Philosophers Without Borders? Toward a Comparative Philosophy of Education

Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (1):50-70 (2011)
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Abstract

One important element of globalization is the dissemination of western educational ideals and organizational frameworks through educational development projects. While postcolonial theory has long offered a useful critique of this expansion, it is less clear about how educational development that eschews neo-imperialist tendencies might proceed. This problem poses a question that requires philosophical reflection. However, much of comparative and international development education ignores philosophical modes of inquiry. Moreover, as Libbrecht (2007) argues, philosophy all too often sees itself as synonymous with the Euro-American intellectual tradition, thus ignoring indigenous educational thought that might more appropriately guide local educational development. Drawing on John Dewey's (1938) call for deeper and more inclusive plans of operations in response to social conflicts and Jurgen Habermas (2008) call for ?reciprocal learning processes? and ?cooperative acts of translation,? we will attempt to reach beyond our individual philosophical borders to explore the necessity and possibilities of comparative philosophy of education by sharing three examples of our current efforts to apply philosophical analysis to international educational development. These examples will articulate and embody the necessity and the challenges of applying philosophical analysis to educational development work

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References found in this work

Consequences of Pragmatism.Richard Rorty - 1984 - Erkenntnis 21 (3):423-431.
Democracy and Education.J. E. Creighton - 1916 - Philosophical Review 25 (5):735.
Individualism Old and New.John Dewey - 1931 - International Journal of Ethics 41 (3):362-365.
Lectures in China, 1919-1920.John Dewey, Robert W. Clopton & Tsuni-Chen Ou - 1975 - Transactions of the Charles S. Peirce Society 11 (4):305-309.

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