Philosophy of Education

This paper argues for the specific pedagogical and philosophical value of toggling between places, as experienced in service or community-based learning. Regular shifting of student perspectives by traveling from a classroom to a community service site alienates students from their assumptions about beliefs, and opens up more diverse perspectives within the classroom.

Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has not experienced (...) the sort of racial friction that has been found in places such as South Africa or the USA . This article analyses interculturalism and non‐formal education in Brazilian society from the perspective of Martin Buber's philosophy of dialogue and demonstrates some of the advantages interculturalism has over multiculturalism. We further suggest that the example of modern and contemporary Brazil follows Martin Buber in ‘pointing the way’ for other countries and for other societies and cultures. (shrink)

In this paper I contrast conceptions of self from two perspectives: an individualistic orientation and a communitarian approach. In doing so, the philosophical justification is Wittgenstein’s idea that individualism is produced and reinforced as a way of being, thinking and interacting in community. With this contextual frame, I argue that we are shaped by the language practices of our community to ascribe meaning and interpret our own relationships with others through our language lexicon and grammar. To illustrate the communitarian perspective (...) I refer to Māori perspectives in which connectedness is axiomatic: in particular the concepts of whanaungatanga and whakapapa, as described by Ka’ai and Metge. On the basis that such concepts are predicated on language use, I suggest that we can learn the grammar of engagement in a discursive context that emphasises connectedness just as easily as in one which is founded on separateness. I argue that interacting with an other is to engage with the ideas, beliefs, and values that shape their language, even as we expose our own. Engaging between individualistic and communitarian understandings is presented as learning to bridge language gaps between different social constructs and understandings of reality. (shrink)

The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simplification of the concept to some of its dominant expressions only. The paper further explores the (...) etymology of ‘complexity’ and offers a chronological presentation of three generations of theories that have shaped its uses; the epistemic and socio‐cultural roots of these theories are also introduced. From an epistemological point of view, this reflection sheds light on the competing interpretations underlying the definition of what is considered as complex. Also, from an anthropological perspective it considers both the emancipatory as well as the alienating dimensions of complexity. Based on the highlighted ambiguities, the paper suggests in conclusion that contributions grounded in contemporary theories related to complexity, as well as critical appraisals of their epistemological and ethical legitimacy, need to follow the recursive feedback loops and dynamics that they constitute. In doing so, researchers and practitioners in education should consider their own practice as a learning process that does not require the reduction of the antagonisms and the complementarities that shape its own complexity. (shrink)

The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simplification of the concept to some of its dominant expressions only. The paper further explores the (...) etymology of ‘complexity’ and offers a chronological presentation of three generations of theories that have shaped its uses; the epistemic and socio‐cultural roots of these theories are also introduced. From an epistemological point of view, this reflection sheds light on the competing interpretations underlying the definition of what is considered as complex. Also, from an anthropological perspective it considers both the emancipatory as well as the alienating dimensions of complexity. Based on the highlighted ambiguities, the paper suggests in conclusion that contributions grounded in contemporary theories related to complexity, as well as critical appraisals of their epistemological and ethical legitimacy, need to follow the recursive feedback loops and dynamics that they constitute. In doing so, researchers and practitioners in education should consider their own practice as a learning process that does not require the reduction of the antagonisms and the complementarities that shape its own complexity. (shrink)