Ethics and Education 9 (2):157-175 (2014)

Against narrow understandings of educational research, this article defends the relevance of philosophical anthropology to ethico-political education and contests its lack of space in the philosophy of education. My approximation of this topic begins with comments on philosophical anthropology; proceeds with examples from the history of educational ideas that illustrate what is at stake in placing realism, impossibility and education side by side; and moves to what anthropologically counts as realism or realistic expectations from education. The etymology of the word ‘education’ allows us to unveil educational connections with human nature that demarcate (im)possibility and thematize essentialism. By investigating various questions concerning human nature, philosophical anthropology becomes important for exploring the aims and scope of education in their utopian or anti-utopian framings
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DOI 10.1080/17449642.2014.917226
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References found in this work BETA

Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
A. H. Maslow's "Toward a Psychology of Being". [REVIEW]Irving Thalberg - 1964 - Philosophy and Phenomenological Research 25 (2):288.

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Democracy, Education and the Need for Politics.Ingerid Straume - 2016 - Studies in Philosophy and Education 35 (1):29-45.

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