The New Aristocracy

2018 ◽  
Author(s):  
Patrick J. Deneen
Keyword(s):  
Educational System ◽  
John Locke ◽  
Upward Mobility ◽  
John Stuart Mill ◽  
Robert Putnam ◽  
Economic Liberalism ◽  
Tier System ◽  
Wendell Berry ◽  
The World ◽  
Charles Murray

This chapter examines how the educational system, transformed into a tool of liberalism, also ultimately becomes the systemic creation of a new aristocracy of the strong over the weak. It describes the emergence of a two-tier system in which elite students are recruited from all over the world so that they may prepare for lives of deracinated vagabondage, majoring only in what Wendell Berry calls “upward mobility.” It argues that liberalism's success fosters the conditions of its failure: having claimed to bring about the downfall of aristocratic rule of the strong over the weak, it culminates in a new more powerful, even more permanent aristocracy that fights incessantly to maintain the structures of liberal injustice. The chapter also considers the economic liberalism of John Locke and the lifestyle liberalism of John Stuart Mill, the views of Charles Murray and Robert Putnam on generational inequality, and the liberalocracy's self-deception.

THE ROLE OF CHILDREN'S ARTISTIC LITERATUR IN THE ASSIMILATION OF PHILOSOPHICAL CATEGORIES BY PRESCHOOL CHILDREN

2020 ◽  
Vol 22 (11) ◽  
pp. 20-24
Author(s):  
Ponomareva L.I. ◽  
Gan N.Yu. ◽  
Obukhova K.A.
Keyword(s):  
Preschool Children ◽  
Educational System ◽  
Role Models ◽  
Educational Process ◽  
Human Relations ◽  
The World ◽  
Culture And Health ◽  
Nature And Society ◽  
Good And Evil

In the presented study, the authors raise the question of the need to include in the educational process of a preschool institution to familiarize children with some philosophical categories. The educational system in which the child is included, starting from preschool childhood, provides him with the opportunity to gradually and continuously enter the knowledge of the world around him. It is in preschool childhood that the child is exposed to various relationships, values of culture and health, diverse patterns in the field of different knowledge. This contributes to a broader interaction of the preschooler with the world around him, which, in turn, ensures the assimilation not of disparate ideas about objects and phenomena, but their natural integration and interpenetration, which means understanding the integrity of the picture of the world. The authors prove the idea that the assimilation of philosophical categories by children contributes to the understanding of the structure of the surrounding world. The analysis of research is presented, proving that children's fiction in an understandable and accessible language, life examples and vivid images is able to explain to children the laws of the functioning of nature and society, as well as to reveal the world of human relations and feelings. Fiction surrounds the child from the first years of his life. It is she who contributes to the development of thinking and imagination, enriches the sensory world, provides role models and teaches you to find a way out in different situations. Philosophical categories such as "love and friendship", "beautiful and ugly", "good and evil" are represented in children's literature very widely, and the efficiency of mastering philosophical categories depends on the skill of an adult in conveying the content of a work, on correctly placed accents.

The National and the Universal

2020 ◽  
pp. 368-386
Author(s):  
Sarah Collins
Keyword(s):  
Nineteenth Century ◽  
Cultural Difference ◽  
John Stuart Mill ◽  
Late Nineteenth Century ◽  
Johann Gottfried Herder ◽  
Early Nineteenth Century ◽  
The World ◽  
Respective Treatment ◽  
History Of

This chapter examines the continuities between the categories of the “national” and the “universal” in the nineteenth century. It construes these categories as interrelated efforts to create a “world” on various scales. The chapter explores the perceived role of music as a world-making medium within these discourses. It argues that the increased exposure to cultural difference and the interpretation of that cultural difference as distant in time and space shaped a conception of “humanity” in terms of a universal history of world cultures. The chapter reexamines those early nineteenth-century thinkers whose work became inextricably linked with the rise of exclusivist notions of nationalism in the late nineteenth century, such as Johann Gottfried Herder and John Stuart Mill. It draws from their respective treatment of music to recover their early commitment to universalizable principles and their view that the “world” is something that must be actively created rather than empirically observed.

Conclusion

2017 ◽  
Author(s):  
Noah Benezra Strote
Keyword(s):  
Federal Republic ◽  
Educational System ◽  
Weimar Republic ◽  
Social Economic ◽  
German Society ◽  
Nazi Germany ◽  
Cultural Conflicts ◽  
The Social ◽  
The World ◽  
The Ideal

This concluding chapter argues that Germans themselves imagined the framework for a more stable political structure before the arrival of American troops. The reconstruction of post-Nazi Germany relied so much on the reconciliation of previously conflicting groups that “partnership” became its foundational ideology. The Germans who rebuilt the educational system in the Federal Republic, West Germany's intelligentsia, were the lions and lambs of the Weimar Republic in their youth. They lived through and participated in the social, economic, political, and cultural conflicts that tore apart German society before Hitler's rise. They also witnessed the Nazi attempt to overcome those conflicts, and some supported Hitler publicly before opposing him as he led Europe and the world into a catastrophic war. When this generation of Germans designed courses of education for the rising post-Nazi generations, they celebrated the ideal of partnership precisely to avoid the earlier conflicts.

Sex Differences in Educational Attainment: A Cross-National Perspective

1979 ◽  
Vol 49 (4) ◽  
pp. 477-503 ◽  
Author(s):  
Jeremy Finn ◽  
Loretta Dulberg ◽  
Janet Reis
Keyword(s):  
Sex Differences ◽  
United Nations ◽  
Educational Attainment ◽  
Educational System ◽  
Educational Achievement ◽  
International Association ◽  
Social Council ◽  
The World ◽  
National Perspective ◽  
Cross National

Throughout the world, schools perpetuate the sexual inequalities of their cultural and economic environments. Jeremy Finn, Loretta Dulberg, and Janet Reis review crossnational studies of educational attainment, such as those sponsored by the International Association for the Evaluation of Educational Achievement and the United Nations Economic and Social Council, and conclude that, regardless of the type of educational system or extent of opportunity, women are universally disadvantaged educationally.

scholarly journals CAMBIO DE LAS CONCEPCIONES DEL FUTURO PROFESORADO DE PRIMARIA ACERCA DE LAS IDEAS DE LOS ALUMNOS

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Isabel Escrivà-Colomar
Keyword(s):  
Preservice Teachers ◽  
Educational System ◽  
Training Programs ◽  
The Other ◽  
Inquiry Based Learning ◽  
The World ◽  
Curricular Elements ◽  
Futuros Maestros ◽  
Level Of Agreement ◽  
Teacher Centered

Resumen:La formación del profesorado es un elemento clave en la mejora de cualquier sistema educativo y, consecuentemente, analizar qué aprenden los futuros maestros y maestras al trabajar propuestas educativas específicas es sumamente importante para ajustar programas formativos ya existentes y/o crear nuevos más adaptados. Por ello, en esta investigación tratamos de indagar qué aprende el futuro profesorado de 2º curso del Grado de Maestro de primaria acerca de las ideas de los alumnos sobre el mundo, y lo hacemos a través de los resultados obtenidos en un cuestionario tipo Likert implementado al iniciar y al acabar una propuesta formativa de corte socioconstructivista, diseñada específicamente para trabajar los distintos elemento curriculares a través de problemas prácticos profesionales y prácticas innovadoras. Los resultados indican que el profesorado en formación empieza el curso manifestando acuerdo hacia concepciones de las ideas de los alumnos sobre el mundo propias de un modelo de aprendizaje por investigación, pero en cambio mantiene ciertas dudas en cuanto al rechazo de proposiciones menos constructivistas, como las propias de un modelo centrado en el profesor; sin embargo al acabar el curso aparecen cambios que muestran como el grado de acuerdo con modelos alternativos sigue aumentando, mientras que el grado de desacuerdo con modelos centrados en el profesor también aumenta, despareciendo algunas de las dudas que presentaban al principio. Abstract:Teacher training is a key element for improving any educational system. Therefore, analyzing what future teachers learn when participating in specific educational proposals is extremely important in order to adjust existing training programs and/or create new more adapted ones.In this study we try to investigate which conceptions preservice teachers have regarding students' ideas about the world through the results of a Likert questionnaire. This was implemented at the beginning and at the end of a socioconstructivist training proposal and was designed specifically to learn about different curricular elements through practical professional problems and innovative practices. Our results indicate that, at the beginning of the course, preservice teachers agree with those conceptions of misconceptions that are close to an inquiry based learning model, however they don’t reject absolutely less constructivist propositions that are close to a teacher-centered model. On the other side, at the end of the course these conceptions change; we have found an increase in the level of agreement with alternative models, while the level of disagreement with a teacher-centered model keep declining, vanishing some of the doubts preservice teachers had at the beginning of the course.

scholarly journals Competențele – expresie a rezultatelor școlare

2020 ◽  
Vol 46 (3) ◽  
pp. 93-99
Author(s):  
Elena Ramona Cenușe
Keyword(s):  
Educational System ◽  
Social Expectations ◽  
Educational Organization ◽  
Know How ◽  
Modern Education ◽  
The World ◽  
Education School ◽  
The One ◽  
Teaching Learning

In the Romanian educational system, the concept of competence is relatively new, its appearance and use being related to the curricular perspective of educational organization. Synthetically, competence can be defined as ”an ensamble of `savoir faire` (know how) and `savoir-e’tre’ (manners) allowing a good accomplishment of a role, of a function or of an activity” (D`Hainaut). The model of curricular projection centered on competences is meant to improve the efficiency of the internal structure of the curriculum, and of the teaching, learning and evaluation processes. This ”new educational target” aims to: -focus on the final learnig acquisitions; accenuate the action-related dimension of the pupil’s personality; clearly define the school offer according to the pupil’s interests and skills, and to social expectations. Thus it is possible for the modern education to assume an increasing autonomy for the one who learns, so that the differences between the world of education/school/ the didactic process and the real (social, professional) world may palpably decrease.

scholarly journals Arthur Prior A ‘Young Progressive’ Letters to Ursula Bethell and to Hugh Teague 1936-1941.

2020 ◽  
Author(s):  
Peter Whiteford
Keyword(s):  
New Zealand ◽  
Temporal Logic ◽  
20Th Century ◽  
John Locke ◽  
Small Town ◽  
Young Age ◽  
Tense Logic ◽  
Arthur Prior ◽  
The World ◽  
Rural Township

Arthur Prior is scarcely a household name in New Zealand, but in some respects his story repeats a narrative we like to think of as quintessentially Kiwi—that of the small town boy who ‘makes it’ on the world stage. Born and raised in the rural township of Masterton in 1914, Prior became a leading philosopher of the 20th century, feted for his invention of tense logic (or temporal logic as it is now called), invited by no less a figure than Gilbert Ryle to deliver the prestigious John Locke lectures in Oxford in 1956, offered a Chair in Philosophy at Manchester in 1958, then a Fellowship at Balliol College, Oxford, in 1966. Tragically, he died at the relatively young age of 54, but he remains one of the central figures in the development of logic in the 20th century.

Liberalism

2012 ◽  
Author(s):  
Alan Ryan
Keyword(s):  
John Rawls ◽  
John Dewey ◽  
John Locke ◽  
Adam Smith ◽  
John Stuart Mill ◽  
Thomas Jefferson ◽  
Liberal Theory ◽  
Religious Authority ◽  
Isaiah Berlin ◽  
The Individual

This chapter explains what liberalism is. It is easy to list famous liberals, but it is harder to say what they have in common. John Locke, Adam Smith, Montesquieu, Thomas Jefferson, John Stuart Mill, Lord Acton, T. H. Green, John Dewey, and contemporaries such as Isaiah Berlin and John Rawls are certainly liberals. However, they do not agree on issues such as the boundaries of toleration, the legitimacy of the welfare state, and the virtues of democracy. They do not even agree on the nature of the liberty they think liberals ought to seek. The chapter considers classical versus modern liberalism, the divide within liberal theory between liberalism and libertarianism, and liberal opposition to absolutism, religious authority, and capitalism. It also discusses liberalism as a theory for the individual, society, and the state.

Navigating an Evolving Identity

2019 ◽  
pp. 72-97
Author(s):  
Jennifer M. Morton
Keyword(s):  
Upward Mobility ◽  
Social Expectations ◽  
Career Opportunities ◽  
Ethical Conflicts ◽  
The World

This chapter focuses on the idea of codeswitching in order to avoid incurring ethical costs and retain a sense of one's identity. It talks about how changing a person behaves as it moves between the community it is attempting to join in which the person's family and friends reside. The chapter discusses codeswitching as a strategy for strivers to navigate the ethical conflicts that arise when one is pulled in different directions by conflicting sets of social expectations. Strivers might deploy codeswitching as a way to maintain their ties to their community while adapting to the world in which educational and career opportunities reside. Playing for both sides might be thought of as a strategy to minimize the ethical costs that strivers face as they pursue upward mobility.

Social capital in anarchist movements

2017 ◽  
Author(s):  
Dana M. Williams
Keyword(s):  
Social Capital ◽  
Social Movements ◽  
Pierre Bourdieu ◽  
Movement Analysis ◽  
Social Connections ◽  
State Repression ◽  
Dense Networks ◽  
Robert Putnam ◽  
The World ◽  
Trust Information

Implicit in the study of social movements is the fact that movements require many people collectively participating together in some fashion to succeed. Social capital—the valuable social connections individuals have with others—is one way of approximating people's relationships to each other. Movements both require social capital in order to form and succeed, but movements also create social capital while organizing. This chapter explores the ideas from major social capital theorists, including James Coleman, Pierre Bourdieu, and Robert Putnam, and considers the value of social capital (which is infrequently utilized in movement analysis) for anarchist movements. Important attributes of social capital, such as trust, information channels, norms, and others receive particular focus. A closer inspection suggests that the dense networks of anarchist association serve as a bulwark against state repression, but also alienates the movement from wider audiences, unless efforts are not made to popularize discursive frames and organizing methods. The World Values Survey is used to explore the extent to which anarchist-inclined people—who trust in others, but lack confidence in government—throughout the world are more apt to protest and advocate revolution.

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