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  1. Khosrow Bagheri & Zohreh Khosravi (2006). The Islamic Concept of Education Reconsidered. AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...)
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  2. Oleg Bazaluk (ed.) (2011). The future human image: Whom and How to educate in younger generation.Book 1. ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  3. Oleg Bazaluk & Tamara Blazhevich (2012). COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY. Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...)
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  4. Charles Bingham (2006). The Literary Life of Educational Authority. Journal of Philosophy of Education 40 (3):357–369.
    This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question ‘How?’ How does educational authority operate? It operates, it is suggested, in much the same way that literary authority operates. To make the case for educational authority as literary authority, the paper uses the philosophical work of Jacques Derrida and (...)
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  5. David Hartman (1996). In Search of a Guiding Vision for Jewish Education. The David and Rae Finegood Institute for Diaspora Education of the Shalom Hartman Institute.
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  6. Donald Kerr (2006). Teaching Autonomy: The Obligations of Liberal Education in Plural Societies. [REVIEW] Studies in Philosophy and Education 25 (6):425-456.
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  7. Ian James Kidd (forthcoming). Educating for Intellectual Humility. In Jason Baehr (ed.), Educating for Intellectual Virtues: Applying Virtue Epistemology to Educational Theory and Practice. Routledge
    My purpose in this chapter is to contribute to the revival of aretaic conceptions of education, but in a way sensitive to those sceptics’ concerns. Specifically, I offer an account of the specific virtue of intellectual humility, then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue. The chapter ends by suggesting that educational attitudes, practices, (...)
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  8. Minkang Kim & Derek Sankey (2009). Towards a Dynamic Systems Approach to Moral Development and Moral Education: A Response to the JME Special Issue, September 2008. Journal of Moral Education 38 (3):283-298.
    Is 'development' a concept that properly belongs to mind and morality and, if it does, what account can we give of moral development now that Piagetian and Kohlbergian models are increasingly being abandoned in developmental psychology? In addressing this central issue, it is hoped that the paper will contribute to the quest for a new integrated model of moral functioning, called for in the September 2008 Special Issue of the Journal of Moral Education (37[3]). Our paper argues that the notion (...)
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  9. Tetiana Matusevych (2013). Раздельное образование как средство учета гендерных характеристик в процессе формирования планетарно-космической личности учащихся средних школ. In Олег Базалук (ed.), Образ человека будущего: Кого и Как воспитывать в подрастающих поколениях.
    The philosophy of education, being an integrative and anthropologic knowledge, has to perform a prognostic and axiological function, forming a perspective of a world-view genesis of personality and provide theoretical and methodological background for the innovation processes in the education. The forming of harmonious, intellectually developed, creative, conscientious, responsible, purposeful and healthy human personality – these are all the main tasks of the educational system. There are many approaches in performing of such strategic task. One of them, starting from the (...)
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  10. Rossano Pancaldi (2012). L'Università Fascista di Bologna e Giovanni Gentile. Una conferenza inedita del 1930. Giornale Critico Della Filosofia Italiana 8 (1):82-124.
    In 1924 the Fascist University was founded in Bologna. This essay reconstructs the foundation of this study centre, its cultural purposes and contacts with the academic world Giovanni Gentile had frequent relations with this cultural centre. On March 9th, 1930 he participated in a crowded lecture making a speech that was to remain unknown. It is published here and analyzed in relation to his complete works and the reactions aroused in Bologna and in the national cultural environments. The essay (...)
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  11. Rossano Pancaldi (2012). The Fascist University of Bologna and Giovanni Gentile, an Unpublished Conference From 1930. Giornale Critico Della Filosofia Italiana 8 (1):82-124.
    In 1924 the Fascist University was founded in Bologna. This essay reconstructs the foundation of this study centre, its cultural purposes and contacts with the academic world Giovanni Gentile had frequent relations with this cultural centre. On March 9th, 1930 he participated in a crowded lecture making a speech that was to remain unknown. It is published here and analyzed in relation to his complete works and the reactions aroused in Bologna and in the national cultural environments. The essay (...)
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  12. Rob Reich (2009). Educational Authority and the Interests of Children. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press
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  13. Markus Seidel (2014). Throwing the Baby Out with the Water: From Reasonably Scrutinizing Authorities to Rampant Scepticism About Expertise. Informal Logic 34 (2):192-218.
    In this paper, I argue that many arguments from expert opinion are strong arguments. Therefore, in many cases it is rational to rely on experts since in many cases the fact that an expert says that p makes it highly likely that p is true. I will defend this claim by providing 5 arguments that illuminate and elaborate on 5 crucial claims about expertise. In this way, I aim to undermine recent attempts to establish a rampant scepticism about arguments from (...)
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  14. P. A. van der Ploeg (1998). Minority Rights and Educational Authority. Journal of Philosophy of Education 32 (2):177–193.