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 "

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 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>

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.

From experimental to theoretical geometry in new pedagogical movements at the turn of the 19th and 20th centuries (1872-1906)

2020 ◽  
pp. 219-232
Author(s):  
Évelyne Barbin
Keyword(s):  
United States ◽  
United Kingdom ◽  
20Th Century ◽  
John Dewey ◽  
Laboratory Method ◽  
International Level ◽  
In The Beginning ◽  
Experimental Geometry ◽  
Practical Geometry ◽  
John Perry

There exist many historical works on the new pedagogical movements in the beginning of the 20th century, at the level of one country and at the international level also. Our purpose is to focus on teaching of geometry with comparing situations in four countries: United Kingdom, France, Germany and United States. We show that, behind the agreements, there are deep differences in relation with questions posed by geometrical teaching. We use two kinds of materials, discussions and textbooks, and we specially examine the questions on parallels definitions and their introduction in teaching. Keywords: laboratory method, concrete geometry, experimental geometry, intuitive geometry, practical geometry, rational geometry, Émile Borel, Carlo Bourlet, John Dewey, George Halsted, Julius Henrici, Adelia Hornbrook, Jules Houël, Charles Méray, Eliakim Moore, John Perry, Peter Treutlein.

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 "Critical thinking" in the context of John Dewey's philosophy of education

2019 ◽  
pp. 222-225
Author(s):  
Aleksandr V. Zaytsev
Keyword(s):  
Twentieth Century ◽  
Critical Thinking ◽  
John Dewey ◽  
Positive Feedback ◽  
Critical Reflection ◽  
Philosophy Of Education ◽  
Educational Practice ◽  
Innovative Method ◽  
American Schools

The article discusses the innovative method of critical thinking or, more precisely, critical reflection in the field of education, formulated by the American philosopher and twentieth-century educator John Dewey. The author shows that the development of John Dewey of this method has passed practical approbation in a number of American schools, has received positive feedback and has been introduced into the pedagogic and educational practice. The "critical thinking" theory of has not lost its topicality in modern conditions.

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.

is there a form of citizenship specific to philosophy for children?

2021 ◽  
Vol 17 ◽  
pp. 01-18
Author(s):  
Clarisse Leseigneur
Keyword(s):  
John Dewey ◽  
El Niño ◽  
Educational Program ◽  
El Nino ◽  
Philosophy For Children ◽  
Educational Models ◽  
Democratic Ideal ◽  
Social Conditioning ◽  
Do So

Due to the obvious and widely studied Deweyan foundations in the educational program elaborated by philosopher Mathew Lipman, Philosophy for Children (P4C) is often presented as a continuation of Dewey’s democratic ideal, as a mode of associated living. I argue that there is a democratic model specific to Lipman’s P4C, that cannot be reduced to Dewey’s theories. To do so, I propose to compare Dewey’s and Lipman’s educational models through the Bourdieusian notion of habitus, understood as a set of lasting mental dispositions, following a specific social conditioning, revealed by some practical habits. Studying in depth Dewey’s and Lipman’s educational recommendations concerning inquiry does not only reveal that they are structured according to different rationalities, it also highlights the fact that they tend to develop different habits and dispositions in the child, that ultimately form two distinct citizen habitus. Dewey’s habitus could be called experimental and Lipman’s habitus dialogical and they both correspond to their respective reflections on democracy and the role a citizen should be playing. I conclude by highlighting the interesting possibilities that stem from the analysis and comparison of educational models through the notion of habitus.Resumen: En razón de las indudables y ampliamente estudiadas fundaciones deweyana en la pedagogía elaborada por el filósofo Mathew Lipman, la filosofía para niños es generalmente presentada como una continuación del ideal democrático de John Dewey, como un modo de vida asociada. Sostengo que existe un modelo democrático específico a la filosofía para niños como la que fue elaborada por Lipman, que no se puede reducir a las teorías de Dewey. Para mostrar eso, propongo de comparar las pedagogías de Dewey y de Lipman a través de la noción bourdieusiana del habitus, entendida como un conjunto de disposiciones mentales duraderas, proveniente de un condicionamiento social específico, que se manifiesta por hábitos prácticos. Un estudio en profundidad de las recomendaciones educativas de Dewey y de Lipman en cuento a la encuesta no sólo revela que están organizadas por racionalidades diferentes, sino también que desarrollan hábitos y disposiciones diferentes en el niño, que últimamente forman dos habitus ciudadanos distintos. El habitus de Dewey se puede llamar experimental, y el de Lipman un habitus dialógico, los dos corresponden a sus reflexiones respectivas sobre la democracia y el rol del ciudadano. Concluyo subrayando las posibilidades interesantes que emerjan de la analiza y comparación de las pedagogías a través de la noción de habitus.

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