scholarly journals John Dewey, From Philosophy of Pragmatism to Progressive Education

2017 ◽  
Vol 6 (9) ◽  
pp. 23
Author(s):  
Dimitris Pavlis ◽  
John Gkiosos
Keyword(s):  
Moral Education ◽  
John Dewey ◽  
Progressive Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Educational Issues ◽  
The One

<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

scholarly journals Pragmatisme og "practice turn"

2018 ◽  
pp. 43-61
Author(s):  
Antje Gimmler
Keyword(s):  
Social Sciences ◽  
John Dewey ◽  
Social Scientist ◽  
The Other ◽  
Production Of Knowledge ◽  
The Social ◽  
Practice Turn ◽  
Understanding Of Science ◽  
The One ◽  
Philosophical Pragmatism

Practices are of central relevance both to philosophical pragmatism and to the recent ‘Practice Turn’ in social sciences and philosophy. However, what counts as practices and how practices and knowledge are combined or intertwine varies in the different approaches of pragmatism and those theories that are covered by the umbrella term ‘Practice Turn’. The paper tries to show that the pragmatism of John Dewey is able to offer both a more precise and a more radical understanding of practices than the recent ‘Practice Turn’ allows for. The paper on the one hand highlights what pragmatism has to offer to the practice turn in order to clarify the notion of practice. On the other hand the paper claims that a pragmatism inspired by Dewey actually interprets ‘practices’ more radically than most of the other approaches and furthermore promotes an understanding of science that combines nonrepresentationalism and anti-foundationalism with an involvement of the philosopher or the social scientist in the production of knowledge, things and technologies.

scholarly journals The Necessity of Moral Principles in Moral Education

2015 ◽  
Vol 15 (2) ◽  
Author(s):  
EJ Udokang
Keyword(s):  
Moral Education ◽  
The Other ◽  
Analytic Method ◽  
Self Directed Learning ◽  
Proper Place ◽  
Moral Principles ◽  
Other Hand ◽  
Directed Learning ◽  
The One

Many well-meaning parents and teachers are hamstrung in their attempts at moral education of their children and wards. Hence they are caught in some dilemma. On the one hand, if they incline toward the code of conception, they tend to be authoritarian in their approach; if, on the other hand, they favour some variant of the romantic reaction, they may expect that children will go it alone and decide it all for themselves. To overcome this dilemma, there is need for a synthesis of both alternatives. It is precisely the synthesis of these two positions (principles and creativity) that we propose to explore in this paper as a preliminary to any discussion on moral education. With analytic method as a tool, the paper concludes that until a more adequate view of morality which embroils the proper place for both authority and self-directed learning is synthesized, a discourse on moral education will be of no good.

scholarly journals Philosophical remarks about educational materials

2021 ◽  
Vol 55 ◽  
pp. e055005
Author(s):  
Elena Theodoropoulou
Keyword(s):  
Philosophy Of Education ◽  
The State ◽  
The Other ◽  
Practical Philosophy ◽  
Teaching Material ◽  
Methodological Issues ◽  
Educational Materials ◽  
Philosophical Work ◽  
Critical Understanding ◽  
The One

The connection between a non philosophical work and its reception in education through its transformation into a learning/teaching material and a possible philosophical reading, in order to recognize and define the philosophical stance of this very material, could not but be a challenge for philosophy of education itself, namely, in its relation to (or as) practical philosophy. This kind of reduction to the state of material could instrumentalize the latter raising practical, ethical and methodological issues about the pedagogical intention itself; subsequently, the art, literature, philosophy, and science lying behind materials become equally instrumentalized and evacuated. This article attempts, on the one hand, to circumscribe and describe this movement of “becoming material” as a question philosophically and pedagogically challenging and, on the other, to reflect about a critical understanding of this very question as an example of research in practical philosophy. 

Aristotle's Wondering Children

Politeia ◽  
2019 ◽  
Vol 1 (3) ◽  
pp. 68-81
Author(s):  
Ioannis Alysandratos ◽  
Dimitra Balla ◽  
Despina Konstantinidi ◽  
Panagiotis Thanassas ◽  
Keyword(s):  
Moral Status ◽  
Philosophy Of Education ◽  
Ancient Philosophy ◽  
The Other ◽  
Human Beings ◽  
Human Flourishing ◽  
Systematic Account ◽  
Imperfect State ◽  
The One ◽  
Shed Light

Wonder is undoubtedly a term that floats around in today’s academic discussion both on ancient philosophy and on philosophy of education. Back in the 4th century B.C., Aristotle underlined the fact that philosophy begins in wonder (θαυμάζειν), without being very specific about the conditions and the effects of its emergence. He focused a great deal on children’s education, emphasizing its fundamental role in human beings’ moral fulfillment, though he never provided a systematic account of children’s moral status. The aim of this paper is to examine, on the one hand, if, to what extent, and under what conditions, Aristotle allows for philosophical wonder to emerge in children’s souls, and, on the other hand, how his approach to education may shed light to the link between wonder and the ultimate moral end, i.e. human flourishing. We will, thus, 1) try to offer a unified outlook of the philosopher’s views on children’s special cognitive and moral state, and 2) illustrate how wonder contributes in overcoming their imperfect state of being.

Educating for well-being and autonomy

2008 ◽  
Vol 6 (1) ◽  
pp. 71-93 ◽  
Author(s):  
Stefaan E. Cuypers ◽  
Ishtiyaque Haji
Keyword(s):  
Moral Responsibility ◽  
Philosophy Of Education ◽  
Well Being ◽  
The Other ◽  
Free Agency ◽  
Liberal Ideal ◽  
The One

Liberals champion the view that promoting autonomy — seeing to it that our children develop into individuals who are self-governing in the conduct of their lives — is a vital aim of education, though one generally accredited as being subsidiary to well-being. Our prime goal in this article is to provide a partial validation of this liberal ideal against the backdrop of a freedom-sensitive attitudinal hedonism — our favored life-ranking axiology.We propose that there is a pivotal connection between the concept of maximizing well-being and another concept central in the philosophy of education and in the literature on free agency: the concept of our springs of action, such as our desires or beliefs, being `truly our own' or, alternatively, autonomous. We suggest that it is the freedom that moral responsibility requires that bridges the overarching aim of securing well-being, on the one hand, and the subsidiary aim of promoting autonomy, on the other.

scholarly journals Konsep Pendidikan Akhlak (Studi Pemikiran Ibnu Miskawaih dalam Kitab Tahzîb al-Akhlāq)

2017 ◽  
Vol 2 (1) ◽  
Author(s):  
Moslem Moslem
Keyword(s):  
Moral Education ◽  
The Other ◽  
Human Soul ◽  
Ethical Philosophy ◽  
Other Hand ◽  
Life Journey ◽  
The One ◽  
Practical Level

ABSTRACT Talking about the concept of morals, is something that can not be ignored just so much more to provide enlightenment for the students or educators in the field of moral education in particular. The figure of Ibn Miskawayh (his famous name) is one of the most important classical Muslim thinkers in the field of morals. He contributes greatly in drawing concrete formulations about the human soul or more precisely about the faculties of the human soul that help humans develop their moral potential. He examines morality very detailed, both on the theoretical and practical level, so that the concept is more of a rational ethic or ethical philosophy. This paper on the one hand wants to clarify the concept of moral education according to Ibn Miskawayh in his essay Tahzîb al-Akhlāq, on the other hand wants to clarify his life journey and the background of the writing of Tahzîb al-Akhlāq.Keywords: Moral education, Ibnu Miskawaih, Tahzîb al-Akhlāq

scholarly journals AS RELAÇÕES PROBLEMÁTICAS DA FILOSOFIA E EDUCAÇÃO * THE PROBLEMATIC RELATIOSHIPS OF PHILOSOPHY AND EDUCATION IN BRASIL: A PHILOSOPHY OF EDUCATION EXERCISE

2015 ◽  
Vol 4 (2) ◽  
pp. 85
Author(s):  
Leoni Henning
Keyword(s):  
Philosophy Of Education ◽  
The Other ◽  
Education Philosophy ◽  
Other Hand ◽  
First Case ◽  
The One ◽  
Teachers Training ◽  
Education In Brazil

<p><strong>Resumo: </strong>Este trabalho propõe-se a apresentar a problemática que envolve a disciplina de Filosofia da Educação no Brasil, abordando primeiramente, de um lado, como a Filosofia em si mesma chega em terras brasileiras como parte do programa colonizador português e, de outro lado, como a Educação foi tratada em nosso país desde os seus primórdios, cujos elementos problemáticos são cruzados com aqueles observados no primeiro caso. Nesse sentido, entende-se a Filosofia da Educação como um campo conflituoso em razão dessas forças que atravessam o seu campo de atuação. Por conseguinte, são estabelecidas algumas medidas de enfrentamento dessa situação, como sugestão do estudo, apontando para a necessidade de a disciplina acompanhar o seu próprio trabalho com a atenção merecida, no sentido de desnudar e minimizar as dificuldades de sua prática pedagógica e enquanto proposta disciplinar oferecida no contexto de formação de professores.</p><p><strong>Palavras-chave: </strong>Filosofia da Educação; Filosofia e Educação; Formação de professores.</p><p><strong>Abstract: </strong>This study aims to present a problem involving the discipline of Philosophy of Education in Brazil, first addressing, in the one hand, how the philosophy itself arrives in Brazilian lands as part of the Portuguese colonizer program, and on the other hand, how Education was treated in our country since its origin, whose problematic elements are crossed with those observed in the first case. In this sense, Philosophy of Education has been understood as a conflicting field due to these forces that is crossing its field. Therefore, there are some measures that are established for dealing with this situation, as suggestions from this study, pointing to the need for the discipline to monitories their own work with the attention it deserves, in the sense of stripping and minimize the difficulties of their teaching and the discipline proposal to be offer in the context of the teacher’s training.</p><p><strong>Keywords: </strong>Philosophy of Education; Philosophy and Education; Teachers training.</p>

scholarly journals Democratic and Inclusive Education in Iceland: Transgression and the Medical Gaze

2016 ◽  
Vol 7 ◽  
Author(s):  
Ólafur Páll Jónsson
Keyword(s):  
Inclusive Education ◽  
Democratic Education ◽  
School Policy ◽  
The Other ◽  
Western World ◽  
Dominant Ideology ◽  
The Public ◽  
Medical Gaze ◽  
Public Debates ◽  
The One

‘Inclusive education’ and ‘democracy’ are more than buzzwords in education. They refer to official educational policy in much of the western world. Democracy as a school policy seems to be widely accepted while inclusive education is more controversial, sometimes fuelling lively public debates where parents and politicians are vocal. However, there seems to be little agreement on what ‘inclusive education’ means, although one can discern a certain core to the understanding of ‘inclusive education’ among many of those who participate in the public debate. Central to the above understanding of inclusive education and democracy are certain features that I want to draw attention to. First, what falls under the headings ‘democracy in schools’, ‘democratic education’ or ‘student democracy’, on the one hand, and ‘inclusive education’, on the other, have little to do with one another. I discuss how the medical gaze in the context of education belongs to the dominant ideology of the time and is thus prevailing without ever having to be argued for or defended. The consequence of this is, as I see it, that education (which sometimes is more training than growth) is being cast in pathological terms. I connect the idea of transgression to that of democratic school and character. Transgression is relevant in two ways here. The school has to be a place where transgression is encouraged and, secondly, it is a place where transgression is valued as a democratic virtue. Virtue here could, I think, be understood in Aristotelian terms – or even given a Socratic interpretation.

Deutsche Pädagogik zwischen Kriegsverherrlichung und Friedenssehnsucht

2019 ◽  
Vol 95 (1) ◽  
pp. 7-23
Author(s):  
Winfried Böhm
Keyword(s):  
Philosophy Of Education ◽  
Theory And Practice ◽  
The Other ◽  
German Philosophy ◽  
Critical Perspective ◽  
Other Hand ◽  
Political Concept ◽  
The People ◽  
The One

Abstract German Philosophy of Education between Preparation for War and Desire for Peace From both a historical and critical perspective, the article reconstructs the problematic transition of German Philosophy of Education from an enlightened to a romantic thinking as well as from the state’s political concept of orientation to that of the people in the nineteenth and early twentieth centuries. This reveals a strange fluctuation of pedagogy in theory and practice between a latent preparation for war on the one hand and a vague longing for peace on the other hand.

scholarly journals Taking on the Traditions in Philosophy of Education: A Symposium

Paideusis ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 3-18
Author(s):  
David P. Burns ◽  
Ann Chinnery ◽  
Claudia W. Ruitenberg ◽  
David I. Waddington
Keyword(s):  
Character Education ◽  
Martin Heidegger ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
The Other ◽  
Critical Engagement

In this symposium, we highlight the importance of critical engagement with philosophical traditions in philosophy of education. On one hand, it is important to critique the exclusionary nature of canons of knowledge that have shaped both philosophy and education; on the other, we believe it is important to acknowledge that our thinking, as well as the thinking of philosophers of education before us, is undeniably and indelibly marked by these traditions. Framed by Jacques Derrida’s reflections on the “figure of the philosopher” and Michael Naas’s conception of “taking on the tradition,” David Burns invites us to revisit the Stoic conception of character as a counterpoint to current discourses of character education in Canadian schools; David Waddington examines how Thomas Jefferson’s writings influenced John Dewey’s conception of democracy and democratic education; and Ann Chinnery proposes acknowledgement of intellectual indebtedness as an essential scholarly disposition, looking specifically at the “difficult inheritance” of Emmanuel Levinas’s debt to Martin Heidegger.

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