Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each (...) discipline appears to have its own aims and methodology. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

The emergence and development of the humanities were initially bound up with the spread of alphabetic writing, and subsequently with the development of printing; the original task of the nascent humanities disciplines was a thoroughly practical one: that of building up our knowledge about the characteristics of the new media with the aim of exploiting this knowledge in everyday life—for the sake of economic, educational, or political benefits. In particular, the beginnings of philosophy lead us back to the times of (...) the first emergence of alphabetic writing. There is no philosophy in a purely oral culture; Western philosophy is in the first instance, and remains down to the twentieth century, reflection on conceptual relations generated by written language. Today, the printed word is losing its position as the dominant vehicle of communication. Philosophy faces a new educational challenge: that of articulating the logic of multimedia information storage and exchange. (shrink)

The purpose of this study is to examine the mission and education of the Korean Orthodox Church in the process of migration and settlement of Koreans in the Primorsky Krai from the 1860s to the 1910s and to discuss the historical background and sociocultural significance of it. This study summarizes the history of Korean maritime migrants in chronological order in the late 19th century. In this study, Russian, Russian-Korean bilingual and Korean translation used by the Russian Orthodox Church (...) were discussed. At the time of the 19th century, the Russian Orthodox Church was the ideological background of the ruling Russian emigration. The Russian orthodox education that Koreans received was the first Western-style education acceptance of Koreans. The Orthodox Church conducted missions and education for Koreans through Russian language education, Korean-Russian bilingual education, and Korean-speaking Korean missions. Koreans accepted sophistication for survival and adjustment in Russia, or spiritual influence, and expressed enthusiasm for education. Russian Orthodox was bilingual, reflecting the dialect used by Koreans in Russia, and standard Korean of Seoul area. Although the educational environment was poor and the political situation was always changing rapidly, the role of the Orthodox Church was great in that it provided opportunities for Koreans to play an active role in the Primorsky Krai by finding out the talents of Koreans through education and by knowing their potentials themselves. (shrink)

Transylvania is a multiethnic society that was part of the Hungarian legal space for centuries. Still, after the WWI, this territory became part of Romania, alongside with a significant number of Hungarian-speaking minority population. What happened with Hungarian as a legal language after the annexation of Transylvania to Romania? The article deals with the history and current status of Hungarian legal language in Romania, emphasizing the frequent contradictions between legal texts and realities, the importance of political context, (...) and fluctuations in the minority rights. The focus is on two problems: the language of legal education and the language of the court proceedings. There are arguments brought to prove the conditionality between these two at the intersection of history of legal education and minority rights. (shrink)

In his most recent book, Ermanno Bencivenga offers a stylistically and conceptually exciting investigation of the nature of language, mind, and personhood and the many ways the three connect. Bencivenga, one of the most iconoclastic voices to emerge in contemporary American philosophy, contests the basic assumptions of analytic (and also, to an extent, postmodern) approaches to these topics. His exploration leads through fascinating discussions of education, courage, pain, time and history, selfhood, subjectivity and objectivity, reality, facts, the (...) empirical, power and transgression, silence, privacy and publicity, and play—all themes that are shown to be integral to our thinking about language. Relentessly bending the rules, Bencivenga frustrates our expectations of a "proper" theory of language. He invokes the transgressions of Nietzsche and Wittgenstein even as he appropriates the aphoristic style of Wittgenstein's Tractatus. Written in a philosophically playful and experimental mode, A Theory of Language and Mind draws the reader into a sense of continual surprise, therapeutic discomfort, and discovery. (shrink)

German education plays a huge role in the development of education sciences and modern universities internationally. It is influenced by the educational concept of _Bildung_, which defines Germany ‘s theoretical and curricular ventures. This concept is famously untranslatable into other languages and is often misinterpreted as education, instruction, training, upbringing and other terms which don’t encompass its cultural ambitions. Despite this hurdle, _Bildung_ is now being recognized in current discussions of education issues such as standardization, teaching (...) to the test, evidence-based policy and high stakes testing. This volume clears up the confusion and misunderstandings surrounding _Bildung_ by examining the origins of the concept and how it has been applied throughout history. It paves the way for educators to fully understand and benefit from this model and all it has to offer. (shrink)

The actions of affect are prominent in the philosophy of Gilles Deleuze and can be broken down for the purposes of education into two roles. The first alludes to the history of philosophy and the ways in which affect has been used by Spinoza (Deleuze, 1992) Nietzsche (Deleuze, 1983) or Bergson (Deleuze, 1991). In this role, Deleuze reinvigorates and challenges definitions of affect that would place them into systems of understanding that could take paths to metaphysics or to (...) becoming paradigms for capture in any further theorisation of affect. For example, scholars might attest to the use of affect as defined by Spinoza in the Ethics. Deleuze (1983, 1991, 1992) attends to the ways in which scholarly understanding of affect has been broached in order to free the idea up for empirical studies and also to show that the power of didactic language may be subsumed and subverted. The second role of affect in the work of Deleuze comes about in his first two co-authored books that he produced with Félix Guattari (Deleuze & Guattari, 1984, 1988). These publications have a distinct purpose from the scholarly work, which this article shall examine in terms of educational activism, group identities and the sociology of education. This level imbues the use of language in pedagogic acts with an intense affective resonance and the multiple traces of becoming that might be present in any teaching and learning context. (shrink)

Joel Spring’s history of school polices imposed on dominated groups in the United States examines the concept of deculturalization—the use of schools to strip away family languages and cultures and replace them with those of the dominant group. The focus is on the education of dominated groups forced to become citizens in territories conquered by the U.S., including Native Americans, Enslaved Africans, Chinese, Mexicans, Puerto Ricans, and Hawaiians. In 7 concise, thought-provoking chapters, this analysis and documentation of how (...) education is used to change or eliminate linguistic and cultural traditions in the U.S. looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of "equality" that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of language, culture, and deculturalization are placed in a global context. The major change in the 8 th Edition is a new chapter, "Global Corporate Culture and Separate But Equal," describing how current efforts at deculturalization involve replacing family and personal cultures with a corporate culture to increase worker efficiency. Substantive updates and revisions are made throughout all other chapters. (shrink)

This paper examines the function of language in the domain of education and it‘s vice versa. As we are aware of the fact that language and education are endemic elements of human development and evolution. According to Gandhi, education is the recognition of mind-body, soul and spirit. It is the attainment of the values through morality and ethics. Gandhi accepts communicative aspect of language where as Wittgenstein accepts analytical and conceptual aspect of language. (...) Wittgenstein realized that education is the constituent of what we know, believe and learn. Gandhi asserts on Mother tongue, primary- secondary languages and national languages whereas Wittgenstein emphasis on the natural languages, meta-languages and ideal languages. In this paper I shall demonstrate the problems of language which becomes hurdles in the process of education. For both Gandhi and Wittgenstein, there are problems not in language but in its ordinary usage, speaking, writing, meaning and communication. (shrink)

It has long been claimed that Homo sapiens is the only species that has language, but only recently has it been recognized that humans also have an unusual pattern of growth and development. Social mammals have two stages of pre-adult development: infancy and juvenility. Humans have two additional prolonged and pronounced life history stages: childhood, an interval of four years extending between infancy and the juvenile period that follows, and adolescence, a stage of about eight years that stretches (...) from juvenility to adulthood. We begin by reviewing the primary biological and linguistic changes occurring in each of the four pre-adult ontogenetic stages in human life history. Then we attempt to trace the evolution of childhood and juvenility in our hominin ancestors. We propose that several different forms of selection applied in infancy and childhood; and that, in adolescence, elaborated vocal behaviors played a role in courtship and intrasexual competition, enhancing fitness and ultimately integrating performative and pragmatic skills with linguistic knowledge in a broad faculty of language. A theoretical consequence of our proposal is that fossil evidence of the uniquely human stages may be used, with other findings, to date the emergence of language. If important aspects of language cannot appear until sexual maturity, as we propose, then a second consequence is that the development of language requires the whole of modern human ontogeny. Our life history model thus offers new ways of investigating, and thinking about, the evolution, development, and ultimately the nature of human language. (shrink)

The history of the development of Islam in Indonesia often fails because of the rejection of the local community. Therefore, it is necessary to make ethical efforts so that society can accept Islam. This research is an attempt to explain the Mantra by Sunan Kalijaga (after this referred to as SKM) as a medium for spreading Islam. This research uses a qualitative research paradigm. The primary data source is the spell text in Serat Kidungan ingkang Jangkep. Data analysis techniques (...) use content analysis techniques and hermeneutics. The results showed that SKM is a philosophical representation of Javanese mantras with the spirit of Islam. Mantras are not simple texts but rather acts of establishing the understanding of Islam through integrating literature and culture. Hindu-Islamic syncretism is wrapped in the symbolisation of the text. Word choice is not always of magical significance because the text is oriented towards the purpose of ‘the other’. Restructuring the relationship between text and symbols reflects a strategy for changing the nature and purpose of spells. In turn, SKM is a quality ritual language that has an essential role in the history of the Islamic movement in Java, Indonesia. Axiologically, SKM provides necessary educational knowledge about the ethics of proselytising without being hurt. Sunan Kalijaga combines literary, cultural, educational, and ethical values for religious purposes. An important implication of this research is that mantras can contribute to promoting the transdisciplinary aspects of religion in the international theological arena through mantra texts. Thus, SKM has an essential role in spirituality and science. Contribution: This article contributes to the HTS Theological Studies’s goal of promoting the transdisciplinary aspects of religious studies in the international theological arena on the study of mantra texts. (shrink)

This paper takes as its starting point the two paradigms for educational research discussed by Richard Pring in an earlier edition of this journal. The focus is on the role of language and how it might function in relation to research. Drawing on the work of Charles Taylor it is argued that language can legitimately be conceived as constitutive of certain aspects of reality. Taylor's position, it is suggested, indicates a possible relationship between language and reality which (...) transcends both representationalism and inferentialism. Some indications of the implications of this perspective for education are briefly considered. (shrink)

Taking up Wittgenstein’s critique of the modern worldview, the author gives an account of the assumptions behind it and of its presence in educational institutions. This worldview is easily perpetuated and instilled in new generations through the influence of unconscious assumptions held by educators and institutions. The author argues that in order to halt its perpetuation, educators can use the classroom to change the way students think, specifically by transforming the use of language in the classroom. This paper outlines (...) Wittgenstein’s critique of modernity and suggests alternative ways to view the function of language in the world, arguing that Wittgenstein’s insights are of singular value to this project. The use of a new language in teaching and learning transforms the classroom into a site of creative engagement rather than a continuation of the modern worldview. (shrink)

17 essays discussing the role of language in the history of western thought. Since Adam before the Fall named the animals by true insight into their essences, language has never ceased to be the pivot of efforts to understand human nature and our capacity to feel at home in the twin worlds of nature and society. This volume brings together seventeen essays that have appeared in the Journal of the History of Ideasover the last thirty years. (...) Their common theme is the role of language in aspects of the history of western thought from the Renaissance to the nineteenth century. The essays cover questions in epistemology, religion, anthropology, lexicography, evolution, the theory of signs, and the origin of language. Contributors: FRANK L. BORCHARDT, MARGRETA DE GRAZIA, SIDONIE CLAUSS, JAN MIEL, THOMAS C.SINGER, VICTOR ANTHONY RUDOWSKI, JULES PAUL SEIGEL, JAMES McLAVERTY, J.R. KNOWLSON, STEPHEN K. LAND, LIA FORMIGARI, H.J. JACKSON, W. JAY REEDY, V.P. BYNACK, CYMBRE QUINCYRAUB, MICHAEL SPRINKER, S. MORRIS ENGEL. (shrink)

As one of the few books on the history and philosophy of American elementary school education, Cavanaugh's work examines the pioneering careers of Francis Wayland Parker, John Dewey, Rudolph Steiner, Hughes Mearns, and Laura Zirbes. Finding the basic framework for current fashionable trends in education like the Whole Language and Process Writing Movement, Cavanaugh shows how educators came to these ideas over 100 years ago. After presenting the five biographies, Cavanaugh goes on to explain how children (...) learn to read and write; what kinds of schools foster this learning; the roles of teachers, students, and parents; and the important tools of grading, evaluation, and assessment. In all these areas there are important lessons to learn from the past. (shrink)

New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces (...) several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation. (shrink)

This issue of Diogenes includes short papers by prominent officers of 18 of the member-associations of the International Federation for Modern Languages and Literatures (Fédération Internationale des Langues et Littératures Modernes - FILLM) with a view to introducing and explaining the history, purpose, and function of these international learned societies representing different branches of the modern languages field at a time when the role of such bodies is often questioned even by professional academics working within the discipline, and their (...) very existence largely unknown outside it, even to educated persons. The FILLM is one of the earliest member organizations of the International Council for Philosophy and Humanistic Studies (CIPSH) which had indeed had a prior existence since its foundation in Oslo in 1928 as the Commission Internationale d'Histoire Littéraire Moderne and was subsequently reorganized in its present structure in 1951 following the formation of UNESCO. (shrink)

This volume explores the work and thought of Edith Stein (1891-1942). It discusses in detail, and from new perspectives, the traditional areas of her thinking, including her ideas about women/feminism, theology, and metaphysics. In addition, it introduces readers to new and/or understudied areas of her thought, including her views on history, and her social and political philosophy. The guiding thread that connects all the essays in this book is the emphasis on new approaches and novel applications of her philosophy. (...) The contributions both extend the interdisciplinary implications of Stein's thinking for our contemporary world and apply her insights to questions of theatre, public history and biographical representation, education, politics, autism, theological debates, feminism, sexuality studies and literature. The volume brings together for the first time leading scholars in five language-groups, including English, German, Italian, French and Spanish-speaking authors, thereby reflecting an international and cosmopolitan approach to Stein studies. (shrink)

Everyone, even when asserting unchallengeable authority from God or Science, thinks in language, in words and phrases, in expressions of moral, social and political impact, fighting words and words with and over which we fight. However, debates among the educated can be irrelevant elsewhere, ineffective against the highly motivated whose dogma instructs and guides them, their voting and their arming. The degeneration of “democracy” to “tyranny” such as Plato’s Republic postulated threatens in some lands “of the free,” while in (...) others it seems inexorably in progress. Today “democracy,” republic,” “liberty/freedom,” “justice,” “law and order” are adduced by their actual enemies to complement “nationalism,” “patriotism,” and frightening “empire.” Extremists on both sides decry “Tyranny!” each in fact seeking authoritarian power. All of which have instructive ancient precedents: in the History of the Peloponnesian War Thucydides offers horrific accounts of ancient nation-states “long ago and far away,” more or less democratic, that abandoned common sense, moral sense, and with them regard for value words and truth itself. In the early 2020s CE many persons and governments have done little better during the still lingering pandemic. A second horror is prompted by Thucydides’ report of civil war on Corcyra, telling how faction spawned riots, coups d’état, and outright civil war. The twenty-first-century media are uniquely potent, yet mechanics of seduction are timeless. Likewise techniques for winning true believers and votes, as illustrated by passages in Mein Kampf on the language of propaganda, its production and reception. Our hope is therefore Education for a New Era to help students to discover pitfalls of media(ted) “information,” to achieve independent critical thinking at levels of basic language use and foundations of argument. Besides recognizing mis- and disinformation as harmful, they must learn themselves to judge thoughtless use, cynical abuse, or, worse yet, brazen disdain of vocabulary indicating moral/ethical value. Scientists have key roles in this drama; humanists larger ones yet. (shrink)

Ghesmat (roughly could be translated as ‘fate’) is one of the ancient cultural schemas among the Persians. This study explores the schema of ghesmat in the lives of Persian speakers as reflected in their language use among people with different age and educational level. Having introduced the schema of ghesmat in Persian, data was collected by giving a discourse completion test (DCT) to the participants of the study who were randomly chosen. The results of the analysis of data revealed (...) that Persians instantiated the cultural schema of ghesmat in different contextual circumstances of their lives. In addition, the use of this cultural schema was different among people with different age and education. It seemed young educated Persian speakers drew least on the schema whereas old uneducated ones mostly favored ghesmat schema. Finally the study discussed about the possible pattern for the distribution of cultural schemas. (shrink)

本书依据生态学原理,生态哲学价值观,世界观和方法论以及教育生态学等理论,试图探索中国外语教育生态发展的途径与方法.所谓生态,是指生物在一定的自然环境条件下生存和发展的状态.

Over the last decades, migration across Europe has continued to increase. Consequently, offering educational support for migrant students in the schools of host countries has been an extensively debated issue across Europe and further afield, especially in countries with a history of immigration. However, less is known about how education systems in the ‘new’ immigration countries have responded to the needs of recently arrived migrants. This article focuses on language support measures set up for migrant students in (...) state-funded schools in the Republic of Ireland and Spain – both multilingual countries with more than one official language and with a heterogeneous migrant population. In reviewing educational policy and practice in these jurisdictions in the areas of language support for migrants, this article seeks to contribute to the debate on challenges involved in supporting language acquisition by migrant students in formal educational settings. (shrink)

In this article, we examine philosophy of sport as a field of study in Japan, its history, characteristics, and future prospects, as part of a contribution to the international development of the discipline of sport philosophy. The Japan Society for the Philosophy of Sport and Physical Education has been holding an annual sport philosophy conference every year since its inception in 1978. Nevertheless, the trends of sport philosophy in Japan have not been conveyed abroad. The language barrier (...) between Japanese and English as an international communication tool makes it difficult to spread our work on the philosophy of sport throughout the world. The question arises as to whether the philosophy of sport in Japan has the same trends as those in the Western countries. Is it reasonable to assume that it has different aspects and interests than philosophy of sport in English-speaking countries? We will also try to address these questions for our audience. (shrink)

Truth, Language, and History is the much-anticipated final volume of Donald Davidson's philosophical writings. In four groups of essays, Davidson continues to explore the themes that occupied him for more than fifty years: the relations between language and the world; speaker intention and linguistic meaning; language and mind; mind and body; mind and world; mind and other minds. He asks: what is the role of the concept of truth in these explorations? And, can a scientific world (...) view make room for human thought without reducing it to something material and mechanistic? Including a new introduction by his widow, Marcia Cavell, this volume completes Donald Davidson's colossal intellectual legacy. (shrink)

This contribution compares entries on Friedrich Froebel and the kindergarten in German and United States’ histories of education from 1857 to 1933. In the American histories, Froebel appears as the great “hero” of education of the 19th century, whereas in the German histories, Pestalozzi is the “hero.” This difference in the perspectives goes back to fundamental differences in the political culture and political traditions of the two countries, which differed greatly as to the shaping of the public and (...) private spheres. Consequently, there were also different views on public education. In the immigration society of the United States, it was important to integrate children with various language and cultural backgrounds. As families could not do this alone, public kindergartens were needed. In Germany, in contrast, Froebel’s idea of the kindergarten was seen as an attack on family ties, and Pestalozzi was highly esteemed, because he made home education central. The American interest in “making citizens” produced Froebel as the hero; the German interest in leaving the education of young children to mothers and in the family lauded Pestalozzi. This case study of the reception of Froebel in Germany and the United States illustrates the high context-dependence of the construction of educational “heroes.”. (shrink)

The uniqueness of human cognition and language has long been linked to systematic changes in developmental timing. Selection for postnatal skeletal ossification resulted in progressive prolongation of universal patterns of primate growth, lengthening infancy, childhood, and adolescence. Language emerged as communication increased in complexity within and between communities rather than from selection for some unique features of childhood or adolescence, or both.

In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of (...) Chinese elites during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China. (shrink)

History of education emerges during the course of the nineteenth century in Germany and is marked by four features. It is educational, and not scientific in nature, because it was written primarily for teacher education and training; it is national, or even nationalistic; it is oriented almost exclusively towards German philosophy; and it is indebted to Lutheran Protestantism. This model of pedagogical historiography leaves its mark on the historiographies that emerged later in England, France, and the United (...) States. Taking the example of Rousseau, this contribution makes it clear that these Lutheran and idealist premises lead to a one-sided historiography, so that the republican tradition in which Rousseau stood could be suppressed. On this basis, the paper points up the methodological necessity in historical research to examine contexts, giving up the idea of one history of education in favor of reconstruction of various traditions. The gain lies in making visible suppressed transnational languages that educational reflection made use of for centuries. In particular, a connection is revealed between the republican education of the eighteenth century in Europe and the concern with the issue of the “good citizen” that has preoccupied the American discussion from Jefferson to the Pragmatists to Diane Ravitch. (shrink)

The purpose of this study was to examine the perceptions of American history among adolescent Mexican Americans at the eight-grade level in a mid-west town's middle school. This qualitative study shows that multiple contexts influenced the process of teaching and learning history between and among a white teacher and adolescent Mexican Americans at Atkinson Middle School. Those overlapping contexts (the context of the education of minority language students, the context of social studies education, and the (...) school's culture) created a unique totality responsible for shaping the experiences of learning American history by Mexican-American students. These experiences were detrimental for the appreciation by Mexican-American students of American history's potential meanings and significance. (shrink)

Presents theses about the history of linguistics, from John Locke to Ferdinand de Saussure, and reflects on language generally in the period from the 17th to the 19th century.

This article analyses Ukraine’s language policies from 2002 to 2022 within a framework of liberalism, while avoiding making normative judgements or recommendations, updating the discussion raised in Kymlicka and Opalski’s Can Liberal Pluralism be Exported? The analysis takes into consideration Ukraine’s present and historic position, including the challenge that postcolonial nation building can pose for achieving liberalism and linguistic justice. The paper focuses on three main areas of language policy: education, businesses and media, and assesses if they (...) can be described as liberal orthodox, pluralist or illiberal. The article begins by defining liberalism and illiberalism, discussing the context of Ukraine’s linguistic diversity and postcolonial context, before outlining the language situation until EuroMaidan. Then, the main issue of language policy in the areas of education, business and media is analysed, before considering whether Ukrainian language laws might be considered liberal or illiberal. Finally, potential future trajectories are outlined. (shrink)

'Chatter' cannot always be taken lightly, for its insignificance and insubstantiality challenge the very notions of substance and significance through which rational discourses seek justification. This book shows that in 'chatter' Kierkegaard uncovered a specifically linguistic mode of negativity. The author examines in detail those writings of Kierkegaard in which he undertook complex negotiations with the threat - and also the promise - of 'chatter', which cuts across the distinctions in which the relation of language to reality - and (...) above all, the reality of 'existence' - is stabilized, and it therefore releases historical understanding from its established conventions. Chatter situates as well as takes the measure of the seminal importance of Kierkegaard for many of today's unresolved debates about the relation of language and philosophy to history. (shrink)

By its nature, comparative education values diversity. Respectfully studying how different groups pursue education provides opportunities to learn about the variety of human experience, expand the boundaries of the field, and ultimately re-understand ourselves. At its core, the field leverages the dynamic space between life as culturally located and being human. This chapter contributes value to comparative education from an Oceanic viewpoint. Oceania is the world region with more water and languages than any other. Because of its (...) diversity and colonial histories, Oceania is a site of creative tension between regionalism and self-determination. Unsurprisingly, conflict exists in the region. However, a key need in our ‘sea of islands’ for sustainability is to live well together. Faced with the uncertainties of the future such as climate change, mutual understanding and support is at a premium. The collaboration of writers; Solomon Islander, Tongan, and Anglo-Welsh, embodies this, as does the chapter’s woven mat-based structure. The thrust of this chapter is that through walking backwards into the future and embracing solidarity through diversity, we can promote a sustainable educational journey that offers the hope of continuity in the face of the challenges ahead. (shrink)

The broad arc of islands north of Australia that extends from Indonesia east towards the central Pacific is home to a set of human populations whose concentration of diversity is unequaled elsewhere. Approximately 20% of the worlds languages are spoken here, and the biological and genetic heterogeneity among the groups is extraordinary. Anthropologist W.W. Howells once declared diversity in the region so Protean as to defy analysis. However, this book can now claim considerable success in describing and understanding the origins (...) of the genetic and linguistic variation there. In order to cut through this biological knot, the authors have applied a comprehensive battery of genetic analyses to an intensively sampled set of populations, and have subjected these and complementary linguistic data to a variety of phylogenetic analyses. This has revealed a number of heretofore unknown ancient Pleistocene genetic variants that are only found in these island populations, and has also identified the genetic footprints of more recent migrants from Southeast Asia who were the ancestors of the Polynesians. The book lays out the very complex structure of the variation within and among the islands in this relatively small region, and a number of explanatory models are tested to see which best account for the observed pattern of genetic variation here. The results suggest that a number of commonly used models of evolutionary divergence are overly simple in their assumptions, and that often human diversity has accumulated in very complex ways. (shrink)

This book provides a radical rethinking of the prominent Indian thinker Rabindranath Tagore, exploring how his philosophy of education relates to the ideas of Western theorists such as Kant, Plato and Aristotle. Tagore's thoughts on pedagogy, university and formal education are subjected to a fascinating critique within Ghosh's transcultural framework, referencing a wide range of thinkers across varying time periods, places, and cultures, and developing a greater sensitivity to other traditions, languages, and forms of thinking and writing. The (...) book changes the way we have so far thought about the educationist Tagore, and will be of interest to scholars and specialists of literature, Indian history, and philosophy of education. It is political, deeply philosophical and has a transcultural take on our understanding of a variety of issues relating to Tagore and to philosophy of education in general. (shrink)

Many P4/WC practitioners and theorists privilege the school as a space for thinking and practicing philosophy for/with children. Despite its coercive nature, thinkers such as Jana Mohr Lone, David Kennedy, and Nancy Vansieleghem argue that P4C is a Trojan horse intended to reform the education system from within. I argue, however, that the Trojan horse argument requires us to internalize an incomplete and historically decontextualized understanding of public schools that in turn can reify histories of white supremacy within our (...) CPIs – a consequence that can be particularly harmful when practicing P4C with minority youth. To accurately adjudicate the value of public school classrooms for P4C – especially for those CPIs whose members are primarily Black, Latinx, Indigenous, or other youth of color — I contextualize the Trojan horse argument in the history of race and education in the United States. Through this historical analysis, I conclude that the reformist position becomes increasingly more untenable and that the material history of race and education in fact supports a pessimistic understanding of P4C in education. I end by reflecting on P4C’s need to rethink its privileging of schools as a primary site for philosophical inquiry and caution practitioners against using “social progress” as a justification for how and where they practice their craft. Instead, I encourage them to rethink how and where they practice P4C, based on the local historical and material conditions of the participants. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The History of Ideas:Precept and Practice, 1950–2000 and BeyondAnthony GraftonIn the middle years of the twentieth century, the history of ideas rose like a new sign of the zodiac over large areas of American culture and education. In those happy days, Dwight Robbins, the president of a fashionable progressive college, kept "copies of Town and Country, the Journal of the History of Ideas, and a (...) small magazine—a little magazine—that had no name" on the table in his waiting room. True, Robbins did not exist: he was the fictional president of Randall Jarrell's equally fictional Benton, a liberal arts dystopia where "[h]alf of the college was designed by Bottom the Weaver, half by Ludwig Mies van der Rohe."1 But Jarrell's notation of the Journal's status was accurate nonetheless.2The Journal, in the twenty years or so after its foundation, attracted attention from many quarters, some of them unexpected. And it occupied a unique position, between the technical journals of history and philology, [End Page 1] each firmly identified with a discipline, in which professional humanists normally published their results, and the quarterlies, often based not in disciplines but in liberal arts colleges and universities, which cultivated a mixed readership to which they offered fiction and poetry as well as essays. By contrast with both, the JHI fifty years ago ran on a rich mix of technical articles and wide-ranging essays that could easily have attracted the attention of a sophisticated administrator—or at least made a good impression on his coffee table. Bliss was it to be a subscriber in that happy day when the JHI glowed with something of the luster that haloed Representations in the 1980s and Critical Inquiry more recently.3The main reason for the Journal's prominence was that it represented a new field, appealingly located between disciplines as the Journal was between other sorts of periodical. In its postwar heyday, the history of ideas was not a dim subdivision of history, itself a discipline whose luster has worn off with time, but an intellectual seismic zone where the tectonic plates of disciplines converged and rubbed against one another, producing noises of all sorts. In recent years, it has sometimes seemed impossible, even to the best informed observers, that intellectual history, or the history of ideas, ever enjoyed this sort of prestige. A quarter century ago, Robert Darnton surveyed the state of intellectual and cultural history in the United States in an informative and influential essay. Using a language more resonant of the historical President Carter than the fictional President Robbins, Darnton detected "malaise" everywhere he looked. In the fifties, he noted, intellectual historians had seen "their discipline as the queen of the historical sciences. Today she seems humbled." True, desperate cries for help were not yet called for. Historians continued to write histories of ideas, and even to cast them in the technical languages of A.O. Lovejoy or Perry Miller: "one still finds 'unit-ideas' and 'mind' among the trendier terms." The just-published Dictionary of the History of Ideas, moreover, offered a vast selection of Lovejoyan formal analyses, systematically organized, to the reading public.4 [End Page 2]But for the last ten years, Darnton argued, younger scholars, especially graduate students, had been scrambling over the gunwales of the good ship History of Ideas, abandoning the effort to converse abstractly with the mighty dead, and clambering in hordes over the side of a newer vessel, Social History, which boasted a Hogarthian passenger list of heretics, misfits, and military women. At the level of the dissertations written in history departments, social history was outpacing intellectual, by a proportion of three to one. At the level of the scholarly journal, too, social history had forged ahead, though by a smaller margin. In the murkier, but no less significant, world of opinion, finally, the decline of intellectual history appeared clearest. History of ideas no longer occupied the cutting edge in young scholars' mental vision of their discipline.Social history, after all, had captured the minds of a generation—or a large percentage of it—in the 1960s, thanks both to the power of... (shrink)