scholarly journals Contemporary Reflection on Participation as an Essential Dimension of Philosophy of Education in the Context of The Acting Person

2021 ◽  
Vol 7 (1) ◽  
pp. 1-14
Author(s):  
Pavol Dancák
Keyword(s):  
Philosophy Of Education ◽  
Individual Freedom ◽  
Essential Dimension ◽  
The Universe ◽  
Acting Person

This article considers the problem of the idea of participation as an essential dimension of philosophy of education in the context of Karol Wojtyła’s teachings. It proceeds through the concepts of the person and participation. The paper reflects the need for discussion on philosophy of education due to the treatment of individual freedom in an extremely individualistic way. Wojtyła draws on the philosophies of consciousness and the philosophies of being in order to consider the constitution of our ideas in a manner relevant to the education for being together with all people and creatures, with the universe, with the whole world which gives us our own place.

Mathematics in Herbart's Philosophy of Education

1939 ◽  
Vol 32 (2) ◽  
pp. 61-64
Author(s):  
J. A. Lynch
Keyword(s):  
Philosophy Of Education ◽  
Interesting Observation ◽  
The Core ◽  
The Universe

Mathematicians and mathematical philosophers have often called attention to the fact that mathematical discoveries sometimes seem to anticipate important discoveries in physics. This is usually interpreted as meaning that the universe is “rational at the core” or that it was “created by a mathematician.” Such speculations are extremely enticing; but I wish to make an entirely different application of this interesting observation at the present time.

scholarly journals No controverso desafio da educação inclusiva: Um convite para pensar a complexidade humana

2016 ◽  
Vol 29 (1) ◽  
pp. 51
Author(s):  
Roque Strieder ◽  
Arnaldo Nogaro
Keyword(s):  
Inclusive Education ◽  
Philosophy Of Education ◽  
Human Condition ◽  
Education Philosophy ◽  
The Universe ◽  
The Human Condition

O estudo reconhece que fazer educação inclusiva exige olhar o ser humano de modo singular em contextos multidimensionais. Nessa perspectiva chama para a discussão a fragilidade do reconhecimento das diferenças e a importância da participação da filosofia da educação como catalizadora dos debates sobre a educação inclusiva. O objetivo é investigar possíveis contribuições da filosofia da educação como desafio para uma melhor compreensão de como ações inclusivas podem ser potencializadas no universo da complexidade e das atitudes transdisciplinares. O estudo tem caráter qualitativo e busca em referenciais teóricos. Traz suportes teóricos sobre a atitude transdisciplinar e as possibilidades, no universo dessas atitudes, de uma contribuição para qualificar reflexões e ações inclusivas. Reconhece que a educação inclusiva existe em potencial e lhe falta atualização. Destaca que a transdisciplinaridade e a filosofia da educação podem conduzir as reflexões para reconhecer a complexidade da condição humana para depois olhar para o interior de si buscando compreender-se a partir do outro.PALAVRAS-CHAVEEducação inclusiva; Filosofia da educação; Transdisciplinaridade ABSTRACTThe text recognizes that to make inclusive education requires viewing thehuman  being  in  a  unique  way  in  multidimensional  contexts.  From  this perspective,  it  calls  for  the  discussion  the  fragility  of  the  recognition  of differences  and  the  importance  of  the  participation  of  the  philosophy  of education as a catalyst for discussions on inclusive education. The goal is investigate  possible  contributions  of  the  philosophy  of  education  as  a challenge  for  a  better  understanding  of  how  inclusive  actions  can  be potentialized in the universe of complexity and transdisciplinary actions. The text brings theoretical contributions on the transdisciplinary attitude and the possibilities,  in  the  universe  of  these  attitudes,  to  qualify  reflections  and inclusive actions. It recognizes that inclusive education exists in potential but it  lacks  updating.  It  highlights  that  transdisciplinarity  and  philosophy  of education can lead the reflections to recognize the complexity of the human condition  so  that  one  can  look  within  him/herself  seeking  a  better understanding from the other.KEYWORDSInclusive education; Philosophy of education; Transdisciplinarity

“Yakutia” by A. E. Stroganov. Artistic deconstruction of the mythological idyll

2021 ◽  
pp. 137-147
Author(s):  
I. V. Silantev ◽  
◽  
Yu. V. Shatin ◽  
Keyword(s):  
Individual Freedom ◽  
Important Place ◽  
Realistic Interpretation ◽  
Traditional Form ◽  
The Past ◽  
The World ◽  
The Universe ◽  
The Way

The problem of idyllic space occupies an important place in the mythopoetics of the Siberian text and can rightfully be considered as one of the dominant mythologemes in the culture and literature of the peoples of Siberia. The implementation of this mythologeme is often the mythopoetic topos of Belovodye. Belovodye attracted the attention of writers of the past two centuries, including Siberian authors A. E. Novoselov, M. Plotnikov, and others. The change in the paradigm of realistic writing with postmodern writing, which took place at the turn of the 20th – 21st centuries, allows taking a different look at the mythological idyll to dis- cover other ways of its artistic deconstruction. The play “Yakutia” by Altai playwright A. E. Stroganov is considered as an example of deconstruction of the idyllic myth of the postmodern era. Intended as an idyll of desolation, cold, and asceticism, finally, Yakutia mi-raculously turns into a country of joy, light and, warmth, i.e., it becomes the opposite of the idyll, more consistent with the traditional form of typification. In the context of postmodern-ism, an appeal to the idyll shows that it has the features opposite to the realistic interpretation. The idea of collective happiness is clearly replaced by the idea of individual freedom of a sin-gle person, his existence. At the same time, the main, archetypal features of the transformed world turn out to be very similar to the original prototype: the world of evil left by the heroes opens the way not for an idyll but for a new experience of comprehending the universe.

scholarly journals The implications for education of Peirce’s agapist principle

Semiotica ◽  
2016 ◽  
Vol 2016 (212) ◽  
pp. 59-79 ◽  
Author(s):  
Alin Olteanu
Keyword(s):  
Philosophy Of Education ◽  
Life Forms ◽  
Theory Of Evolution ◽  
Mental Entity ◽  
Educational Paradigm ◽  
Sign Type ◽  
The Universe

AbstractIn his divisions of science, Peirce placed pedagogy in the branch of practical sciences. This means that the profession of teaching can only be meliorated by experience, through practice. However, I argue that a holistic look at Peirce’s semiotics reveals an implicit philosophy of education. The key lies in understanding his account of experience in the context of his theory of evolution. By experience Peirce meant semiosis (action of signs), not the modern empirical notion of experience. The sign, unlike an idea (purely mental entity) does not belong strictly to mental or non-mental phenomena. Experience is a characteristic of the Universe (CP 5.448), understood as a physiology of arguments (Stjernfelt 2007). According to Peirce’s taxonomy of signs, learning is the evolution of signification from the Icon sign type to the Argument sign type, being the Universe’s way of discovering itself through life forms. The Argument sign type is a result of agapasm, evolution due to creative love (CP 6.302). The paper explains how Peirce’s theory of agapistic evolution underpins an educational paradigm.

scholarly journals Philosophy of Education: Cosmism in the System of Philosophical Knowledge

2020 ◽  
Vol 31 (1) ◽  
Author(s):  
Halyna Berehova
Keyword(s):  
Higher Education ◽  
Philosophy Of Education ◽  
Human Being ◽  
Evolutionary Processes ◽  
World Picture ◽  
The World ◽  
The Future ◽  
Cultural Functions ◽  
The Universe

In this article, the attention is concentrated exactly on cosmism and its variations, and also on its role and place in the system of philosophical knowledge which is proposed to be studied in the establishments of higher education. The questions for discussion about the role and place of cosmism in the content of higher education are put forward: Is it necessary for students to study cosmism? Should this knowledge be given in courses? How should it be given for apprehension? Philosophical knowledge is stated to be used as an instrument to form worldview orientations of the future man being able to secure the survival of civilization and mankind. Firstly, the ideas of cosmism help regard the human being as a component of the Cosmos, determine his role and place in the evolutionary processes of the Universe, discover the influence of cosmic forces upon him and the human civilization. Secondly, the ideas of cosmism in the structure of philosophical knowledge carry out humanistic and cultural functions: they complete building the world picture (as scientific, as universal) in the student’s consciousness.

scholarly journals Khushal Khan Khattak Philosophy of Education

2020 ◽  
Vol 1 (3) ◽  
pp. 218-223
Author(s):  
Dr. Niaz Muhammad Aajiz ◽  
Dr. Khisro Kalim Raza ◽  
Ghazala Naheed Baig
Keyword(s):  
Leadership Training ◽  
Informal Education ◽  
Personality Development ◽  
Philosophy Of Education ◽  
Moral Values ◽  
Educational Objectives ◽  
Character Building ◽  
The Universe

Khushal Khan Khattak believed that the meaning of education is hidden in the training of individuals.  He considers this training important for him from childhood to his death.  Moreover, he feels free from the boundary walls of a school or college.  In other words, he is a champion of informal education. For this purpose, he considers the entire earth as a school and all the things of the universe are teachers.  In this regard Khushal's ultimate reliance is upon the character building, Development of ego/self-respect, personality development, and inclusion of Moral values, leadership training, and acquiring different skills, required for complete living. Khushal Khan Khattak’s this belief and perception of education is very much in line with the educational definitions of different eminent educations and educational objectives. This is the reason that besides his other celebrated titles he got the unique title of an educationist as well.

Structures in the Universe by Exact Methods

2009 ◽  
Author(s):  
Krzysztof Bolejko ◽  
Andrzej Krasinski ◽  
Charles Hellaby ◽  
Marie-Noelle Celerier
Keyword(s):  
Exact Methods ◽  
The Universe

The Riddle of the Universe at the Close of the Nineteenth Century

2009 ◽  
Author(s):  
Ernst Heinrich Philipp August Haeckel ◽  
Joseph McCabe
Keyword(s):  
Nineteenth Century ◽  
The Universe
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