TEACHING PHILOSOPHY TO THE MULTITUDE: AN INTRODUCTION TO THE EDUCATIONAL THEORY OF NISSIM BEN MOSHE OF MARSEILLES

2019 ◽  
pp. 415-430
Keyword(s):  
Educational Theory ◽  
Teaching Philosophy

»Fragile Bildung«? Eher nicht …

2020 ◽  
Vol 96 (1) ◽  
pp. 41-59
Author(s):  
Roland Reichenbach
Keyword(s):  
Early Adulthood ◽  
Educational Theory ◽  
Willingness To Engage

Abstract Is ›Bildung‹ Fragile? Rather Not … The article is presenting a couple of rather skeptical viewpoints on the utility and adequacy of the notion of ›fragility‹ for educational theory, and especially the topic of ›Bildung‹. Processes of ›Bildung‹, it is argued, may be uncertain, fleeting, hard to begin and to maintain, but not fragile. In four chapters, the author focuses on aspects of understanding ›Bildung‹ mainly as a process of searching, and a most often dialectical venture to which many persons neither have access nor the willingness to engage with in their adolescence and early adulthood.

Pädagogische Ganzheit, Krieg und Frieden

2019 ◽  
Vol 95 (1) ◽  
pp. 24-43
Author(s):  
Jürgen Oelkers
Keyword(s):  
19Th Century ◽  
Educational Theory ◽  
War And Peace ◽  
World War ◽  
Educational Theories ◽  
The World

Abstract Education for Wholeness, War and Peace ›Wholeness‹ is a topic in educational theory since the Baroque age. In 19th century political concepts of ›wholeness‹ came into being. The article asks what happened to educational theories that were bound to concepts like ›volk‹, ›race‹, ›nation‹ or ›the world‹. Those theories appeared before, during and after World War I. The topics were ›war‹ and ›peace‹ and the rhetorics of wholeness were used on both sides. Because of that, educational theory should abandon the suggestive language of wholeness.

scholarly journals Medical Education From a Theory–Practice–Philosophy Perspective

2021 ◽  
Vol 8 ◽  
pp. 237428952110102
Author(s):  
Susan A. Kirch ◽  
Moshe J. Sadofsky
Keyword(s):  
United States ◽  
Medical Education ◽  
Curriculum Design ◽  
Historical Perspective ◽  
Curriculum And Instruction ◽  
Medical Curriculum ◽  
Educational Theory ◽  
The United States ◽  
History Of ◽  
How People Learn

Medical schooling, at least as structured in the United States and Canada, is commonly assembled intuitively or empirically to meet concrete goals. Despite a long history of scholarship in educational theory to address how people learn, this is rarely examined during medical curriculum design. We provide a historical perspective on educational theory–practice–philosophy and a tool to aid faculty in learning how to identify and use theory–practice–philosophy for the design of curriculum and instruction.

Writing and Différance

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 81-96
Author(s):  
Peter Pericles Trifonas
Keyword(s):  
Educational Theory ◽  
Reading And Writing ◽  
Theory Of Education ◽  
Theory Of Reading

AbstractThe theme of pedagogy and more generally education as supplementarity has been all but ignored in critical discussions engaging Jacques Derrida’s of grammatology. By and large, the sustained emphasis of inquiry has instead been on evaluating the epistemological and methodological parameters of deconstruction as a theory of reading and writing and not as a treatise on the ethics of pedagogical praxis. The essay rereads “... That Dangerous Supplement...,” the chapter on Rousseau on writing, while keeping the theme of pedagogy at the forefront of the analysis of supplementarity. Derrida presents for the “science of a new writing” in the “gram” that flourishes within the codic play of differences. But it is as différance that the grammatological conversion of semiology takes place via deconstruction. Such a focus provides new insights into deconstruction that could allow us to effectively gauge the edusemiotic potential of its influence on educational theory, not only as a theoretical departure from classical modes of reading and writing, but as the inaugural steps toward and beyond a theory of education that could ground an ethical praxis.

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