Search results for 'philosophy education' (try it on Scholar)

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  1. Daniel H. Cohen (1995). TArgument is War...And War is Hell: Philosophy, Education, and Metaphors for Argumentation. Informal Logic 17 (2).score: 234.0
    The claim that argumentation has no proper role in either philosophy or education, and especially not in philosophical education, flies in the face of both conventional wisdom and traditional pedagogy. There is, however, something to be said for it because it is really only provocative against a certain philosophical backdrop. Our understanding of the concept "argument" is both reflected by and molded by the specific metaphor that argument-is-war, something with winners and losers, offensive and defensive moments, and (...)
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  2. Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.score: 216.0
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of (...)
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  3. Elvira Panaiotidi (2002). What Is Philosophy of Music Education and Do We Really Need It? Studies in Philosophy and Education 21 (3):229-252.score: 216.0
    The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.
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  4. Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.score: 216.0
    In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, (...)
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  5. Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.score: 216.0
    Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal (...)
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  6. Gonzalo Jover (2001). Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects. Studies in Philosophy and Education 20 (4):361-385.score: 216.0
    This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon (...)
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  7. Walter Feinberg (forthcoming). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education:1-9.score: 216.0
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere (Feinberg in Eur J Pragmatism Am Philos 4(1):222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously (...)
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  8. Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (forthcoming). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education:1-20.score: 216.0
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal (Stud Philos Educ 31:1–27, 2012), this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and (...)
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  9. Desh Raj Sirswal (2012). Positive Philosophy, Innovative Method and Present Education System. In Abdp (ed.), Applied Philosophy and Ethics.score: 210.0
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it (...)
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  10. Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.score: 204.0
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, (...)
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  11. Yusef Waghid & Paul Smeyers (2012). Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education. Educational Philosophy and Theory 44 (s2):1-5.score: 204.0
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ (...)
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  12. Duck-joo Kwak (2011). Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education. Educational Philosophy and Theory 44 (5):535-545.score: 204.0
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, (...)
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  13. A. C. Besley (2013). Philosophy, Education and the Corruption of Youth—From Socrates to Islamic Extremists. Educational Philosophy and Theory 45 (1):6-19.score: 204.0
    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 or which he accepted little or no responsibility. Socrates appears subversively anti-democratic. This provides grounds that (...)
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  14. Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.score: 204.0
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...)
     
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  15. Helen E. Lees (2013). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291 - 302.score: 198.0
    (2012). Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  16. John Dewey (1993). Philosophy & Education in Their Historic Relations. Westview Press.score: 198.0
  17. George R. Knight (2006). Philosophy & Education: An Introduction in Christian Perspective. Andrews University Press.score: 198.0
  18. Wendy Kohli (ed.) (1995). Critical Conversations in Philosophy of Education. Routledge.score: 194.0
    Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as western philosophers in general are coming to terms with the "end of (...)
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  19. Nel Noddings (1995). Philosophy of Education. Westview Press.score: 192.0
    Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated (...)
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  20. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.score: 192.0
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  21. Randall R. Curren (ed.) (2007). Philosophy of Education: An Anthology. Blackwell Pub..score: 192.0
    Philosophy of Education: An Anthology brings together the essential historical and contemporary readings in the philosophy of education. The readings have been selected for their philosophical merit, their focus on important aspects of educational practice and their readability. Includes classic pieces by Plato, Aristotle, Isocrates, Locke, Rousseau, Mill, and Dewey. Addresses topical issues such as teacher professionalism and accountability, the commercialization of schooling, multicultural education, and parental choice.
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  22. T. W. Moore (1982). Philosophy of Education: An Introduction. Routledge & K. Paul.score: 192.0
    Philosophy and philosophy of education Introduction This book sets out to give a brief and elementary introduction to philosophy of education, a specialised ...
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  23. John L. Childs (1971). Education and the Philosophy of Experimentalism. New York,Arno Press.score: 192.0
    EDUCATION AND THE PHILOSOPHY OF EXPERIMENTALISM CHAPTER I AN INDIGENOUS AMERICAN PHILOSOPHY "Whoever is interested in the future should especially study ...
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  24. Christopher Winch (1999). Key Concepts in the Philosophy of Education. Routledge.score: 192.0
    In a clear and lively manner, this new reference explains all of the essential concepts used in contemporary and modern philosophy of education. It also provides invaluable background on the classic educational philosophy texts of Rousseau, Plato and others--readers will find coverage of seminal views on teaching, learning and indoctrination as well as such contemporary concepts as postmodernism, markets and school effectiveness . Students, researchers and anyone interested in contemporary education will be certain to want this (...)
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  25. Nigel Blake (ed.) (2003). The Blackwell Guide to the Philosophy of Education. Blackwell Pub..score: 192.0
    "The Blackwell Guide to Philosophy of Education" is state-of-the-art map to the field as well as a valuable reference book.
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  26. Robin Barrow (2006/1982). An Introduction to Philosophy of Education. Routledge.score: 192.0
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating (...)
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  27. Orteza Y. Miranda & M. Evelina (1999). Readings in Philosophy of Education. Published and Distributed by Rex Book Store.score: 192.0
    THE PLACE OF ANALYTIC PHILOSOPHY OF EDUCATION IN THE EDUCATION AND TRAINING OF SCHOOL TEACHERS That the question of the place of philosophy of education in ...
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  28. Christopher Winch (2008). Philosophy of Education: The Key Concepts. Routledge.score: 192.0
    This new edition of Philosophy of Education: The Key Concepts is an easy to use A-Z guide summarizing all the key terms, ideas and issues central to the study of educational theory today. Fully updated, the book is cross-referenced throughout and contains pointers to further reading, as well as new entries on such topics as: Citizenship and Civic Education Liberalism Capability Well-being Patriotism Globalisation Open-mindedness Creationism and Intelligent Design. Comprehensive and authoritative this highly accessible guide provides all (...)
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  29. Frieda Heyting, Dieter Lenzen & John White (eds.) (2001). Methods in Philosophy of Education. Routledge.score: 192.0
    This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.
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  30. Harvey Siegel (ed.) (2009). The Oxford Handbook of Philosophy of Education. Oxford University Press.score: 192.0
    Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended (...)
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  31. John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.score: 192.0
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  32. Richard Bailey (ed.) (2010). The Sage Handbook of Philosophy of Education. Sage Publication.score: 192.0
    This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential ...
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  33. Philip Higgs (2012). African Philosophy and the Decolonisation of Education in Africa: Some Critical Reflections. Educational Philosophy and Theory 44 (s2):37-55.score: 192.0
    The liberation of Africa and its peoples from centuries of racially discriminatory colonial rule and domination has far-reaching implications for educational thought and practice. The transformation of educational discourse in Africa requires a philosophical framework that respects diversity, acknowledges lived experience and challenges the hegemony of Western forms of universal knowledge. In this article I reflect critically on whether African philosophy, as a system of African knowledge(s), can provide a useful philosophical framework for the construction of empowering knowledge that (...)
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  34. James W. Garrison (2012). John Dewey's Philosophy of Education: An Introduction and Recontextualization for Our Times. Palgrave Macmillan.score: 192.0
    In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole.
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  35. Hasan Ünder (2008). Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present. [REVIEW] Studies in Philosophy and Education 27 (6):405-431.score: 192.0
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  36. Abul Pitre (2007). The Educational Philosophy of Elijah Muhammad: Education for a New World. University Press of America.score: 192.0
    Chapter The Making of Elijah Muhammad In order to understand the profoundness of the educational philosophy of Elijah Muhammad, I must examine a brief ...
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  37. Kai Horsthemke & Penny Enslin (2009). African Philosophy of Education: The Price of Unchallengeability. Studies in Philosophy and Education 28 (3):209-222.score: 192.0
  38. Kenneth Wain (2008). The Future of Education ... And its Philosophy. Studies in Philosophy and Education 27 (2-3):103-114.score: 192.0
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  39. Sandy Farquhar & Peter FitzSimons (eds.) (2008). Philosophy of Early Childhood Education: Transforming Narratives. Blackwell Pub..score: 192.0
    Philosophy of Early Childhood Education: Transforming Narratives provides an insightful reflection on some contemporary issues and theories underpinning early childhood education. The essays in this volume penned by an international group of educators are both critical and transformative, offering new insights on the practices and policies within early childhood education. Provides a critical reflection on some current issues within early childhood education Offers perspectives outside traditional narratives of early childhood Encourages the emergence of new paradigms (...)
     
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  40. Steven R. Loomis (2009). C.S. Lewis: A Philosophy of Education. Palgrave Macmillan.score: 192.0
    In this book about the philosophy of education, Loomis and Rodriguez carefully examine the first principles of theoretic and practical reason necessary for human development and flourishing. Collaborating with the genius of C.S. Lewis, and particularly his brilliant work The Abolition of Man , the authors offer a multi-facetted, interdisciplinary investigation of perennial questions that impact human development and freedom. What is the human being? What are essential criteria for human flourishing? What is the best institutional framework for (...)
     
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  41. Robert A. Mechikoff (2006). A History and Philosophy of Sport and Physical Education: From Ancient Civilizations to the Modern World. Mcgraw-Hill.score: 192.0
    This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational (...)
     
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  42. Mehdi Khan Nakosteen (1943). A Three-Fold Philosophy of Education. Denver, C. Mapes Publishing Co..score: 192.0
    book 1. A three-fold philosophy of education.- book 2. Individual and social aims of education.- book 3. Theory of education from Comenius to Dewey.
     
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  43. Glyn Richards (2001). Gandhi's Philosophy of Education. Oxford University Press.score: 192.0
    This in-depth study of Gandhi's philosophy of education examines the modern nature of his thought. In addition, it relates his intriguing philosophy to his views on Swaraj, religion, and reform. Sure to spark interest among readers of Gandhi, this book will undoubtedly appeal to all those wanting a better understanding of education in general, and of the attainment of knowledge.
     
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  44. Nimet Kucuk (2008). The Two Dimensions of Philosophy Education with Children. Proceedings of the Xxii World Congress of Philosophy 27:39-44.score: 186.0
    The Twenty-first Century will be the age of information, a century only those societies that reach to and produce information can achieve success. The individuals of this century must have along with the basic skill, the new and significant qualifications of problemsolving, learning how to think, creative thinking, decision-making, research and assume responsibility of one’s knowledge as active subjects. Therefore we have to teach our students how to think. Education of thinking is the education of philosophy. One (...)
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  45. Son Dong-Huyn (2008). New Trends in University Education and Philosophy Education in Korea. Proceedings of the Xxii World Congress of Philosophy 37:267-282.score: 186.0
    The gist of this paper is to closely examine the actual demands of the students under the education of philosophy, and execute such a philosophy education as to meet the demands, so that any plan of securing the proper status of philosophy education in the university society might be made. While it says that the philosophy education should be newly programmed, such a new programming cannot be talked about without considering the new (...)
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  46. Mark Mason (2008). Complexity Theory and the Philosophy of Education. Educational Philosophy and Theory 40 (1):4–18.score: 182.0
    This volume provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change.
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  47. K. Asafo-Agyei Okrah (2003). Nyansapo (the Wisdom Knot): Toward an African Philosophy of Education. Routledge.score: 182.0
    This study examines the issues of indigenous philosophies, which are embedded in different aspects of socialization process among the Akan of Ghana. The research explores the possibility of forging a new future that builds on the positive aspects of their past and present and on carefully chosen ideas, methods and technology from abroad.
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  48. Morwenna Griffiths (2013). Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making. Educational Philosophy and Theory:1-14.score: 180.0
  49. Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.score: 180.0
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  50. Troy A. Richardson (2012). Disrupting the Coloniality of Being: Toward De-Colonial Ontologies in Philosophy of Education. Studies in Philosophy and Education 31 (6):539-551.score: 180.0
    This essay works to bridge conversations in philosophy of education with decolonial theory. The author considers Margonis’ ( 1999 , 2011a , b ) use of Rousseau ( 1979 ) and Heidegger ( 1962 ) in developing an ontological attitude that counters social hierarchies and promotes anti-colonial relations. While affirming this effort, the essay outlines a coloniality of being at work in Rousseau and Heidegger through thier reliance on the colonial conceptualization of African Americans and Native Americans as (...)
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