What If … the Purpose of Education Were to Learn to Develop Individual Identity and Personal Freedom?

2021 ◽  
pp. 179-195
Author(s):  
David W. Nicholson
Keyword(s):  
Individual Identity ◽  
Personal Freedom ◽  
Purpose Of Education

Giving birth but refusing motherhood: inauthentic choice or self-determining identity?

2008 ◽  
Vol 4 (2) ◽  
pp. 169-185 ◽  
Author(s):  
Jill Marshall
Keyword(s):  
Human Rights ◽  
Personal Autonomy ◽  
Private Life ◽  
Self Determination ◽  
Individual Identity ◽  
Personal Freedom ◽  
Feminist Literature ◽  
European Court

AbstractIssues of what personal autonomy and identity means are investigated in the context of the European Court of Human Rights’ development of Article 8’s right to respect one’s private life into a right to personal autonomy, identity and integrity with particular reference to French anonymous birthing as explored by that court in Odièvre v France and feminist literature on mothering and autonomy. Although much critiqued by feminists, personal autonomy has been reconceptualised to mean something of worth to women. Yet, this version of autonomy can diverge into two directions in terms of individual identity as evidenced in Odièvre and in feminist literature: self-determination or self-realisation/authenticity. Conclusions are reached that making autonomy dependent on claims to ‘authenticity’ restricts personal freedom and thus ultimately identity.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

Homogenization and Mass Identity vs. Individual Identity. An Analysis in the Light of the Theory of “The Three Dimensional Spiral of Sense

2016 ◽  
Vol 2 (2) ◽  
pp. 40
Author(s):  
Miriam Aparicio
Keyword(s):  
Three Dimensional ◽  
Individual Identity ◽  
Cognitive Effects ◽  
The Media

This study tests some hypotheses included in the psycho-social-communicational paradigm, which emphasizes the cognitive effects of the media and the role of the psychosocial subject as the recipient

¿Quién soy yo? Reflexiones teórico sistémicas acerca de la indentidad individual

2017 ◽  
Vol 1 (1) ◽  
pp. 15-31
Author(s):  
Francisco Xavier Morales
Keyword(s):  
Identity Construction ◽  
Social Systems ◽  
Social Contexts ◽  
Individual Identity ◽  
Contemporary Society ◽  
Self Identity ◽  
Moral Communication ◽  
Identity Based ◽  
Definition Of ◽  
The Individual

The problem of identity is an issue of contemporary society that is not only expressed in daily life concerns but also in discourses of politics and social movements. Nevertheless, the I and the needs of self-fulfillment usually are taken for granted. This paper offers thoughts regarding individual identity based on Niklas Luhmann’s systems theory. From this perspective, identity is not observed as a thing or as a subject, but rather as a “selfillusion” of a system of consciousness, which differentiates itself from the world, event after event, in a contingent way. As concerns the definition  of contents of self-identity, the structures of social systems define who is a person, how he or she should act, and how much esteem he or she should receive. These structures are adopted by consciousness as its own identity structures; however, some social contexts are more relevant for self-identity construction than others. Moral communication increases the probability that structure appropriation takes place, since the emotional element of identity is linked to the esteem/misesteem received by the individual from the interactions in which he or she participates.

Grenzenlose Verantwortung

2010 ◽  
Vol 2010 (1) ◽  
pp. 5-22
Author(s):  
Ralf Becker
Keyword(s):  
Personal Freedom ◽  
The Relationship ◽  
The Brain

The article examines the relationship between freedom, guilt and responsibility in Dostojewski’s and Sartre’s works. Both attribute a great measure of personal freedom to man. Therefore, they do not tolerate excuses. Whoever is free, carries responsibility and gets caught up in guilt. Dostojewski’s focus is mainly on guilt, Sartre’s is on responsibility. They share the conviction that we can delegate responsibility for our actions or our way of living neither to a whole, of which we are a part, like society (the ,milieu'), nor to a part, for which we are the whole, like the ,brain' or the ,genes'. In that sense, Dostojewski’s and Sartre’s attempts at an ethic of responsibility also offer convincing arguments against determinism.

Paradigma Baru Konsep Pendidikan Islam Perspektif Syeikhul Islam Ibn Taimiyah

KUTTAB ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 126-133
Author(s):  
Achmad Fageh
Keyword(s):  
Human Resources ◽  
Philosophy Of Education ◽  
Islamic Education ◽  
Education Students ◽  
Islamic Studies ◽  
Education Philosophy ◽  
Complex Problems ◽  
Purpose Of Education ◽  
Strategic Role ◽  
Islamic Society

Islamic education is one field of Islamic studies who received a lot of attention from scientists. This is because in addition to a very strategic role in order to enhance human resources, as well as in Islamic education there are a variety of complex problems. Ibn Taymiyyah for example, he was known as a scholar, thinker and politician. The thinking in the field of education is a response to the various problems facing the Islamic society that demands split logically through education. Philosophy of education, he said, should be built on the foundation of monotheism, the belief in the oneness of God. Monotheism which is the basis of education include; rububiyah monotheism, monotheism asthma wa uluhiyah and nature. Based on the insights of faith is then Ibn Taymiyyah describes the purpose of education, students, teachers, curriculum and so on.

konsep administrasi pendidikan

2019 ◽  
Author(s):  
Wiwin Vauzia
Keyword(s):  
Learning Process ◽  
Educational Administration ◽  
Teaching And Learning ◽  
Educational Institution ◽  
Education Administration ◽  
Important Goal ◽  
Purpose Of Education ◽  
Basic Concepts

This article was written to explain the concept of educational administration in particular the understanding, importance and purpose of educational administration. The purpose of the article is made to inform about the notion of educational administration, the importance of educational administration and the purpose of educational administration. It is important that we know the education administration in order to be able to implement the knowledge gained as educators later. The technique used in making this article is by collecting data related to material sourced from books, article journals, and other sources related to the science of basic concepts of educational administration and analyzing the material with the literature method which aims to help find truth from the material discussed. Administration is an educational institution which is a main source of management in regulating the teaching and learning process in an orderly manner so that the most important goal is achieved at the educational institution, where the purpose of education administration itself is to provide systematic work in managing education so that educational operational tasks can be carried out effective and efficiency towards the goals or objectives that have been set.

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