scholarly journals What is a Philosophy of Education?

2021 ◽  
Vol 25 (4) ◽  
pp. 565-573
Author(s):  
W. John Morgan
Keyword(s):  
Comparative Education ◽  
Theoretical Basis ◽  
Conceptual Analysis ◽  
Philosophical Anthropology ◽  
Philosophy Of Education ◽  
Academic Development ◽  
Cultural Norms ◽  
Contemporary Philosophy ◽  
Post Modernism ◽  
Values And Beliefs

The article considers what is a philosophy and its relation to education . The modern academic development of philosophy has questioned the theoretical basis of specific aspects of knowledge and human experience, including education. It is an active rather than a passive or descriptive discipline. Education is defined similarly as a process by which knowledge, skills (including collecting empirical evidence and reasoning from it), cultural norms, values, and beliefs are acquired. The development of the modern philosophy of education is considered with its emphasis on conceptual analysis. Education is philosophically the conscious development of maturity requiring capacity for both intellectual and economic autonomy. Issues in the contemporary philosophy of education are then considered, particularly the challenges of post-modernism and post-truth for a philosophy of education in an Internet world. It identifies the need for comparative philosophical perspectives other than Occidental ones and suggests philosophical anthropology and comparative education as potential guides. It concludes that although there is now no consensus on how a coherent contemporary philosophy of education may be developed, analysis of concepts, metaphysical reasoning, and ethics may still provide a basis for a coherent and defensible philosophy of education whatever the comparative cultural setting.

The Motivation Elements, Components, and Characteristics of an Outstanding Coach

2019 ◽  
pp. 63-80
Keyword(s):  
Focus Groups ◽  
Mental Effort ◽  
Core Values ◽  
Cultural Norms ◽  
Entry Level ◽  
The Core ◽  
Hiring Process ◽  
Talent Pool ◽  
Values And Beliefs ◽  
The Right

The research discussed throughout this chapter was designed to examine, understand, and explain the key motivational characteristics, elements, and components of outstanding retention and success coaching. The motivational elements of the study are organized using the choice, persistence, and mental effort framework from Clark and Estes (2008) and Eccles and Wigfield (2002). Through interviews and focus groups of elite coaches, the study assessed the motivation of the most successful coaches as well as the core values, beliefs, and sensitivities to background and cultural norms that suggest that an individual can be developed into an excellent coach. The chapter further explains how institutions and organizations can select for these values and beliefs through a careful hiring process that results in the recruitment of the right talent pool for entry-level coaching positions.

Intersex

Sociology ◽  
2020 ◽  
Author(s):  
Morgan Carpenter
Keyword(s):  
Human Rights ◽  
Disorders Of Sex Development ◽  
Cultural Norms ◽  
Human Rights Violations ◽  
Sex Characteristics ◽  
Sex And Gender ◽  
Sex Development ◽  
High Commissioner ◽  
Values And Beliefs ◽  
And Gender

Intersex people are described by United Nations institutions as born with variations of sex characteristics that differ from medical and social norms for female or male bodies (see, for example, the 2019 report “Human Rights Violations against Intersex People,” by the Office of the High Commissioner for Human Rights). These variations are diverse and innate. Intersex human rights defenders and human rights institutions challenge the stigma and discrimination that intersex people face because of their physical variations, but few jurisdictions so far have tackled the human rights violations that intersex people suffer. There are multiple additional, contested, and incommensurate lenses through which intersex people are viewed. These express different values and beliefs about the same people, including their meaning, treatment, concerns, and demands. Medical lenses view intersex traits as “disorders of sex development” (DSD), and people with those traits are viewed as female or male and subjects for treatment. Anthropology and queer and gender studies have viewed intersex as an illustration of fallacies that underpin subjective cultural norms for sex and gender. Law increasingly views intersex people as members of a third sex. Historical research shows that intersex people, often termed hermaphrodites, have always existed, and often been accommodated.

Facets of the Hospitality Philosophy: Filotexnia

2021 ◽  
Vol 30 (2) ◽  
pp. 117-125
Author(s):  
Yevhenii Bortnykov ◽  
◽  
Roman Oleksenko ◽  
Inna Chuieva ◽  
Olena Konoh ◽  
...  
Keyword(s):  
Quality Indicators ◽  
Human Activity ◽  
Basic Concept ◽  
Theoretical Basis ◽  
Service Level ◽  
Contemporary Philosophy ◽  
Concept Study ◽  
High Service ◽  
Independent Field ◽  
Taking Care

Purpose. Considers the possibility of establishing the Hospitality Philosophy as an independent field of philosophical knowledge. Theoretical basis. Theoretical basis for this issue is the numerous philosophical researches on the topic of hospitality (anthropological, phenomenological, ethical, social-philosophical etc.) and the analysis of its essence and paradigmatic antinomy in the historicalphilosophical way. Scientific novelty. The article attempts to revitalise the notion of philotechnics (φιλοτεχνία) as 'the art of taking care of the guest's welfare' as a possible basic concept of contemporary philosophy of hospitality, which is able to reflect its nature most concisely, including its utilitarian and extra-utilitarian functions – not only a high service level, but also a “humane” attitude towards the guest. Findings. It has been summarized that modern hospitality as a specific human activity needs its own philosophy, which would comprehensively analyze the concept, study the facets and forms of its manifestations, define the worldview paradigm, form a methodology and be able to lead to an understanding of the goals of hospitality, to orient modern hospitality models to achieve certain and clear quality indicators while respecting historically verified value constants.

“Physics envy” in organisation studies: the case of James G. March

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jean-Etienne Joullié ◽  
Robert Spillane
Keyword(s):  
Critical Review ◽  
Design Methodology ◽  
Conceptual Analysis ◽  
Content Type ◽  
Post Modernism

Purpose This article aims to propose a critical review of James G. March’s research in and particular its consistency with its epistemological and psychological underpinnings. Design/methodology/approach The paper proposes a textual and conceptual analysis of James G. March’s study. Findings The article argues first that March’s study exemplifies the “physics envy” typical of management and organisation studies scholars since the early 1960s. Second, evidence is presented that March’s conclusions, irrespective of their legacy on management and organisation studies, were not developed along and were not consistent with the foundations that March espoused and advocated during most of his career. As a result, the implications of his conclusions are uncertain. To his credit, however, there are reasons to believe that, towards the end of his career, March came to recognise the limitations of his scholarship. Further, he indicated an alternative avenue for organisation studies which eschews the shortcomings of positivist and post-modern research. Research limitations/implications Although centred on March’s work, the argument presented is relevant to psychology, organisations, choice, the nature of knowledge, the limitations of positivism and post-modernism. Originality/value The paper balances the perspective offered by recent celebratory reviews of March’s study.

Being sensitive to the culture: challenges in researching sensitive topics in an Asian culture

2018 ◽  
Vol 18 (3) ◽  
pp. 287-299 ◽  
Author(s):  
Arosha S. Adikaram
Keyword(s):  
Cultural Context ◽  
Working Women ◽  
Research Area ◽  
Cultural Norms ◽  
Content Type ◽  
Sensitive Topics ◽  
Norms And Values ◽  
Values And Beliefs ◽  
The Many ◽  
Practical Implications

Purpose The purpose of this paper is to illustrate how the particular culture within which research is conducted and its norms and values can give rise to additional challenges and complications for the researcher when the research area is sensitive in nature. Design/methodology/approach Drawing on research on sexual harassment of working women in Sri Lanka, the researcher engages in self and methodological reflections to elucidate the many challenges faced. Findings Carrying out sensitive research in an Asian cultural context, with various stereotyping cultural norms, values and beliefs can give rise to additional culture-specific challenges for the researcher, even when the researcher is a cultural insider. How these cultural complexities influence the manner in which the participants respond to data collection and the manner in which the researcher is seen and understood by others are explained. Strategies to overcome these challenges are discussed in light of the cultural competencies propose by Deardorff and Sewyer et al. Practical implications The paper highlights the need for researchers engaged in sensitive research to carefully plan and conduct their research, being mindful not only to the sensitive nature of the topic, but also to the cultural edifices and ethos. Originality/value The influence of cultural context in conducting sensitive research is not sufficiently addressed. Culture-specific challenges that can arise in cultures outside the West, such as Asia, have specifically being neglected. This paper addresses this knowledge gap by focusing on the culture-specific challenges faced by researchers, whether they are cultural insiders or outsiders.

scholarly journals Editorial: God's Nature and Attributes

2019 ◽  
Vol 3 (2) ◽  
pp. 1-2
Author(s):  
Ide Lévi ◽  
Alejandro Pérez
Keyword(s):  
Conceptual Analysis ◽  
Philosophy Of Religion ◽  
Laws Of Nature ◽  
Contemporary Philosophy ◽  
The Problem Of Evil ◽  
Divine Perfection ◽  
The Right ◽  
The Trinity ◽  
Philosophical Questions ◽  
Conceptual Difficulties

In Western theism, different attributes have classically been ascribed to God, such as omnipotence, omniscience, wisdom, goodness, freedom and so on. But these ascriptions have also raised many conceptual difficulties: are these attributes internally coherent? Are they really compossible? Are they compatible with what we know about the world (e.g. the existence of evil, human freedom, the laws of nature etc.). These traditional questions are part of the inquiry on God’s nature as it is carried out in contemporary philosophy of religion. Another part of this inquiry is constituted by theological and philosophical questions raised by more precise or particular religious conceptions of God – e.g. the doctrine of Trinity in Christianity, or other specific credentials about the right way to understand God’s perfection and absolute transcendence in Judaism, Christianity or Islam. In this issue, we propose to follow these two directions of the inquiry about God’s nature and attributes through historical and systematic studies, in the perspective of contemporary philosophy of religion and analytical theology. While the three papers specifically dedicated to the problem of the Trinity pertain mainly to the second part of the examination (the conceptual analysis of specific credentials and theological doctrines), the three others offer new perspectives and arguments on traditional questions about God, like the problem of evil, perfect goodness, or the problem of divine perfection and God’s freedom.

scholarly journals The Provocative Philosophy of Education: Fata Morgana of Universalism and Temptation of Singularities (K. P. Liessmann, R. D. Precht, A. Reckwitz)

2018 ◽  
Vol 23 (2) ◽  
pp. 32-69
Author(s):  
Maria Kultaieva
Keyword(s):  
Educational System ◽  
Knowledge Society ◽  
Philosophy Of Education ◽  
Educational Institutions ◽  
Contemporary Philosophy ◽  
Negative Effects ◽  
Special Mode ◽  
Positive Side ◽  
Contemporary Education ◽  
The Ideal

Some polemic versions of the contemporary philosophy of education are regarded which lend it the character of the provocatively through setting accents on the intern paradoxes of changes designed of the educational modernization and formed under the pressure of globalization. The contextual conditions of the postindustrial transformations in the educational system are explicated which were structured by the influences of the industrial imperatives. The theoretical explorations of K.P. Liessmann, R.D. Precht   and A. Reckwitz were chosen to show the structure and the content of changes in education including the consequences of the educational globalization. The tendency to refuse the European educational priorities is critically analyzed. There is the negative way to state the logic of the industrialism as the logic of the universality preserving postmodern singularity of the educational institutions what makes evident the ambivalence of the knowledge society. Some attempts are explicated, which try to give rehabilitation for the “useless knowledge” in the curriculum options what is connected with getting back the ideal of the cultivated man and with actualizing the hidden senses of conservatism (Liessmann) or pseudo-revolutionary appeals (Precht). The provocative philosophy of education in its different representations might be regarded as a special mode for activation of the theoretical critical thinking with the purpose for early detecting of risks, cultural and pedagogical pathologies appearing through postindustrial shifts in the culture, which can provoke some symptoms of the re-feudalization in the academically communities. It is concentrated not only on the positive side of the educational transformations, but else on their negative effects, loading of social and psychological traumas, and proposes different variants answering on the claims of the contemporary education aiming their additionally verification. The intrinsic contradictoriness of this kind of philosophy can be acceptable as a articulating of its openness, connected with its principle infinitely, and might be regarded as productive strategy of communication in the discourse devoted to the perspective of the development of education in the uncertain postindustrial conditions.

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