scholarly journals Philosophical education: the turn to the applied philosophy

2020 ◽  
Vol 0 (17) ◽  
pp. 23-33
Author(s):  
Leonid Hubersky ◽  
Liudmyla Shashkova
Keyword(s):  
Philosophical Education ◽  
Applied Philosophy

An Immanent Criticism of Urban Design in Montevideo

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Washington MORALES
Keyword(s):  
Urban Design ◽  
Applied Ethics ◽  
Form Of Life ◽  
Political Reality ◽  
Applied Philosophy ◽  
Points Of View ◽  
Philosophical Frameworks

The debate about the so called “excluding design” has been a focus for applied philosophy for several years. The structure of this debate is constituted by deontological and consequentialist’s applied ethics and as well as agonistic democratic approaches. This paper asks for the applicability of these points of view to the particular socio-political reality of Montevideo. Examining this reality closer, I hold that we cannot comprehend the recent aestheticization of the excluding design there through these contemporary philosophical frameworks. As an alternative philosophical procedure, I analyze the aestheticization of excluding design in Montevideo from Rahel Jaeggi’s immanent criticism. I hold that this process of aestheticization implies an ideological regressive “form of life”. And I also argue that the Uruguayan democracy is affected by this ideological regression. Nevertheless, because this aestheticization is not an exclusive Uruguayan phenomenon, this paper intends to open one direction in applied philosophy of urban design.

scholarly journals Applied philosophy and psychotherapy: Heraclitus as case study

2002 ◽  
Vol 58 (3) ◽  
Author(s):  
Johann Beukes
Keyword(s):  
Recent Attempt ◽  
Philosophical Counselling ◽  
Post Modernism ◽  
Applied Philosophy

This article investigates a recent attempt to apply philosophy within the discipline of psychotherapy and to investigate the somewhat undefined realm of philosophical counselling. After introducing the claims of this interdisciplinary exercise and after addressing the problems involved in crossing the boundaries between philosophy and psychotherapy, the article elaborates on  Alex Howard’s (2000) [Philosophy for counselling and psychotherapy: Pythagoras to post-modernism. London: Macmillan] attempt to make explicit use of philosophy in psychotherapy, using his interpretation and application of Heraclitus’ philosophy as case study.

Classical American pragmatism: Practicing philosophy as experiencing life

Human Affairs ◽  
2014 ◽  
Vol 24 (1) ◽  
Author(s):  
Jacquelyn Kegley
Keyword(s):  
African American ◽  
Problem Solving ◽  
Everyday Life ◽  
Phenomenological Analysis ◽  
Religious Development ◽  
American Pragmatism ◽  
Du Bois ◽  
Problems In Living ◽  
Applied Philosophy ◽  
Democratic Life

AbstractI argue that Classical American Pragmatists—Royce, James, Dewey, Perice, Addams, Du Bois, and Locke subscribed to this view and practiced philosophy by focusing on experience and directing a critical eye to major problems in living. Thus Royce and Dewey explored the nature of genuine community and its role in developing a flourishing individual life but also a public, democratic life. Royce and James engaged in a phenomenological analysis of human experience including religious experience developing a rich understanding of human psychological, social, and religious development. Dewey, Royce and Perice applied the lessons of the scientific communal experience to problem solving in everyday life. Dewey explored life’s aesthetic dimensions. Addams, Du Bois and Locke applied philosophy to problems of living with discrimination as an immigrant or an African American.

Teaching Philosophy and Enactivism

2021 ◽  
Vol 66 (2 supplement) ◽  
pp. 191-196
Author(s):  
Andrei Simionescu-Panait
Keyword(s):  
Mathematics Education ◽  
Multiple Solutions ◽  
Philosophy Of Education ◽  
Theoretical Models ◽  
Correct Solution ◽  
Classroom Design ◽  
Informational Efficiency ◽  
Lesson Design ◽  
Philosophical Education ◽  
History Of

"The paper presents a concise history of enactivism in education, especially in mathematics education. Cases described by Davis’s, Proulx and Simmt’s work showcase the idea that enactivism is a viable alternative to constructivism or to classical views both in terms of practical teaching and theoretical models related to the process of learning. The idea that the student should solve a fixed problem, discover the universally correct solution, and eventually store that correct solution to find many other universally correct solutions to other fixed problems reduces the student to a very simple mechanism aimed at informational efficiency. This problem is met by the enactivistic tradition that began with Varela and Maturana’s work, now updated to the aforementioned researchers. Contra the classical perspective, enactivism proposes the idea that the student collaboratively produces the problem, being able to see multiple solutions, and eventually becoming a performer of knowledge. The article takes these ideas developed in mathematics education and finds their use in philosophical education. The article especially focuses on the student’s problem of being unable to link a new philosophical text discussed in class with their intuition. The last part of the article offers a lesson design example. The philosophical design focuses on making the students explore their own thinking regarding the topic about to be discussed by using a philosophy text before introducing the text. Keywords: enactivism, phenomenology, philosophy of education, classroom design "

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