Toward a Rural Philosophy of Education

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.

Contextual and linguistic challenges for French business schools to achieve international accreditation: experts as boundary-spanners

Purpose The purpose of this paper is to explore the contextual and linguistic challenges that French business schools face when preparing for international accreditation and to shed light on the different ways in which experts facilitate these accreditation processes, particularly with respect to how they capitalize on their contextual and linguistic boundary-spanning competences. Design/methodology/approach The authors interviewed 12 key players at four business schools in France engaged in international accreditations and in three specific categories: senior management, tenured faculty and administrative staff. The interview-based case study design used semi-structured questions and an insider researcher approach to study an underexplored sector of analysis. Findings The findings suggest that French business schools have been particularly impacted by the colonizing effects of English as the mandatory language of the international accreditation bodies espousing a basically Anglophone higher education philosophy. Consequently, schools engage external experts for their contextual and linguistic boundary-spanning expertise to facilitate accreditation processes. Originality/value The authors contribute to language-sensitive research through a critical perspective on marginalization within French business schools due to the use of English as the mandatory lingua franca of international accreditation processes and due to the underlying higher-education philosophy from the Anglophone academic sphere within these processes. As a result, French business schools resort to external experts to mediate their knowledge and competency gaps.

IMPLEMENTATION OF ‘RIADHAH RUHIYYAH’ (SPIRITUALITY TRAINING) AMONG MUSLIM UNIVERSITY STUDENTS TOWARDS THE FULFILMENT OF SUSTAINABLE DEVELOPMENT GOALS (SDGS)

The National Education Philosophy forms the basis for the Higher Education Philosophy in Malaysia in adapting the concept of morality with continuous education goals towards the development of the potential of the individual in an integrated manner. The purpose of this is to create individuals who are intellectually, spiritually, emotionally, and physically balanced based on a belief in God. This aspiration is maintained in the Malaysia Education Blueprint 2015-2025 (Higher Education) which among others aims to produce holistic graduates who are ethical, of high morals, and imbued with strong spirituality. This aspect requires university students to strengthen their spirituality and develop good morals and the ability apply their acquired knowledge and theory. Therefore, the implementation of ‘Riadhah Ruhiyyah’ (spirituality training) is viewed as very practical in fulfilling the said requirement. This quantitative study was conducted to examine the implementation of ‘Riadhah Ruhiyyah’ among university students and involved the participation of 111 Muslim university students at Universiti Malaysia Sabah. The selection of respondents was conducted by purposive sampling with the focus on the criteria that they should be Muslim university students. The probability sampling technique was adapted and all Muslim university students had an equal chance of being chosen as respondents. Findings showed the implementation of ‘Riadhah Ruhiyyah’ among the respondents recording a 2.0811 mean value. This pointed to the likelihood that the items highlighted to measure ‘Riadhah Ruhiyyah’ were seldom practised by the respondents. However, this was not a totally negative indicator since the ‘Riadhah Ruhiyyah’ implementation did exist among university students. There is therefore significance in conducting this study on a more comprehensive scale on all Muslim university students in other Higher Education institutions with the focus on the relation or link between ‘Riadhah Ruhiyyah’ implementation and moral strengthening and practice of university students. This would result in producing holistic university students and fulfil the aspiration of quality education as defined in the aims of Sustainable Development Goals (SDGS).

The importance of John Dewey's philosophy for global learning theory and practice

PurposeThe purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning.Design/methodology/approachThis study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education.FindingsThrough a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose.Practical implicationsImplications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum.Originality/valueIn this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.

Malay, Islam, Beraja and The [Islamic] Educational Philosophy in Brunei Darussalam

The ideology of Brunei Darussalam contributes in shaping the [Islamic] Education system. Politically, Brunei applies the concept of Malay, Islam, Beraja (MIB) as an ideological basis. This research is oriented to two main discussions. First is the historical trajectory of MIB in Brunei and its relation to the education system. The second is the dimension of educational philosophy and Islamic education philosophy in Brunei by drawing its relation to the MIB. This research uses a qualitative-naturalistic approach. This research was conducted in Brunei, October 2019. Data was collected through interviews, focus group discussions (FGD), observation, document and literature studies. In data collection, this research involved academics from Kolej Universiti Perguruan Ugama Seri Begawan (KUPU) and Sultan Sharif Ali Islamic University (UNISSA). The findings show that the MIB is related to the model perennialism and progressivism. However, from Islamic education philosophy, MIB gives a traditionalist style to the mazhabi and modernist education system.

Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.

5. Analysts and theorists

‘Analysis and theorists’ studies how changes in the style of school — in the ways that teachers teach — came from a new genre of observers and analysts: the social scientists. Psychologists exerted their influence on education through their ideas about the ways children learn. Theirs is a child-centred view of education. An interesting branch of education philosophy is psychometrics, or the measurement of human abilities, which proved to have a profound influence on how education would develop. Meanwhile, sociologists have looked at gender, race, class, and disability to examine how and why school maintains or even exaggerates differences between children, how it creates stigma, or how it incorrectly identifies as ‘problems’ children from certain backgrounds.

Laozi’s Aesthetic Education Philosophy on Self-Education

The article deduces the concept of self-education that had been advocated by Laozi, the founder of Taoism, in his philosophy on aesthetic education. From the perspective of his philosophical thoughts, this article analyzes the inspiration and inheritance of “aesthetic” in the Chinese traditional culture based on the concept of self-education, discusses the similarities between the concept of self-education and beauty, as well as explores the internal relationship between self-education and aesthetic feeling so that the enlightenment and value of the concept of self-education in aesthetic education can be reflected and learnt.

National Education Philosophy: A Review of Its Application in Malaysia's Education System

The implementation of the National Education Philosophy (NEP) at each stage of learning in the Malaysian education system will be the subject of this study. The primary goal that will be stressed is the implementation of the educational philosophy at the primary, secondary, and higher education levels. The emphasis would be on the areas covered in each level of education, whether academic or co-curricular in nature. This analysis will depend on educational reports from the Malaysian Ministry of Education, as well as memoirs, books, and newspapers. Such information will be analysed, compiled, and detailed in an authoritative and insightful narrative statement. Finally, this study will demonstrate that the use of NEP in Malaysian education has been consistent since its inception and continues to this day.

atrever-se a uma escrita infantil: a infância como abrigo e refúgio

The present text is a childlike exercise in writing. In responding to an invitation to write an adult, academic text, we the authors found that the presence of a child's standpoint acted to change the expressions that were to be elucidated, and that the project that adult writing represents was suspended by the creative force of childhood. "Philosophy for children" became "children for philosophy"; "moral education" became "the end (of) morality" and "conceptions of childhood" became the "childhood of conceptions." As such our text is divided into different sections, in each of which we explore the implications of allowing ourselves to be transformed in our practice by recognition of the child’s voice; the problematization of conventional educational programmatics for one, and the opening of new pedagogical pathways, which recognize childhood as a moving force of thinking, as opposed to an object of study and manipulation. To this end, we engage several interlocutors from different fields--literature, philosophy, education, "philosophy for children", and from chronological children themselves. We conclude by proposing, based on an encounter with the work of H. Cisoux and J. Derrida, that we think about the relations between deconstruction and childhood in such a way that our affirmation of childhood leads to a transformation of the text itself—not only in its content but in its form. As such, we present the reader with a fundamentally childlike text.