scholarly journals WOMEN’S ENLIGHTENMENT MOVEMENT AS THE PHILOSOPHY OF EDUCATION (LATE 19TH – FIRST HALF OF THE 20TH CENTURY)

2016 ◽  
Vol 0 (0) ◽  
pp. 28-33
Author(s):  
Olga Khrystenko
Keyword(s):  
20Th Century ◽  
Philosophy Of Education

Postmodernism in Education

2021 ◽  
Author(s):  
Marek Tesar ◽  
Andrew Gibbons ◽  
Sonja Arndt ◽  
Nina Hood
Keyword(s):  
Art Education ◽  
20Th Century ◽  
Significant Role ◽  
Philosophy Of Education ◽  
Ethical Responsibility ◽  
Education Philosophy ◽  
Universal Truth ◽  
Ways Of Thinking ◽  
Philosophical Project ◽  
Multiple Discourses

The period of postmodernism refers to a diverse set of ideas, practices, and disciplines that came to prominence in the later 20th century. It is the overarching philosophical project that responds to and critiques the principles of modernity and challenges the established ways of thinking. It opposes the ideas that it is possible to rationalize life through narrow, singular disciplinary thinking or through the establishment of a universal truth and grand narratives that strive for the value-neutral homogeneity that defined Enlightenment thinking. Postmodernism questions ontological, epistemological, and ethical conventions, and it opens up possibilities for multiple discourses and accepting marginalized and minority thoughts and practices. Openness to diversity is a key outcome of the multiplicities arising in postmodernity across a range of fields, including, among others, art, education, philosophy, architecture, and economics. Through its rejection of the totalizing effects of metanarratives and their intentions to achieve universal truths, goals, outcomes, and sameness, the postmodern condition opens an ethical responsibility toward otherness, to allow for diversity, and thus to elevate those who have been subjugated or marginalized in modernity. Postmodernism has been playing a significant role in what sometimes is termed the equity approach in education. While postmodernism may be eventually overtaken by other “posts”—post-qualitative, post-truth, post-digital—it still remains an important part of philosophy of education scholarship and broader understandings and conceptualizations of education.

scholarly journals A Study of Educational Vision of Aurobindo Ghosh

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Chanda Rani
Keyword(s):  
20Th Century ◽  
Philosophy Of Education ◽  
Education Curriculum ◽  
Modern Life ◽  
Philosophy Of Life ◽  
Educational Vision ◽  
Educational Concept ◽  
The World ◽  
Philosophical Contribution ◽  
Modern Era

Philosopher Aurobindo Ghosh (1872-1950) was a great philosopher and educationalist. He can be viewed as a 20th-century renaissance person. He was born in Kolkata, India and completed his education from England. He built an Ashram which is famous as ‘Aurobindo Ashram’ all over the world. His philosophy of life was based on Vedas and Upanishads. He emphasized that Education should be in accordance with the need of our Modern life. The present paper highlights the Philosophical contribution of Aurobindo in education. This paper emphasis on educational concept, Aims of education, curriculum, methods of teaching, teacher-taught relationship, discipline and finally the implementation of Aurobindo’s philosophy of education in the modern era.

scholarly journals M. Wollstonecraft o odgoju žena kao dio doprinosa feminističkih shvaćanja filozofiji odgoja

2013 ◽  
Vol 8 (1.) ◽  
Author(s):  
Milena Radovan Burja
Keyword(s):  
20Th Century ◽  
Philosophy Of Education ◽  
Educational Goals ◽  
Feminist Critique ◽  
Education Of Women ◽  
Equality In Education

The article analyses contribution of some feminist concepts to philosophy of education. Although many philosophers questioned the issue of education, only few of them dealt with education of women. Questions related to feminist themes made part of philosophy of education only in the 80-th of the 20th century. The study of educational phenomena, as it has been recognized, became incomplete without integrating ideas and women-experience as equal thinkers, as well as questioning issues of education via feminist critique of patriarchal ways of power, applying arguments which recognized moral, social and political appropriatness of educational goals and the ways of applying the same, taking into account questions of equality in education, issues of justice, also moral and political initiatives in order to stress the need for emancipatory and responsible respect of the possibility of self-realization of each individual, regardless of sex, in order to eliminate varius forms of degradation and inequality in dealing with people. As a part of feminist strugle for women’s recognition as equal, I would like to point out the importance, and stress the contribution of M. Wollstonecraft, through her critics of Rousseau’s women’s educationu nderstanding, and I must also give credit to some contemporary feminist contributions to these issues, in particular, to the works and activities of the philosopher M.C. Nussbaum.

La Philosophie pour enfants : une piste pour réconcilier enseignement disciplinaire et vie scolaire ?

2021 ◽  
Vol 66 (1) ◽  
pp. 163-177
Author(s):  
Christophe Point
Keyword(s):  
20Th Century ◽  
John Dewey ◽  
Philosophy Of Education ◽  
School Community ◽  
Philosophy For Children ◽  
School Life ◽  
Traditional Conception ◽  
Organizational Levels ◽  
Life Philosophy

"Philosophy for Children: a Way to Reconcile Disciplinary Teaching and School Life? Drawing mainly on John Dewey's writings, this contribution aims to extend the dualism of a traditional conception of education at the epistemological, pedagogical and organizational levels. This conception was already criticised by this author at the beginning of the 20th century and still remains widely present today among the school community. Through this approach, we demonstrate that the dualist approach is as many obstacles to be removed in the process both to improve and rebuild a better education. The hypothesis defended here consists to demonstrate how philosophy for children, strengthened by its pragmatist heritage, can challenge these dualisms and thereby jeopardize the traditional conception of education. Keywords: John Dewey, philosophy of education, co-curriculum, school life, philosophy for children "

Czy może istnieć edukacja bez filozofii?

2017 ◽  
pp. 123-0 ◽  
Author(s):  
Urszula Zbrzeźniak
Keyword(s):  
Economic Growth ◽  
Cultural Identity ◽  
20Th Century ◽  
Economic Model ◽  
Classical Model ◽  
Philosophy Of Education ◽  
History Of Philosophy ◽  
Professional Life ◽  
Liberal Democracies ◽  
History Of

The aim of this paper is to compare two models of education. The first is the instrumental model which perceives education as a process of preparing students for future professional life. The second one perceives education as a way to build our individuality. The instrumental and economical model became very popular in the second half of the 20th century and still strengthens its position. The second model sees itself as a continuation of long European history of philosophy of education and serves as the counterbalance to the instrumental model. In the paper it will be argued that the second (classical) model of education is more useful for the development of Western liberal democracies while the first one perceives an individual to a client and replases the development of a culture to an economic growth. It will be argued that the economic model omits the nature of our cultural identity and misinterprets integral goals of the process of education.

scholarly journals John Dewey and His Philosophy of Education

2016 ◽  
Vol 2 (2) ◽  
pp. 191 ◽  
Author(s):  
Aliya Sikandar
Keyword(s):  
20Th Century ◽  
John Dewey ◽  
Review Paper ◽  
Philosophy Of Education ◽  
Turn Of The Century ◽  
Pedagogical Issues ◽  
Educational Thought ◽  
Education Politics

This review paper on John Dewey, the pioneering educationist of the 20th century, discusses his educational thoughts, and writings, which gave a new direction to education at the turn of the century. Dewey’s contributions are immense and overwhelming in the fields of education, politics, humanism, logic, and aesthetics. This discussion will focus on Dewey and his philosophy related to educational approaches, pedagogical issues, and the linkages that he made between education, democracy, experience, and society. At the heart of his educational thought is the child. Dewey’s idea on humanism springs from his democratic bent and his quest for freedom, equity, and the value of child’s experiences.

scholarly journals ISLAM, PEREMPUAN DAN PENDIDIKAN

2014 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
20Th Century ◽  
19Th Century ◽  
Philosophy Of Education ◽  
The Other ◽  
Male And Female ◽  
Modern Education ◽  
Women In Islam ◽  
Other Hand ◽  
Liberal Philosophy ◽  
The 19Th Century

The article will discuss various viewpoints on the issues affecting women in Islam, and how they influence the views regarding women education. Their views generally can be divided into conservative, progressive and philosophical. All these views, in general, regard that like men, women are obliged to search for knowledge. In Indonesia, since the 19th century, women have already been involved in learning religion. However, for some cultural reasons, in this period, the access for women to modern education was still limited. On the other hand, from the 20th century up to now, like male Muslims, Indonesian female Muslim have more opportunies in education. Moreover, the symbolic-philosophy of complementary relations between male and female can also become an alternative to conservative or liberal philosophy of education

scholarly journals Augustine, Wittgenstein, and “the Call” in Mollenhauer’s Forgotten Connections: On Culture and Upbringing

2013 ◽  
Vol 6 (2) ◽  
pp. 94-107 ◽  
Author(s):  
Norm Friesen ◽  
Merilee Hamelock
Keyword(s):  
20Th Century ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Philosophical Investigations ◽  
Initial Focus ◽  
Child Learning

Augustine’s autobiographical Confessions (1909) contains one of the first accounts of a child learning to speak. This account, in turn, is central to Klaus Mollenhauer’s Forgotten Connections: On Culture and Upbringing (1983/in press), a book internationally regarded as one of the most important German contributions to philosophy of education and curriculum theory in the 20th century. This book’s interpretation of Augustine’s description, as well as its divergence from an earlier interpretation by Wittgenstein in his Philosophical Investigations (1953) form the initial focus of this paper, which undertakes close readings of both approaches to Augustine. We argue that Wittgenstein’s account, while quite similar to that of Mollenhauer, arrives at an impasse, particularly insofar as training (Abrichtung), education and upbringing is concerned. In his subsequent attempt to “rescue” Augustine from Wittgenstein’s critique, Mollenhauer develops three highly original notions that are central to his own understanding of upbringing: presentation, representation and Bildsamkeit. Significantly, the divergence of Mollenhauer’s and Wittgenstein’s interpretations also throws into sharp relief Mollenhauer’s particular, dialogical and pedagogical interpretation of “the call,” as it is originally articulated in Augustine.

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