scholarly journals A New Conatus for the New World: Dewey’s Response to Perfectionist Conceptions of Democratic Education

Conatus ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 237
Author(s):  
Jasmin Özel ◽  
David Beisecker ◽  
Joe Ervin
Keyword(s):  
New World ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
Democratic Society ◽  
Educational Institutions ◽  
Educational Thought ◽  
Theory Of Education ◽  
Specific Community ◽  
Democratic Ideals ◽  
The Individual

We argue for a reconsideration of the claim that Spinoza’s perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey’s philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student’s original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one’s specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.

A PHILOSOPHY OF EDUCATION: OUR EDUCATIONAL INSTITUTIONS AND THE ECONOMY

Think ◽  
2017 ◽  
Vol 16 (45) ◽  
pp. 53-65
Author(s):  
Adrian Brockless
Keyword(s):  
Economic Impact ◽  
Philosophy Of Education ◽  
Educational Institutions ◽  
Economic Welfare ◽  
Material Wealth ◽  
The Times ◽  
The Individual ◽  
Critical Resistance

The topics of education and the role of educational institutions in society are seldom far from the headlines, the lips of politicians, schoolteachers and parents. Discussion of education (and its associated institutions) within these forums tends to assume uncritically that its ultimate point is to benefit the economy and, by extension, empower the individual through increased prestige and material wealth. This article argues that such a conception of education is misguided and, indeed dangerous, as it estranges us from forms of thought that are frequently united with our conception of what it means to be human, alongside damaging prospects of long-term economic welfare. It is, therefore, the responsibility of our educational institutions to maintain a critical resistance to the culture of the times by ensuring that they do not merely become factories that train their students in ways purely designed to maximize economic impact and increased personal wealth.

scholarly journals Education and the Reconstruction of a Democratic Society: Two Main Themes in Dewey’s Philosophy of Education

2019 ◽  
Vol 1 (4) ◽  
pp. 645-657
Author(s):  
WANG Chengbing ◽  
DONG Ming
Keyword(s):  
Philosophy Of Education ◽  
Local Communities ◽  
Democratic Society ◽  
The Other ◽  
Social Perspective ◽  
Oriented Growth ◽  
Other Hand ◽  
Great Community ◽  
The One ◽  
The Individual

Education and the reconstruction of a democratic society are two themes about which Dewey was especially concerned throughout his life. On the one hand, Dewey regarded education as growth, emphasizing that the end of education is nothing but itself. Dewey received a barrage of criticism for this, as some people saw it as a theory advocating the aimlessness of education. On the other hand, the growth in Dewey’s theory is more than the growth of the individual: it also involves thinking from a social perspective, and thus is democracy-oriented growth. However, Robert B. Westbrook and Aaron Schutz point out that Dewey’s method of starting with local communities to develop a Great Community has its problems, and his proposal to transform society through schools also faces enormous difficulties. This paper firstly clarifies Dewey’s concept of growth. Then, it discusses the relationships among growth, education, and democracy in Dewey’s thoughts. Finally, it analyzes the problems that existed during the development of a democratic society and argues for Dewey’s ideal of a Great Community, which has been questioned.

The Students Value Attitude to Healthy Lifestyle

2019 ◽  
Vol 9 (4) ◽  
pp. 66-70
Author(s):  
Marina Anatolevna Mefodeva ◽  
Gulnara Firdusovna Valieva
Keyword(s):  
Healthy Lifestyle ◽  
Educational Institutions ◽  
A Value ◽  
The Individual

Abstract The relevance of the investigated problem is caused by the increased attention to the issues of a healthy lifestyle among students in Russia. Promotion of a healthy lifestyle, taking into account the individual interests and preferences of students can be embodied not only in the class but also in the framework of elective programs and courses, that are targeted on a healthy lifestyle. The authors reveal approaches, principles and pedagogical conditions for having a healthy lifestyle in the framework of training in educational institutions. The issues of bad habits influence the development and formation of a value attitude to a healthy lifestyle are considered.

Hospice Care in the United States: The Process Begins

1983 ◽  
Vol 13 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Robert W. Buckingham
Keyword(s):  
Home Care ◽  
Hospice Care ◽  
Care Facility ◽  
The United States ◽  
Considerable Change ◽  
Educational Institutions ◽  
Hospice Movement ◽  
Treatment Equipment ◽  
Centered Care ◽  
The Individual

The hospice concept represents a return to humanistic medicine, to care within the patient's community, for family-centered care, and the view of the patient as a person. Medical, governmental, and educational institutions have recognized the profound urgency for the advocacy of the hospice concept. As a result, a considerable change in policy and attitude has occurred. Society is re-examining its attitudes toward bodily deterioration, death, and decay. As the hospice movement grows, it does more than alter our treatment of the dying. Hospices and home care de-escalate the soaring costs of illness by reducing the individual and collective burdens borne by all health insurance policyholders. Because hospices and home care use no sophisticated, diagnostic treatment equipment, their overhead is basically for personal care and medication. Also, the patient is permitted to die with dignity. Studies indicated that the patient of a hospice program will not experience the anxiety, helplessness, inadequacy, and guilt as will an acute care facility patient. Consequently, a hospice program can relieve family members and loved ones of various psychological disorders.

Book Review: Democratic Education in an Age of Difference: Redefining Citizenship in Higher Education

NASPA Journal ◽  
1999 ◽  
Vol 36 (2) ◽  
Author(s):  
Jillian Kinzie
Keyword(s):  
Higher Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
Cultural Pluralism ◽  
Institutions Of Higher Education ◽  
Educational Value

The influence of John Dewey's philosophy of education - most notably, emphasizing the educational value of experience and service, situating learning in community, and promoting a faith in cultural pluralism - is evident in recent calls for institutions of higher education to strengthen to the larger community and to promote multiculturalism (Gamson, 1997).

Peirce on learning and teaching

2021 ◽  
Vol 17 (1) ◽  
pp. 163-174 ◽  
Author(s):  
Winfried Nöth
Keyword(s):  
Life Experience ◽  
Philosophy Of Education ◽  
Real Life ◽  
Abductive Reasoning ◽  
Learning And Teaching ◽  
Theory Of Education ◽  
New Information ◽  
New Knowledge ◽  
Sensory Qualities ◽  
Semiotic Theory

Abstract The paper is a precis of C. S. Peirce’s semiotic theory of education. It presents this theory of learning and teaching from the perspective of Peirce’s phenomenological categories of Firstness, Secondness, and Thirdness. In the domain of Thirdness, learning is mediation between ignorance and knowledge, new information and old knowledge. Teaching has its focus on laws, symbols, legisigns, and reasoning. In the domain of Secondness, learners acquire new knowledge from the “hard realities” of real-life experience, from obstacles, and from the resistance caused by error and doubt. Teaching takes place by means of sinsigns (singular signs) and indexical signs. In the domain of Firstness, the learner acquires familiarity with the sensory qualities of objects of experience and learns from free associations, imagination, and acts of creativity. The instruments of teaching are qualisigns, icons, and abductive reasoning. The paper concludes that Peirce’s philosophy of education is holistic insofar as it states that most efficient signs are those signs in which “the iconic, indicative, and symbolic characters are blended as equally as possible.”

scholarly journals Enzootic Toxoplasmosis in Caged Squirrel Monkeys Saimiri sciureus

1968 ◽  
Vol 5 (6) ◽  
pp. 538-560 ◽  
Author(s):  
G. E. McKissick ◽  
H. L. Ratcliffe ◽  
A. Koestner
Keyword(s):  
Trypanosoma Cruzi ◽  
Protective Immunity ◽  
New World ◽  
Squirrel Monkeys ◽  
Saimiri Sciureus ◽  
Local Concentration ◽  
World Primate ◽  
History Of ◽  
The Individual

An enzootic of toxoplasmosis occurred in caged squirrel monkeys ( Saimiri sciureus, a New World primate) which resulted in 9 deaths during an interval of 22 months. Diagnosis was based on morphology of the organism, character and distribution of the lesions, and laboratory history of the monkeys. The character of the lesions was essentially necrotic. The chronological incidence of the disease and distribution of lesions and organisms are tabulated. Trypanosoma cruzi which causes Chaga's disease is differentiated morphologically from toxoplasma. Incidence and lesions of the enzootic suggest 5 factors to be considered in the pathogenesis of toxoplasmosis in squirrel monkeys. They are: (1) lack of protective immunity, (2) local concentration of toxin and/or catabolites of reproduction of the organism, (3) individual tissue susceptibility to the organism, (4) capillary thrombosis, and (5) ability of the individual to adapt to its environment.

Nussbaum’s philosophy of education as the foundation for human development

Human Affairs ◽  
2018 ◽  
Vol 28 (3) ◽  
pp. 328-338
Author(s):  
Vasil Gluchman
Keyword(s):  
Human Development ◽  
Philosophy Of Education ◽  
General Development ◽  
Philosophical Concept ◽  
Critical Exploration ◽  
Growth Development ◽  
The Individual

Abstract The author of the paper investigates Martha C. Nussbaum’s philosophical concept of education in which education is considered key to all human development. In the first part, the author focuses on some of the more interesting ideas in Nussbaum’s philosophy of education regarding the growth, development and improvement of the individual, community, society, nation, country and humankind. The second part is a critical exploration of the individual in education, looking specifically at the general development of humankind and the shaping of abstract cosmopolitan world citizens, which are the main political goals of Nussbaum’s philosophy of education.

scholarly journals Evaluation Methods in Teaching Translation by Saudi University Instructors under Coronavirus Pandemic

2020 ◽  
Vol 3 (12) ◽  
pp. 33-46
Author(s):  
Eman Mohammad Mahmoud AlOneen
Keyword(s):  
Online Teaching ◽  
Evaluation Methods ◽  
Educational Institutions ◽  
Future Research ◽  
Online Questionnaire ◽  
Simple Observation ◽  
Assessment Tasks ◽  
University Instructors ◽  
The World ◽  
The Individual

Coronavirus pandemic has posed challenges in evaluating students’ performance in educational institutions all over the world. Therefore, university instructors may encounter some problems in evaluating their students fairly through online teaching since it was not an easy task before this worldly crisis. The current study aims at investigating the perspectives of instructors who teach translation courses at some Saudi universities towards the followed evaluation methods in teaching translation courses during Coronavirus pandemic. Two methods were used to collect data: simple observation and online questionnaire. The participants were 21 instructors from 10 Saudi universities. The findings of this study show that using machine translation and CAT tools by students in doing assessment tasks does not guarantee fairness among students during Coronavirus pandemic regardless of the nature of translation courses. In addition, online exams and assignments are less fair to show the individual differences among students compared with written exams before Coronavirus pandemic. To evaluate students’ performance in translation courses fairly, the participants of this study suggested some solutions such as modifying questions' patterns of some translation exams and assignments to cope with online teaching, emphasizing the importance of live sessions and online participation as assessment tasks for students during Coronavirus pandemic, using other evaluation methods such as live oral assessment, editing texts, multiple choice editing questions, etc. The study concludes with some recommendations for future research.

scholarly journals The ethics of teacher and learner at Mekdad Yalgen and its educational applications: أخلاقيات المعلم والمتعلم عند مقداد يالجن وتطبيقاتها التربوية

2017 ◽  
Vol 1 (3) ◽  
Author(s):  
Hind Mohammed bin Abdullah Al Ahmad ◽  
Afnan bin Fahad bin Abdullah Al Rashed
Keyword(s):  
Conceptual Framework ◽  
Moral Education ◽  
Educational Thought ◽  
Educational Framework ◽  
Moral System ◽  
Educational Applications ◽  
Definition Of ◽  
The Individual

This study, entitled "The Ethics of the Teacher and the Learner at Mekdad Yalgen and its Educational Applications," included four chapters in addition to the list of references. The study aimed to identify the cultural, social and educational framework that influenced educational ideas at Mekdad Yaljin, and on the first and the first principles which are the starting points of the study. And the ethics of the teacher and its educational applications at Mekdad Yalgen, the ethics of the learner and its educational applications at Mekdad Yalgen, and on the most prominent ways to promote the moral and moral learners at Mekdad Yalgen. Studying the need to conduct an educational intellectual study that shows the importance of teacher and learner ethics in educational thinkers. In the second chapter, it contains the conceptual framework and previous studies. The study covered the conceptual framework of Mekdad Yalgen, his birth, his stages, his education, his efforts and his scientific achievements, and the King Phil Award, and the most important factors influencing his educational idea. The researcher sought to follow the relevant studies in Yaljin and studies related to the ethics of the teacher and the learner. The third chapter deals with the general principles of educational thought at Mekdad Yalgen starting with the theory of knowledge of its concept and its dimensions. Then, it tackles the concept of human nature and its components, then the Islamic moral system, the definition of morality and the place of ethics. In the fourth chapter: the researcher dealt with the ethics of the teacher and learner at Mekdad Yalgen and its educational applications. Hali included the importance of moral education and the role of Islamic moral education in the building of the individual, society and human civilization, and also contained the ethics of the teacher and the learner and its educational applications at Mekdad Balgin.

Sign in / Sign up

Export Citation Format

Share Document