philosophy of education
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1921
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2022 ◽  
Vol 12 (1) ◽  
pp. 32
Author(s):  
Anne B. Reinertsen

This is a collection of articles preoccupied with the future of education [...]


2022 ◽  
Author(s):  
V. Sue Atkinson

This essay calls for the development of a rural philosophy of education and outlines considerations toward that end. Questioning the applicability of current school reform initiatives to rural education, the essay draws on the work of rural philosopher Wendell Berry, educational historian Paul Theobald, and other rural scholars to outline considerations for the development of such an education philosophy. Education policy issues, rural history, and current economic, political, and cultural challenges are presented. Differences, strengths, and needs of rural education are highlighted as considerations that must be addressed in the formation of a philosophy of rural education.


2022 ◽  
Vol 10 (2) ◽  
pp. 202
Author(s):  
Dwi Novita Sari ◽  
Dian Armanto

<p class="AfiliasiCxSpFirst" align="left"><strong>Abstrak:</strong><strong></strong></p><p class="AfiliasiCxSpMiddle">Tujuan artikel ini adalah memberikan informasi mengenai pengertian filsafat matematika, pengertian filsafat pendidikan dan hubungan antara matematika dengan filsafat pendidikan. Jenis penelitian yang digunakan adalah penelitian deskriptif dan studi literatur (<em>library research</em>). Temuan dalam artikel ini adalah hubungan  antara matematika dan filsafat pendidikan yang saling bersinergi satu sama lain. Kesamaan antara matematika dan filsafat adalah memiliki objek kajian yang sama yaitu begerak pada tingkat generalitas dan abstraksi yang tinggi, mempergunakan akal/ rasional dan tidak melakukan eksperimen, serta tidak memerlukan peralatan laboratorium. Namun, matematika dan filsafat juga memiliki perbedaan yaitu jenis metode dalam menelaah suatu kebenaran. Matematika menggunakan metode deduksi dimana kebenaran dari hasil penelaahannya harus dapat ditunjukan dengan serangkaian langkah pembuktian. Sedangkan filsafat menggunakan macam–macam metode rasional dimana proses pembuktian itu tidak harus terjadi tetapi harus berlangsung dengan alasan-alasan yang diperoleh dari penalaran serta dapat bersifat fleksibel.</p><p class="AfiliasiCxSpMiddle"> </p><p class="AfiliasiCxSpLast" align="left"><strong>Kata Kunci</strong>:</p><p>Matematika, Filsafat, Pendidikan</p><p> </p><p class="Afiliasi"><strong><em>Abstract:</em></strong></p><pre><em>This study aims to inform the concept of philosophy in mathematics, the concept of philosophy in education, and the relationship between mathematics and the philosophy of education. This study follows a descriptive approach with a literature study (library research). The findings indicate the relationship between mathematics and educational philosophy that synergize with each other. The similarity between mathematics and philosophy is that they have the same object of study, namely dealing with a high level of generality and abstraction, using reason/rationality, not conducting experiments, not requiring laboratory equipment. However, mathematics and philosophy are also different in terms of the method in examining a truth. Mathematics uses deduction where the truth of the results of the study must be presented by steps of proving evidence. Meanwhile, philosophy uses various traditional methods where the process of proving evidence does not need to be presented, but it must take place with reasons derived from reasoning and can be flexible.</em><em></em></pre><pre><em> </em></pre><p class="Afiliasi" align="left"><strong><em>Keywords</em></strong><em>:</em></p><em>Mathematics, Philosophy, Education</em>


Author(s):  
Volodymyr Bogdanov

Polish influences on the development of Ukrainian philosophy are indisputable, but they need a structural analysis: what was the motivation for these influences, how they were carried out, who was the leader of these influences, what was the greatest influence in Ukrainian philosophy. The study provided the following answers to these questions: the motivation for Polish influence was, among other things, the desire to support an independent Ukrainian state, culture and philosophy; these influences were exercised both consciously by Polish philosophers themselves and by the interest of Ukrainian philosophers in Polish achievements in philosophy, in particular in philosophical terminology; the main leaders of Polish philosophical influences were Polish and Ukrainian philosophers, as well as authors of translations of philosophical works from Polish into Ukrainian; the spheres of the history of philosophy, logic, philosophy of education, political philosophy and some others were most influenced in Ukrainian philosophy, that can be judged, in particular, by the works of Polish philosophers translated from Polish into Ukrainian. Polish philosophy simplifies the path of Ukrainian philosophy to philosophical classics, which is an advantage, and at the same time using Polish philosophy can limit the desire of Ukrainian philosophers to seek their own solutions and in particular their own philosophical terminology, which can already be a significant drawback. The prospect of interaction between Ukrainian and Polish philosophies should be their mutual influence and full inclusion of Polish and Ukrainian philosophical communities in the world philosophical discourse. Key words: philosophical discourse, philosophical translation, Ukrainophilia, Polish influences, national philosophical dictionary, philosophical community.


Conatus ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 237
Author(s):  
Jasmin Özel ◽  
David Beisecker ◽  
Joe Ervin

We argue for a reconsideration of the claim that Spinoza’s perfectionist conception of education was ushering in a form of radical humanism distinctly favorable to democratic ideals. With the rise of democratic societies and the corresponding need to constitute educational institutions within those societies, a more thoroughgoing commitment to democratic social ideals arose, first and foremost in American educational thought. This commitment can be seen especially in Dewey’s philosophy of education. Specifically, Dewey and Spinoza had strikingly distinct conceptions of the overall aims of schooling. While Spinoza takes the aim of education to be the perfection of a student’s original nature, Dewey takes education to involve the collective acquisition of an additional nature, reflecting the norms and expectations of one’s specific community. In this paper, we juxtapose these two distinct conceptions of education alongside one another, with an eye towards illuminating the limitations of a perfectionist theory of education for the individual, as we find it in Spinoza, within a democratic society.


2021 ◽  
Vol 3 (1) ◽  
pp. 1-26
Author(s):  
Oluwatoyin Vincent Adepoju

What is the value of Yoruba epistemology, theory of knowledge, particularly its philosophy of perception, to humanity in general, and to contemporary Nigeria, in particular? How does Yorùbá epistemology connect with educational theory and practice in Nigeria? This essay recognizes but goes beyond the more general overviews on classical Yoruba education and its contemporary significance represented in works of Yorùbá and Africanist scholars. I demonstrate the significance of Yoruba philosophy of education beyond its cultural context, by projecting its universal and timeless value, foregrounding its distinctive concepts in dialogue with ideas from other cultures. In its engagement with Nigerian educational dynamics, the essay concentrates, first, on Yoruba epistemology in its intersection with ethical and metaphysical perspectives from Yoruba thought. Second, the essay deploys the African art-centered investigations of the role of the senses in relating with art, understood as paradigmatic of navigating the world.


2021 ◽  
pp. 2-12
Author(s):  
David W. Nicholson

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