scholarly journals A Critical Reflection of Martins Buber’s Philosophy of Education and its Relevance in the New-State

2020 ◽  
Vol 25 (2) ◽  
pp. 114-126
Author(s):  
Helen Chukwudi Oribayo ◽  
Ayodele Olalekan Shotunde ◽  
Godwin Ehi Azenabor
Keyword(s):  
Educational System ◽  
Fundamental Problem ◽  
Philosophy Of Education ◽  
Future Generations ◽  
Objective Knowledge ◽  
Personal Relation ◽  
I And Thou ◽  
Individualism And Collectivism ◽  
Self Actualization ◽  
New States

The aim of this essay is to examine the relevance of I and Thou through the lens of Martins Buber’s philosophy of education. The fundamental problem is that the educational system in the new-states like Nigeria is in need of re-orientation. Owing to this, policy formulators and educational practitioners need to see education in relational terms with regards to its relevance, implementation and its methodology together with the ends which education wishes to serve to as a facilitator of societal development. The method of critical analysis is useful to facilitate the re-orientation exercise. Findings show that Buber’s philosophy of education as embedded in the idea of I and Thou encourages interaction among individuals which are integral to the flourishing of positive relationship between the educational system and the community. Consequently, the paper attempts to unveil how this value position could impact positively on the Nigerian educational system in a bid to avert its decline. Buber’s I-Thou (You) relationship opens avenue for encounter in which people could engage with each other fully through dialogue. The education is based on authentic relations between teachers and learners where knowledge that is not imposed by the teacher is the basis of true pedagogy. In Buber’s idea of “I and Thou (You)”, personal relation should tend beyond individualism and collectivism for the future generations. The knowledge of self should be first and foremost: learners must be taught to explore their two autonomous instincts: the originator and the communion. Buber explains that the goal of the learner is to turn objective knowledge into active knowledge which helps in self actualization in the relational world.

RELEVANCE OF PHILOSOPHY OF EDUCATION TO CURRICULUM THEORY AND DEVELOPMENT IN NIGERIAN EDUCATIONAL SYSTEM

2015 ◽  
Vol 3 (2) ◽  
pp. 256-261
Author(s):  
Zaka Rauf ◽  
MUSA YUSUF
Keyword(s):  
Social Sciences ◽  
Educational System ◽  
National Curriculum ◽  
Philosophy Of Education ◽  
Curriculum Theory ◽  
Best Interest ◽  
Humanities And Social Sciences

Attempts of undue separation of the philosophy of education and curriculum theory and development in the teaching of systematic functional education have been seriously criticized. This has been so because it is not in the best interest in the teaching of an intelligent and national curriculum which forms the bedrock to the development of a truly vibrant educational system in Nigeria. This paper, therefore, is an attempt to investigate the relevance of the philosophy of education to the development of an intelligent curriculum which is imperative to the teaching of functional education in the technical, the sciences, the humanities and social sciences towards the revitalization of the Nigerian educational sector. 

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

After the Wall II: The Fall and Rise of an Educational System

2002 ◽  
Author(s):  
John G. Rodden
Keyword(s):  
Eastern Europe ◽  
Family Member ◽  
Educational System ◽  
Maximum Speed ◽  
The West ◽  
System P ◽  
Self Actualization ◽  
Journey To The West ◽  
The 1960S

In the fall of 1990, a hit movie comedy opened to packed houses in eastern German theaters. Go, Trabi, Go!—the producers gave the film an English title—celebrated with rollicking Weltschmerz the misadventures of Georg, a hapless baby-blue Trabant 601—whose jinxed capers make him the undeniable screen successor to Herbie, the Disney VW Beetle of the 1960s. Georg stalls pitifully on the Autobahn, is shorn of his bumper in Munich traffic, is robbed of all four tires by pranksters during a camping stop, and even gets mistaken for scrap near an auto junkyard, an obvious metaphor for the DDR running out of gas—as it lurches toward unity. Go, Trabi, Go! begins with DDR German teacher Udo Struutz deciding to fulfill a long-deferred dream: his first journey to the West will be to travel from his hellhole hometown of industrial Bitterfield, the dirtiest city in all of Eastern Europe, to balmy Naples, thereby tracing the footsteps of his beloved Goethe, whose Italian Journey recorded his own (less quixotic) southern pilgrimage from Weimar in the 1780s. Herr Struutz packs his wife and daughter into little Georg, a family member for 20 years whom Herr Struutz lovingly wipes down with his own washcloth. “See Naples and Die!” scrawls Herr Struutz on Georg’s trunk, recalling Goethe’s clarion call to self-actualization: “Sterbe und werde!” (“die and become!”). The adventure turns out to be a story of Innocent Ossis Abroad and their psychological collision with the West. Numerous scenes in Go, Trabi, Go! allude to the region’s plight: putt-putting along on the Autobahn, little Georg strains to do his maximum speed of 60 mph as contemptuous Mercedes-Benzes, Porsches, and BMWs fly by; broken-down in Bavaria, Georg costs the Struutz family a steep (an outrageously inflated) price for repair, which the intrepid socialist entrepreneurs earn by charging curious Bavarians DM 5 for a “Trabi Peep Show” and a five-minute joy ride in Georg. Reassuringly, the Struutz family eventually does reach its destination, albeit with the accident-prone but indomitable Georg—now minus his top—as a breezy convertible.

scholarly journals Philosophy of education - Uzelac Milan: Philosophy of education, Institute for Textbooks, Belgrade, 2016

2020 ◽  
Vol 54 (3) ◽  
pp. 1039-1052
Author(s):  
Aleksandar Petrović
Keyword(s):  
Educational System ◽  
Philosophy Of Education ◽  
The State ◽  
Historical Aspects ◽  
The Real ◽  
Insight Into

Milan Uzelac, the author of this study, has written a broad insight into the problem of education itself with detailed and elaborated moments that constitute its social and historical aspects. What the author reaches is the real reflection of the state in today's educational system, and almost causes disappointment, but the feeling of hopelessness creates an insight into the meaning of the notion itself, from where the idea of being educated rises to the highest plane of observation.

scholarly journals Neuro-linguistic Programming, Teacher’s Identity, and Teachers’ Effectiveness

2020 ◽  
Vol 11 (3) ◽  
pp. 389
Author(s):  
Yaghoob Javadi ◽  
Solmaz Azizzadeh Asl
Keyword(s):  
Interpersonal Communication ◽  
Educational System ◽  
Classroom Climate ◽  
Teaching Profession ◽  
Decision Makers ◽  
The Other ◽  
Future Generations ◽  
Main Determinant ◽  
Main Components ◽  
Definition Of

Education especially “teaching” is considered as a valuable profession through which future generations are generated and educated. In order to have a successful educational system, the main components of the system must work together. It is believed that teachers are active decision-makers of any educational system who can bring on success to the education, accounting for about 30 percent of the variance on pupils’ achievement. Based on different studies, developing rapport, critical thinking, self-efficacy, establishing clear goals, effective interpersonal communication, and a supportive classroom climate are some of the main determinant factors the teachers’ effectiveness. Among various variables which are related to teachers, identity is one of the important elements that affect teachers' performance. Neuro-linguistic programming, on the other hand, is considered as an approach which is claimed to help achieve excellence in performance and identity. It is also considered as a supplementary technique in teaching profession which helps the teachers to develop outstanding skills. In this article, the researcher defines the concept of teacher’s identity as a key element effective in the teaching profession. Then some factors that have significant impact on teachers’ effectiveness are taken into account. Also, the definition of neuro-linguistics programming, some of its characteristics, and its implications for developing teacher’s identity and teacher’s effectiveness are discussed.

scholarly journals Post-Industrial Challenges In Modern South Korea: Educational Pressures And Their Impact On Young People

2021 ◽  
Vol 10 (18) ◽  
pp. 24-42
Author(s):  
Evelyn Henao Ruiz
Keyword(s):  
Economic Growth ◽  
South Korea ◽  
Educational System ◽  
Historical Background ◽  
Future Generations ◽  
Rapid Economic Growth ◽  
Qualitative Work ◽  
The Government ◽  
Post Industrial

This paper examines the role of the educational system in modern South Korea and its effects on young students. It takes a threefold approach: Starting off with a historical background about education as the backbone for South Korea’s rapid economic growth during the 70s and 80s, followed by an in-detail approach to the current educational system and its high-pressure context. Afterwards, the effects on youth deriving from this particular background are 24 MAP | REVISTA MUNDO ASIA PACÍFICO | Vol. 10, No. 18 explored from a social, cultural, and demographic standpoint, closing up with the actions taken by the government to tackle this national issue. Last, but not least, based on the quantitative and qualitative work of previous authors, this paper concludes with an insight of recommendations and the importance of addressing limitations and acknowledging gaps, as a step to effective measures that offer social welfare for future generations.

scholarly journals Eastern Philosophy Of Education And Educational Policy: Features And Priorities

2021 ◽  
Vol 03 (02) ◽  
pp. 288-294
Author(s):  
Ravshan Mardonov ◽  
Keyword(s):  
Educational Policy ◽  
Educational System ◽  
Philosophy Of Education ◽  
Eastern Philosophy ◽  
The West ◽  
Pedagogical Literature ◽  
Japan And China

Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

Reconstructing Islam

2006 ◽  
Vol 23 (3) ◽  
pp. 24-53
Author(s):  
Kristian Peterson
Keyword(s):  
Sixteenth Century ◽  
Educational System ◽  
Future Generations ◽  
Language Of Instruction ◽  
Religious Knowledge ◽  
Muslim Population ◽  
Chinese Muslims ◽  
Specific Interpretation ◽  
Muslim Communities ◽  
Han Kitab

During the sixteenth century when Islam was already established in China, Chinese Muslims began to critically examine their understanding of Islamic knowledge and how to transmit it to future generations. Traditional tutelage based on purely Arabic and Persian sources generally evaded a Muslim population that, for the most part, could no longer read the available rare Islamic texts. The subsequent reconstruction of Islamic knowledge and education emphasized the intersections between the Chinese and the Muslim communities’ cultural and religious heritages. The new specialized educational system, “scripture hall education” (jingtang jiaoyu), utilized Chinese as the language of instruction and incorporated aspects of traditional Chinese literati education in collaboration with newly retrieved Islamic sources from the Muslim heartland. The ensuing standardization and organization of curriculum and pedagogical techniques enabled peripatetic students to replicate this system throughout China. It also allowed the religious community’s leaders to direct the discourse concerning Islam and disseminate a specific interpretation of religious knowledge. This is most clearly displayed through the Han Kitab, the canonized corpus of Chinese Islamic texts written, approximately, during 1600-1750. This literature articulated Islamic principles through the lexicon of literary Chinese and replicated the ideology highlighted by the educational network. This paper analyzes why Islamic knowledge was lost and traces how the new educational system transformed the indigenous Islamic discourse, articulated through the Han Kitab literature, to reflect a distinctive Chinese Muslim interpretation of the faith.

Reconstructing Islam

2006 ◽  
Vol 23 (3) ◽  
pp. 24-53
Author(s):  
Kristian Peterson
Keyword(s):  
Sixteenth Century ◽  
Educational System ◽  
Future Generations ◽  
Language Of Instruction ◽  
Religious Knowledge ◽  
Muslim Population ◽  
Chinese Muslims ◽  
Specific Interpretation ◽  
Muslim Communities ◽  
Han Kitab

During the sixteenth century when Islam was already established in China, Chinese Muslims began to critically examine their understanding of Islamic knowledge and how to transmit it to future generations. Traditional tutelage based on purely Arabic and Persian sources generally evaded a Muslim population that, for the most part, could no longer read the available rare Islamic texts. The subsequent reconstruction of Islamic knowledge and education emphasized the intersections between the Chinese and the Muslim communities’ cultural and religious heritages. The new specialized educational system, “scripture hall education” (jingtang jiaoyu), utilized Chinese as the language of instruction and incorporated aspects of traditional Chinese literati education in collaboration with newly retrieved Islamic sources from the Muslim heartland. The ensuing standardization and organization of curriculum and pedagogical techniques enabled peripatetic students to replicate this system throughout China. It also allowed the religious community’s leaders to direct the discourse concerning Islam and disseminate a specific interpretation of religious knowledge. This is most clearly displayed through the Han Kitab, the canonized corpus of Chinese Islamic texts written, approximately, during 1600-1750. This literature articulated Islamic principles through the lexicon of literary Chinese and replicated the ideology highlighted by the educational network. This paper analyzes why Islamic knowledge was lost and traces how the new educational system transformed the indigenous Islamic discourse, articulated through the Han Kitab literature, to reflect a distinctive Chinese Muslim interpretation of the faith.

The effect of knowledge type and culture on arts audiences’ propensity for experience-sharing

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Verdiana Chieffi ◽  
Marco Pichierri ◽  
Alessandro M. Peluso ◽  
Cristiana Collu ◽  
Gianluigi Guido
Keyword(s):  
Art Museum ◽  
Cultural Dimensions ◽  
Objective Knowledge ◽  
Art Gallery ◽  
Content Type ◽  
Subjective Knowledge ◽  
Individualism And Collectivism ◽  
Knowledge Type ◽  
Structured Questionnaire

PurposeThis study examines the effect of both objective knowledge (i.e., what arts audience members actually know about art) and subjective knowledge (i.e., what arts audiences members think they know about art) on their propensity for experience-sharing (i.e., the tendency to share art-related experiences with other individuals). In addition, the study examines the role of culture (i.e., whether arts audiences belong to an individualistic or collectivistic culture) on the above-mentioned relationship.Design/methodology/approachData were gathered through a field survey at a large contemporary art museum in Italy, conducted via a structured questionnaire and analyzed using multiple regression analysis.FindingsResults indicate that both subjective and objective knowledge positively affect arts audiences’ propensity for experience-sharing, such as talking to others about a visit to an art gallery. Moreover, such effects appear to vary depending on culture: objective knowledge seems to positively influence experience-sharing when audiences belong to collectivistic cultures, whereas subjective knowledge seems to positively influence experience-sharing when they belong to individualistic cultures.Practical implicationsThe study’s findings could motivate arts managers to emphasize the implementation of international communication strategies aimed at reinforcing arts audiences’ subjective and objective knowledge since these variables are positively associated with their propensity for experience-sharing with others.Originality/valueThis is the first study to assess the effects of objective and subjective knowledge, alongside the cultural dimensions of individualism and collectivism, on arts audiences’ propensity for experience-sharing.

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