Philosophy ◽

Entrepreneurship Education ◽

Theory And Practice ◽

Learning Theories ◽

Philosophical Orientation ◽

Education Literature ◽

Educational Philosophies ◽

Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

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‘Not-being-at-home’: Subject, Freedom and Transcending in Heideggerian Educational Philosophy

Studies in Philosophy and Education ◽

10.1007/s11217-018-9598-3 ◽

2018 ◽

Vol 37 (3) ◽

pp. 287-300 ◽

Cited By ~ 1

Author(s):

Vasco d’Agnese

Keyword(s):

Educational Philosophy ◽

At Home

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"The Presence of the Other is a Presence that Teaches": Levinas, Pragmatism, and Pedagogy

Journal of Jewish Thought and Philosophy ◽

10.1163/105369906779159607 ◽

2006 ◽

Vol 14 (1-2) ◽

pp. 91-108 ◽

Cited By ~ 2

Author(s):

Claire Elise Katz

Keyword(s):

Educational Philosophy ◽

Jewish Education ◽

Positive Response ◽

Political Community ◽

The Other ◽

Ethical Framework ◽

The Political ◽

Moral Cultivation ◽

Ethical Response ◽

Ethical Project

AbstractAlthough Levinas talks about ethics as a response to the other, most scholars assume that this "response" is not something tangible—it is not an actual giving of food or providing of shelter and clothing. But there is evidence in Levinas's own writings that indicate he does intend for a positive response to the Other. In any event, while he acknowledges that the other is the sole person I wish to kill, killing the other, within an ethical framework would be a violation of that response. The failure to respond to the other ethically requires us to ask if Levinas's project needs an educational philosophy or a model of moral cultivation to supplement it. This essay explores this question by putting into conversation Levinas's ethical project and his interest in Jewish education with John Dewey's philosophy of education and its relationship to the political community. This exploration will help us see what this field of research might offer in promoting the cultivation of ethical response as Levinas envisions it and what its limits are.

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