A New Conatus for the New World: Dewey’s Response to Perfectionist Conceptions of Democratic Education

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.

The leisure activities of children, being an investigation into activities pursued by primary school children between the ages of nine and thirteen years in their leisure time, with a view to discovering how far such activities are influenced by the School

In these days of Educational Thought, one often hears the phrase "Education for Leisure." We are living in an age of transition with social changes to be seen on every hand. Not the least important of these changes is the breaking-up of the family. There was a time when the familty was a self-supporting and an all-providing social group. It was, at the same time, an industrial group, an educational group, and a religous group. But within comparatively recent times, the industrial function has been taken over by General Industry, most of the educational functions by the School, and the religious functions by the Church.

The leisure activities of children, being an investigation into activities pursued by primary school children between the ages of nine and thirteen years in their leisure time, with a view to discovering how far such activities are influenced by the School

In these days of Educational Thought, one often hears the phrase "Education for Leisure." We are living in an age of transition with social changes to be seen on every hand. Not the least important of these changes is the breaking-up of the family. There was a time when the familty was a self-supporting and an all-providing social group. It was, at the same time, an industrial group, an educational group, and a religous group. But within comparatively recent times, the industrial function has been taken over by General Industry, most of the educational functions by the School, and the religious functions by the Church.

Civility, Education, and the Embodied Mind—Three Approaches

In this paper I explore conceptions of the embodied mind or heart-mind in three major global traditions: the Chinese (Confucian and Daoist) teachings on inner cultivation, especially the integration of hot and cold cognition (Slingerland 2014); the idea of sophrosyne or self-regulation in accord with wisdom that has long been the chief educational ideal of the Greek cultural cosmos; and the Buddhist-inspired idea of mindfulness which is now finding increasing applications in education. All three, I suggest, agree on a for our contemporary debates crucial point: that the reliably “civil” person is one whose moral development has matured to a point where their intellectual and moral capacities, their heart and mind (or “heart-mind”), achieve a degree of balanced integration. As the commonalities of these traditions are coming into view to a global community of education, we have a perhaps a new opportunity to recover a deeper sense of education that goes beyond the mere technical and instrumental competence that now preoccupies educational thought in many national and international influential reform projects.

THE BEHAVIORAL EDUCATIONAL THOUGHT OF ABD AL-HAMID IBN BADIS AND ITS CIVILIZATIONAL DIMENSION

Sheikh Abdul Hamid bin Badis is considered one of the pioneers of renaissance and reform who had a prominent impact in the movement of renewal and social change to advance the nation change its deteriorating reality through an educational system and intellectual educational program within his comprehensive civilizational reform project, where he attached great importance to the consideration of education as the basis of any civilizational building. He has all his time and effort. His biggest bet was on changing man to change his reality and to pay attention to his reconstruction mission according to the Quranic civilizational cosmic vision. Keywords: Educational Thought, Education, The Civilizational Dimension, Abdul Hamid Bin Badis.

Formation of the political culture of Russian Germans: transformation, resettlement, rehabilitation. 1980–1990s.

The journal "Historical and Social-Educational Thought" initiated a discussion dedicated to the historical date  the 100th anniversary of the formation of the USSR. The proposed topic allows scientists to turn once again to the history of the existing Soviet state (USSR), created by the will of the peoples themselves in December 1922. Undoubtedly, the very fate of the peoples inhabiting its territory is connected with the history of the USSR. One of the notable features in the structure of state education was the community of Soviet Germans, who had to go through many transformations at different stages of the development of Soviet statehood. These processes were primarily associated with the formation of an ethnic community under Soviet conditions, the destructive impact of the state on its life during the 19411945 war, and the difficulties of economic revival. The time that followed was not calm either. This situation was due to the unsolvability of problems, the continuous search for opportunities to improve living conditions. Despite the difficulties of overcoming, the community remained characteristic of the strengthening of the positions of Soviet Germans in society, the formation of their political culture, the fostering of a culture of interethnic communication, and the solution of political tasks associated with the revival of Soviet Germans.

The Ibn Sina Perspective on Education Concept

In essence, education wants students besides they have extensive knowledge, they also have noble morals and have skills based on their interests. Of the many figures of Islamic education, this study will focus more on Ibn Sina’s thoughts on education. This study aims to identify education from Ibn Sina’s perspective, especially concerning ideal teachers. The research also is expected to give an alternative solution to all kinds of problems in the education world. This research uses a qualitative approach with a library research method. The data collection technique in this research is based on the information contained in literature sources, both in books and journals relevant to the research theme. The journals used in this study amounted to twenty-one journals from 2014 to 2020. At the same time, the books used in this study amounted to two books spanning 2015 to 2017. The research results indicate that Ibn Sina’s thoughts on the concept of education emphasize the achievement of a perfect human. According to Ibn Sina, there are four main points of educational thought, including educational goals, curriculum concepts, learning methods, and educator concepts. These concepts are still very relevant to current education. Based on this, according to Ibn Sina, the concept of education should be emulated and developed by education practitioners in modern times, especially in the development of Islamic education in Indonesia.

BOOK REVIEW: “PEMBAHARUAN PEMIKIRAN PENDIDIKAN PAULO FREIRE” (RENEWAL OF EDUCATIONAL THINKING PAULO FREIRE)

The book has the objective of knowing the life history and thoughts of education itself comprehensively. As well as knowing the philosophical ideas, how the opinions of Paulo Freire see that an uncontrolled capitalist process causes unequal education, besides this, it is associated with a system that is being in education in Indonesia. Adding to the intellectual treasures and multiplying the various thoughts on education that exist, which arise from higher education experts and education activists.Mi'raj's book is essential to read. Of course, it is also studied in depth by various groups, especially by educational thinkers and people in the academic sphere. Discusses in-depth Paulo's thoughts on educational renewal. So that is perfect for the community, including education activists, so that later it can contribute to renewing the structural and cultural dimensions of the nation.Information or new knowledge from the book is about educational renewal from Paulo Freire's thinking. Education is understood in the form of liberation efforts in thinking and independence in terms of thinking; formal education is not the only solution to thought implications. Not only efforts in liberating thought but also maturing oneself make it well accepted by the wider community and nation. The existence of alternatives or options per the thought input is formal but has breakthroughs, as in Freire's idea. Freire's critical alternative education model can be applied in Indonesia, which can be pursued in structural liberation, welfare, dialogue, and developing essential awareness. The importance of reviewing Mi'raj's book because it can be used material in the discourse on the development or renewal of thinking from the world of education in Indonesia. With this, it is hope in the future, the revival of educational thought from Freire can dynamize the dialogue of the world of education as a whole and continuously, where the development of this thought does not stop here but will continue to advance per developments. The explanation and elaboration of the contents of the context, it can be outlined that the author provides a problem formulation regarding Paulo Freire's thinking about the renewal of the world of education. But not only from his ideas but also from the background of his time, philosophical thought, contextualization, relevance to Indonesia. With the formulation of the subject matter like that, this book is an intellectual history genre in historiography. So that it is more than sufficient to provide knowledgeable information needed by readers, especially the public in education activists, this book is very suitable and relevant.