Educational Philosophy and Theory

44 found

Year:

Forthcoming articles
  1. Nimrod Aloni, Empowering Dialogues in Humanistic Education.
    In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral and existentialist (...)
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  2. Mats Bergman, Fields of Rhetoric: Inquiry, Communication, and Learning.
    This article examines the disciplinary status and experiential underpinnings of C. S. Peirce's philosophical rhetoric. The first part explores the relationship between grammar and rhetoric in the context of Peirce's theory of signs. Next, a possible tension in Peirce's conception of the scope and function of rhetoric is identified, and a resolution is proposed. The field of rhetorical research is then provisionally characterised as spanning philosophical studies of communication, learning, and methods of inquiry. Rather than being a secondary application that (...)
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  3. Pedro Alexis Tabensky, The Ethical Function of Research and Teaching.
    It is the epistemic as well as the ethical responsibility of academics to aim to approach their research and teaching with a proper understanding of the ultimate ethical purpose or telos of their defining activities and products, which is the practical aim of promoting human flourishing. Minimally, academics should aim at understanding, and a key component of understanding is to understand the ideal ethical purpose of what is being researched and taught. For instance, sadistic Nazi medical researchers and teachers—Mengeles of (...)
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  4. Hanan Alexander, Caring and Agency: Noddings on Happiness in Education.
    In this short essay I express my own deep sympathy with Nel Noddings's ethic of care and applaud her stubborn resistance in Happiness and Education to what John Dewey would have called false dualisms, such as those between intelligence and emotion, theory and practice, or vocation and academic studies. However, I question whether the sort of caring relation she depicts so beautifully in this and many other books is sufficiently robust to alone carry the weight of the moral life that (...)
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  5. A. C. Besley, Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists.
    Following Aristotle's description of youth and brief discussion about indoctrination and parrhesia, the article historicizes Socrates' trial as the intersection of philosophy, education and a teacher's influence on youth. It explores the historic-political context and how contemporary Athenians might have viewed Socrates and his student's actions, whereby his teachings were implicated in three coups led by his former students against Athenian democracy, for which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that challenge the dominant (...)
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  6. L. A. M. Chi-Ming, A Popperian Approach to Education for Open Society.
    Karl Popper's falsificationist epistemology that all knowledge advances through a process of conjectures and refutations carries profound implications for politics and education. In this article, I first argue that, on a political level, it is necessary to establish and maintain an open society by fostering not only five core values, viz. freedom, tolerance, respect, rationalism, and equalitarianism, but also three crucial practices, viz. democracy, state interventionism, and piecemeal social engineering. Then, considering that an open society places great political, and thus (...)
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  7. Stephanie Chitpin, Should Popper's View of Rationality Be Used for Promoting Teacher Knowledge?
    Popper's theory of learning is sometimes met with incredulity because Popper claims that there is no transference of knowledge or knowledge elements from outside the individual, neither from the physical environment nor from others. Instead, he claims that we can improve our present theories by discovering their inadequacies. The intent of this article is not to persuade educators to adopt Popper's approach uncritically to build their professional knowledge. Rather, it presents a discussion on the need for teachers to adopt a (...)
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  8. Vincent Colapietro, Neglected Facets of Peirce's 'Speculative' Rhetoric.
    The author presents a novel interpretation of Peirce's ‘speculative rhetoric’ (the third and culminating branch of his general theory of signs), then draws out the most important implications of Peircean rhetoric for understanding our educational practices and, more generally, human learning. Improvisation and the unanticipated emergence of novel purposes are herein stressed.
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  9. Sue Cornforth, Doing No Harm in a Changing Climate: Professional Education, and the Problematic 'Psy' Subject.
    Climate change presents urgent ethical challenges. It causes us to revisit what it means to ‘do’ professionalism and invites us to enter what Fisher (2002, p. xiv) described as the ‘forgotten zone’ of human-nature relationships, posing the troubling question of whether we can continue to valorise a version of being human on the same terms as before. This article begins by considering the relevance of global warming to professional practice, foregrounding the commitment to do no harm. It poses as problematic (...)
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  10. Johan Dahlbeck, Towards a Pure Ontology: Children's Bodies and Morality.
    Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze's texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. (...)
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  11. Elizabeth de Freitas, What Were You Thinking? A Deleuzian/Guattarian Analysis of Communication in the Mathematics Classroom.
    The primary aim of this article is to bring the work of Deleuze and Guattari to bear on the question of communication in the classroom. I focus on the mathematics classroom, where agency and subjectivity are highly regulated by the rituals of the discipline, and where neoliberal psychological frameworks continue to dominate theories of teaching and learning. Moreover, the nature of communication in mathematics classrooms remains highly elusive and problematic, due in part to the distinct relationship the discipline has with (...)
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  12. Oren Ergas, Overcoming the Philosophy/Life, Body/Mind Rift: Demonstrating Yoga as Embodied-Lived-Philosophical-Practice.
    Philosophy's essence depicted by Socrates lies in its role as pedagogy for living, yet its traditional treatment of ‘body’ as a hindrance to ‘knowledge’ in fact severs it from life, transforming it into ‘an escape from life’ (James, 1978, p. 18). The philosophy/life dichotomy is thus an inherent flaw preventing philosophy as traditionally taught and engaged in, from fulfilling its original goal.Recent rejections of the Cartesian nature of Western curriculum, such as O'Loughlin's ‘Embodiment and Education: Exploring creatural existence’ (2006), constitute (...)
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  13. Stephen M. Fishman & Lucille Mccarthy, Conflicting Uses of 'Happiness' and the Human Condition.
    Nel Noddings claims that there is an important normative element in happiness. For support, she points to the Aristotelian idea of the eudaimonic life, a concept that is often translated into English as ‘the happy life’. However, in light of the wide divergence between the Aristotelian view of eudaimonia as a life of virtuous activity and most contemporary psychologists' and lay people's view of happiness as subjective wellbeing, the authors of this article believe that Noddings's merging of the two has (...)
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  14. Jeff Frank, James Baldwin's 'Everybody's Protest Novel': Educating Our Responses to Racism.
    The aim of this article is to establish—and explore—James Baldwin's significance for educational theory. Through a close reading of ‘Everybody's Protest Novel’, I show that Baldwin's thinking is an important (if unrecognized) precursor to the work of Stanley Cavell and Cora Diamond, and is relevant to a number of problems that are educationally significant, in particular problems of race and racism.
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  15. Jeff Frank, The Claims of Documentary: Expanding the Educational Significance of Documentary Film.
    The documentary film is a popular curriculum tool, and the goal of this paper is to expand the educational significance of the documentary genre. I argue that current understandings of this genre are limited and limiting, and offer an alternative perspective on the genre. This alternative will be built from Stanley Cavell's philosophy of education, in particular, his understanding of the role that ‘representativeness’ plays in teaching and learning.
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  16. L. E. E. George, Systemic Colonization of the Educational Lifeworld: An Example in Literacy Education.
    This article examines the impact of the reading assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), on literacy education through the Habermasian lens. It argues that DIBELS, along with other systemic forces, has surged beyond its domain as a mere assessment and colonized the lifeworld of literacy education by distorting the meaning of the teaching and learning of literacy. This article calls for a critical reflection on the systemized practices in literacy education and for a return to a lifeworld (...)
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  17. Andrew Gibbons, In the Pursuit of Unhappiness: The 'Measuring Up' of Early Childhood Education in a Seamless System.
    Recent government attention to the coherence between early childhood and compulsory school curricula in Aotearoa/New Zealand has led to debates regarding the educational aims of different education sectors. Concerns regarding a ‘push-down’ of compulsory school aims are highlighted in this article, with reference to Nel Noddings's Happiness and Education and the problem of an increased ‘measuring’ of early childhood education aims and outcomes. It is argued that removal of seams between early childhood and primary education may lead to unhappiness in (...)
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  18. Graham Giles, The Concept of Practice, Enlightenment Rationality and Education: A Speculative Reading of Michel de Certeau's The Writing of History.
    This article proposes a reading of Michel de Certeau's The Writing of History which derives an understanding of the concept of practice as authoritative to the establishment and development of Enlightenment rationality. It is seen as a new form of legitimation established in the redeployment of religious ‘formalities’ in early modernity, supportive of the ostensible deliverance of the projects of reason. Subversive of its moral and ideological operations and geneses, this is an understanding of practice whose subject is the state. (...)
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  19. Morwenna Griffiths, Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making.
    The overall question addressed in this article is, ‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy (of education) by philosophers themselves; the meanings attached to the term philosophy (of education) by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy (of education) influencing policy. The question is addressed using philosophical methods (...)
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  20. Teemu Hanhela, The Problematic Challenges of Misrecognition for Pedagogic Action.
    This article aims to critically examine how misrecognition is conceived as a challenge for pedagogic action. Krassimir Stojanov's notion of the pathological behaviour patterns of teachers and Charles Bingham's ‘pitfalls of recognition’ introduce how misrecognition may appear in schools, and offer advice to teachers and students on responding to the challenges of misrecognition. Their ideas elicit the problems embedded in the theory of recognition and the problems resulting from understanding misrecognition as a challenge for pedagogic action. This article concludes that (...)
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  21. Valerie Harwood & Mary Lou Rasmussen, Practising Critique, Attending to Truth: The Pedagogy of Discriminatory Speech.
    Teaching in university education programmes, can, at times, involve the uncomfortable situation of discriminatory speech. A situation that has often occurred in our own teaching, and in those of our colleagues, is the citation of homophobic and heterosexist comments. These are comments that are more likely to occur in foundation subjects such as philosophy and sociology of education. The occurrence of such situations has prompted debate regarding ‘silencing words that wound’. This has prompted the question, ‘should we keep students from (...)
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  22. Brian V. Hill, The Schooling of Ethics.
    Growing concern about a shrinking cultural consensus on values, coupled with religious pluralisation and the realisation that schooling is not, and cannot be, value-neutral, have led to proposals to teach ethics in schools, interpreted as a contribution of the discipline of philosophy to the common curriculum. To the extent that this approach is seen to hinge on the alleged autonomy of ethics, it has the potential to indoctrinate the contestable view that rationality is the prime motivator of moral commitment. A (...)
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  23. Leena Kakkori, Education and the Concept of Time.
    As we speak about time in the context of everyday life, we have no problem with what we mean by time. We take time as given. Different kinds of theories of development rely on the ordinary concept of time. Time is a sequence of instants, and we are moving along from the past to the future, from birth to death. Moving in time also means development. It does not take into account how a human being is in the time. It (...)
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  24. Amanda Keddie, Political Justice, Schooling and Issues of Group Identity.
    This article explores issues associated with schooling and political justice. Such issues are understood in light of the contention surrounding how Western schooling contexts might best represent marginalised groups—in ways that accord them a political voice. The significance of group identity politics is explored drawing on international debates associated with ethnically segregated schooling. A postcolonial theorising of group identity highlights the ways in which segregated schooling can both support and undermine politically just representation for marginalised students. This theorising draws attention (...)
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  25. Theodore Lewis, Validating Teacher Performativity Through Lifelong School-University Collaboration.
    The main point of this article is that more credence should be given in teacher education to performative dimensions of teaching. I agree with David Carr (1999) that the requisite capabilities are probably best learned in actual schools. I employ Turnbull's (2000) conception of performativity, which speaks of tacit cultural learning. Following Wilfred Carr (1987) I go back to Aristotle, and to debate between Gadamer and Habermas, before arriving at the view that expert teaching practice should be in the spirit (...)
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  26. James Liszka, Charles Peirce's Rhetoric and the Pedagogy of Active Learning.
    Although John Dewey has had the most profound effect on education, less is known about the philosophy of education of the original founder of pragmatism, Charles Peirce. Using Peirce's theory of formal rhetoric, I try to show that Peirce's philosophy of education, when fully understood, is aligned with Dewey's pedagogy of experiential learning, and can provide a justification for the promotion of active learning in the classroom. Peirce's rhetoric, as one part of his logical or semiotic theory, argues that reasoning (...)
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  27. Malcolm N. Macdonald & John P. O'regan, The Ethics of Intercultural Communication.
    For some time, the role of culture in language education within schools, universities and professional communication has received increasing attention. This article identifies two aporias in the discourse of intercultural communication (IC): first, that it contains an unstated movement towards a universal consciousness; second, that its claims to truth are grounded in an implicit appeal to a transcendental moral signified. These features constitute IC discourse as ‘totality’, or as ‘metaphysics of presence’. The article draws on the work of Levinas (1969/2007, (...)
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  28. Jane Mcdonnell, Reimagining the Role of Art in the Relationship Between Democracy and Education.
    Increased attention to the relationship between democracy and education in the UK has been accompanied over the past thirteen years by an interest in how art can be used to promote democratic citizenship. While this approach has led to increased funding for the arts, it is not without its problems, and has often entailed an apolitical and instrumentalist view of both art and education. This paper turns to the political philosophy of Mouffe and Rancière, the work of Rancière in aesthetics, (...)
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  29. Wayne S. Mcgowan & Lee Partridge, Student Engagement and Making Community Happen.
    Student engagement and making community happen is a policy manoeuvre that shapes the political subjectivity of the undergraduate student. In Australia, making community happen as a practice of student engagement is described as one of the major challenges for policy and practice in research-led universities (Krause, 2005). Current efforts to meet this challenge, however, merely recode ethical citizenship to a different but nonetheless prescriptive code of conduct, which closes down thoughts of making community happen to a single unified mode of (...)
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  30. Robbie Nicol, Entering the Fray: The Role of Outdoor Education in Providing Nature-Based Experiences That Matter.
    This article draws on different bodies of knowledge in order to review the potential role of outdoor education in providing nature-based experiences that might contribute to sustainable living. A pragmatic perspective is adopted to critique what outdoor education is, and then what it might be. Phenomenology is used to challenge the belief that there is a causal relationship between activities and learning outcomes but foremost to consider what it is to be in nature in the first place. Aspects of both (...)
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  31. Peter O'brien, Nick Osbaldiston & Gavin Kendall, ePortfolios and eGovernment: From Technology to the Entrepreneurial Self.
    We analyse the electronic portfolio (ePortfolio) in higher education policy and practice. While evangelical accounts of the ePortfolio celebrate its power as a new eLearning technology, we argue that it allows the mutually-reinforcing couple of neoliberalism and the enterprising self to function in ways in which individual difference can be presented, cultured and grown, all the time within a standardised framework which relentlessly polices the limits of the acceptable and unacceptable. We point to the ePortfolio as a practice of (self-) (...)
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  32. Jānis OzoliF, Popper's Third World: Moral Habits, Moral Habitat and Their Maintenance.
    If we accept Popper's idea that the human habitat is described in terms of three worlds, and that there are overlaps between these three worlds, our moral actions and values will also be subject to the same kinds of consideration as a repertoire of behaviours exhibited in a physical environment. We will develop moral habits in a moral habitat and our moral behaviours will also be dependent on the kind of moral habitat in which we find ourselves. There are three (...)
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  33. Sébastien Pesce, From Peirce's Speculative Rhetoric to Educational Rhetoric.
    My aim in this article is to examine ways of designing a new ‘educational rhetoric’ based on C.S. Peirce's speculative rhetoric, the ‘doctrine of the general conditions of the reference of Symbols and other Signs to the Interpretants which they aim to determine’ (CP 2.93). This analysis is based on a general idea that has been investigated by several educators, teachers and researchers mainly within the context of critical pedagogy and educational semiotics: school life is regulated by what may be (...)
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  34. Stefan Ramaekers, 'But Everything is Against Us Here': Some Thoughts on Noddings and on Exposing Our Educational Present.
    Noddings's radical choice for a particular stance in life is both what makes Happiness and Education a thought-provoking book and what also leads me to have some reservations. First, I briefly outline some of these reservations and focus on what I think are two important difficulties Happiness and Education faces: firstly, the fact that Noddings's choice for a particular conception of the good is likely to run into resistance and even incomprehension, and secondly, the observation that Noddings seems to be (...)
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  35. Vanessa Scholes, Must a Developed Democratic State Fully Resource Any Tertiary Education for its Citizens?
    This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary (post-compulsory) education for its citizens. A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary (...)
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  36. Robert Shaw, The Implications for Science Education of Heidegger's Philosophy of Science.
    Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. (...)
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  37. Lynda Stone, Introducing Noddings and the Symposium.
    ‘Introducing Noddings and the Symposium’ is an overview in three parts following an opening comment. The three are these: Noddings's biography highlighting personal background and professional accomplishments; papers overview pointing to key ideas and themes as well as philosophical, literary and metaphorical inspiration; and response comments that take up ideas from the symposium papers and Noddings's text in brief reconsideration. These ideas are connection of care theory to Noddings's happiness, recognition of an ethics in doing philosophy, conceptions of needs and (...)
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  38. Torill Strand, Peirce's Rhetorical Turn: Conceptualizing Education as Semiosis.
    The later works of Charles Sanders Peirce (1839–1913) offer an extended metaphor of mind and a rich conception of the dynamics of knowledge and learning. After a ‘rhetorical turn’ Peirce develops his early ‘semiotics’ into a more general theory of sign and sign use, while integrating his pragmatism, phenomenology, and semiotics. Therefore, in this article I bring Peirce's notion of semiosis—the sign's action—to the forefront. In doing so, I hope to disclose how Peirce's rhetorical turn not only opens up towards (...)
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  39. Ari Sutinen, Two Project Methods: Preliminary Observations on the Similarities and Differences Between William Heard Kilpatrick's Project Method and John Dewey's Problem-Solving Method.
    The project method became a famous teaching method when William Heard Kilpatrick published his article ‘Project Method’ in 1918. The key idea in Kilpatrick's project method is to try to explain how pupils learn things when they work in projects toward different common objects. The same idea of pupils learning by work or action in an environment with objects also belongs to John Dewey's problem-solving method. Are Kilpatrick's project method and Dewey's problem-solving method the same thing? The aim of this (...)
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  40. Herner Sæverot, Time, Individualisation, and Ethics: Relating Vladimir Nabokov and Education.
    This article states that the concept of time we generally hold is a spatial version of time. However, a spatial time concept creates a series of problems, with unfortunate consequences for education. The problems become particularly obvious when the spatial time concept is used as a basis for the education function that is connected to the individuality of the pupils. In order to examine this problem more closely, the article turns to literature in order to get a new and different (...)
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  41. John Tillson, Is Knowledge What It Claims to Be? Bernard Williams and the Absolute Conception.
    As a response to what I see as the challenge posed by constructivist and narrative pedagogies, this paper seeks to sympathetically reconstruct Bernard Williams' Absolute Conception from the scattered texts in which he briefly sketched it. While ultimately defending the Absolute Conception or something close enough to it, the paper criticizes and distances itself from some aspects of Williams' version, notably his conception of philosophy as insurmountably perspectival. Williams' understanding of perspectival knowledge as contrasted to absolute knowledge is illustrated with (...)
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  42. Susan Verducci, Happiness and Education: Tilting at Windmills?
    This essay explores the question: Is Nel Noddings a visionary who sees past the constraints of contemporary education or is she, like Don Quixote, madly tilting at windmills in her description and defense of happiness as an educational aim? Viewing the educational aim of happiness as an ideal raises substantial challenges for the practicality of Noddings's ideas.
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  43. Elizabeth Jayne White, Bakhtinian Dialogic and Vygotskian Dialectic: Compatabilities and Contradictions in the Classroom?
    This article explores two central notions of ‘dialectics’ and ‘dialogics’ based on the work of Vygotsky (drawing on philosophers such as Hegel, Spinoza, Engels and Marx) and Bakhtin (drawing on members of the Bakhtin Circle and writers such as Dostoevsky and Rabelais) respectively, as well their varying interanimations within Stalin-Marxist Russian society. It is proposed that these two positions are incommensurably located alongside one another in contemporary education. I argue that Bakhtin offers diametrically oppositional educational provocations to those of Vygotsky. (...)
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  44. Tova Yaakoby, Teachers' Reflections on the Perceptions of Oppression and Liberation in Neo-Marxist Critical Pedagogies.
    Critical pedagogy speaks of teachers as liberating and transformative intellectuals. Yet their voice is absent from its discourse. The emancipatory action research, described in this article, created a dialogue between teachers and the ideas concerning oppression and liberation found in Neo-Marxist pedagogies. It strongly suggests that teachers can contribute to the further development of these ideas. It indicates that Critical Theory's perceptions of the totality of oppression were largely accepted by these teachers after their own inner-reflective processes. Yet, the teachers (...)
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