Results for 'Philosophy of Education'

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  1. What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals.Matthew J. Hayden - 2012 - Studies in Philosophy and Education 31 (1):1-27.
    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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  2.  48
    Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors.Paul Smeyers, Doret J. de Ruyter, Yusef Waghid & Torill Strand - 2014 - Studies in Philosophy and Education 33 (6):647-666.
    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 , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper (...)
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  3.  60
    African Philosophy of Education: The Price of Unchallengeability.Kai Horsthemke & Penny Enslin - 2009 - Studies in Philosophy and Education 28 (3):209-222.
    In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy of Education has been much debated in South Africa. Not only its content and purpose but (...)
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  4.  42
    Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education.Walter Feinberg - 2015 - Studies in Philosophy and Education 34 (2):149-157.
    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 :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do (...)
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  5.  68
    Philosophy of Education is Bent.Cris Mayo - 2011 - Studies in Philosophy and Education 30 (5):471-476.
    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. Alfred North Whitehead's Informal Philosophy of Education.F. Ronald Blasius - 1997 - Studies in Philosophy and Education 16 (3):303-315.
    The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular (...)
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  7.  68
    Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present. [REVIEW]Hasan Ünder - 2008 - Studies in Philosophy and Education 27 (6):405-431.
    This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before (...)
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  8.  66
    Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW]Philip Higgs - 1998 - Studies in Philosophy and Education 17 (1):1-16.
    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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  9.  11
    Philosophy of Education in South Africa: A Re-Vision.Higgs Philip - 1998 - Studies in Philosophy and Education 17 (1):1-16.
    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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  10.  27
    Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects.Gonzalo Jover - 2001 - Studies in Philosophy and Education 20 (4):361-385.
    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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  11.  57
    Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education.R. Michael Matthews - 1997 - Studies in Philosophy and Education 16 (1/2):159-173.
    Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper (...)
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  12. Analysing Theoretical Frameworks of Moral Education Through Lakatos’s Philosophy of Science.Hyemin Han - 2014 - Journal of Moral Education 43 (1):32-53.
    The structure of studies of moral education is basically interdisciplinary; it includes moral philosophy, psychology, and educational research. This article systematically analyses the structure of studies of moral educational from the vantage points of philosophy of science. Among the various theoretical frameworks in the field of philosophy of science, this article mainly utilizes the perspectives of Lakatos’s research program. In particular, the article considers the relations and interactions between different fields, including moral philosophy, psychology, and (...)
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  13.  78
    What Is Philosophy of Music Education and Do We Really Need It?Elvira Panaiotidi - 2002 - Studies in Philosophy and Education 21 (3):229-252.
    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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  14. Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making.Morwenna Griffiths - 2014 - Educational Philosophy and Theory 46 (5):1-14.
    The overall question addressed in this article is,‘What kind of philosophy of education is relevant to educational policy makers?’ The article focuses on the following four themes: The meanings attached to the term philosophy by philosophers themselves; the meanings attached to the term philosophy by policy makers; the difference place and time makes to these meanings; how these different meanings affect the possibility of philosophy influencing policy.The question is addressed using philosophical methods and empirical evidence (...)
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  15.  31
    History and Philosophy of Science in Science Education, in Brazil.Roberto de Andrade Martins, Cibelle Celestino Silva & Maria Elice Brzezinski Prestes - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 2271-2299.
    This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared more consistently in the decade (...)
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  16.  69
    Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions.Helen E. Lees - 2012 - Ethics and Education 7 (3):291-302.
    . 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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  17.  40
    Media and Moral Education: A Philosophy of Critical Engagement.Laura D'Olimpio - 2018 - London, UK: Routledge.
    Media and Moral Education demonstrates that the study of philosophy can be used to enhance critical thinking skills, which are sorely needed in today’s technological age. It addresses the current oversight of the educational environment not keeping pace with rapid advances in technology, despite the fact that educating students to engage critically and compassionately with others via online media is of the utmost importance. -/- D’Olimpio claims that philosophical thinking skills support the adoption of an attitude she calls (...)
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  18.  89
    Reason in Teaching: Scheffler's Philosophy of Education €œA Maximum of Vision and a Minimum of Mystery”.William Hare - 1997 - Studies in Philosophy and Education 16 (1/2):89-101.
    This discussion cocnentrates on the distinctive conception of teaching which Scheffler develops, one in which teachers recognize and obligation both to offer reasons for their beliefs and to accept questions and objections raised by their students; and it shows how this conception is rooted in ethical and epistemological considerations. It emerges that Scheffler has anticipated, and answered, various arguments currently being raised against an approach to teaching which values critical reflection by students, and that he has also succeeded in avoiding (...)
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  19.  32
    Virtue, Reason, and the False Public Voice: Catharine Macaulay's Philosophy of Moral Education.Connie Titone - 2009 - Educational Philosophy and Theory 41 (1):91-108.
    Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to ‘bring the human mind to such a height of perfection as shall induce the practice of the best morals’, is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, virtuous (...)
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  20.  8
    The Medical Condition of Philosophy of Education.John White - 1987 - Philosophy of Education 21 (2):155-162.
    A reply to David Hamlyn's critique of current philosophy of education.
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  21.  46
    Readings in Philosophy of Education.Orteza Y. Miranda & M. Evelina - 1999 - Published and Distributed by Rex Book Store.
    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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  22. Response to Gert Biesta’s Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective.Andrew Stables - 2010 - Studies in Philosophy and Education 29 (6):587-589.
  23.  35
    Introduction: Continuity and Diversity: Philosophy of Education at the Beginning of the New Millennium.Marjorie O'Loughlin - 2003 - Studies in Philosophy and Education 22 (3/4):175-181.
  24.  40
    Review of Andrew Stables, Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective: Continuum Studies in Education, 2008 ; 2011. [REVIEW]Gert J. J. Biesta - 2010 - Studies in Philosophy and Education 29 (6):579-585.
  25.  45
    Introduction: The Many Faces of Philosophy of Education: Traditions, Problems and Challenges. [REVIEW]Tone Kvernbekk - 2004 - Studies in Philosophy and Education 23 (2/3):81-85.
  26.  24
    Response to Fred Ellett’s Review of Leaders in Philosophy of Education: Intellectual Self Portraits.Leonard J. Waks - 2010 - Studies in Philosophy and Education 29 (3):321-323.
  27.  42
    Disrupting the Coloniality of Being: Toward De-Colonial Ontologies in Philosophy of Education.Troy A. Richardson - 2012 - Studies in Philosophy and Education 31 (6):539-551.
    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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  28.  43
    The Global Community, Religion, and Education: The Modernity of Dewey’s Social Philosophy[REVIEW]Daniel Tröhler - 2000 - Studies in Philosophy and Education 19 (1):159-186.
    As a starting point this paper takes Dewey's nowadays oftenstressed modernity and examines his social philosophy againstthe background of the current debates on republicanism andcommunitarianism. Particularly, the anaysis of Dewey's The Public and its Problem (1927) concludesthat the attention being paid to Dewey is problematic asspecific religious assumptions – explicitly developedin A Common Faith (1934) – lie in the backgroundof his social philosophy, and are hardly being recognized.However, as it shall be shown, without considering thereligious basis, neither Dewey's (...)
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  29.  11
    "Learn to Philosophize": The Role of the History of Philosophy and Argumentation Theory in the Reform of Philosophical Education.Sergiy Secundant - 2018 - Sententiae 37 (1):219-232.
    The author proves the crucial role of the reform of philosophical education in the context of the socio-economic crisis. Without this reform, it is impossible to form a new mentality. Respectively, without changing the mentality, other reforms are not possible. Criticizing the Soviet command-and-control system, the author argues that its system remains in the very structure of Ukrainian universities. The reform of philosophical education, according to the author, should lie (1) in the democratization of the educational process and (...)
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  30.  50
    An Adventure in Publishing Revisited: Fifty Years of Studies in Philosophy and Education.Gert Biesta - 2011 - Studies in Philosophy and Education 30 (5):429-432.
  31.  41
    John White, Education and the End of Work -- A New Philosophy of Work and Learning.Ronald Glasberg - 1999 - Studies in Philosophy and Education 18 (4):257-261.
  32.  36
    Philosophy of Development: Reconstructing the Foundations of Human Development and Education, Edited by Wouter van Haaften, Michiel Korthals and Thomas Wren.Charles Bailey - 1999 - Studies in Philosophy and Education 18 (3):175-184.
  33.  62
    Virtue Epistemology and the Philosophy of Education.James Macallister - 2012 - Journal of Philosophy of Education 46 (2):251-270.
    This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out (...)
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  34.  6
    Book Review: In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education, by Maughn Rollins Gregory and Megan Jane Laverty (Eds). [REVIEW]Gilbert Burgh - 2020 - Journal of Philosophy in Schools 7 (1):132-138.
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and (...)
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  35. Lessons in Multiculturalism and Objectivity? Puzzling Out Susan Haack's Philosophy of Education.Markus Seidel & Christoph Trüper - 2016 - In Julia Göhner & Eva-Maria Jung (eds.), Susan Haack: Reintegrating Philosophy. Springer. pp. 123-131.
  36. Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin, Mary Tjiattas & Sharon Todd - 2009 - Philosophy of Education 43 (1):1-2.
    Universalism in philosophy, argue Penny Enslin and Mary Tjiattas, tends to be regarded as an affront to particular affiliations, an act of injustice by misrecognition. While agreeing with criticisms of some expressions of universalism, they take the view that anti-universalism has become an orthodoxy that deflects attention from pressing issues of global injustice in education. In different ways, recent reformulations of universalism accommodate particularity and claims for recognition. Defending a qualified universalism, they argue, through a discussion of the (...)
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  37.  25
    Break with Tradition: Marshall's Contribution to a Foucauldian Philosophy of Education.Lynda Stone - 2005 - Educational Philosophy and Theory 37 (3):441–447.
    James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of Bachelard, Canguilhem and Foucault. From them a different understanding of ‘concept’ is offered as a break with the analytic tradition in philosophy (...)
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  38.  30
    The Role of Policy in Philosophy of Education: An Argument and an Illustration.John White - 2012 - Journal of Philosophy of Education 46 (4):503-515.
    The article consists of a general section looking at changes since the 1960s in the links between philosophy of education and policy-making, followed by a specific section engaging in topical policy critique. The historical argument claims that policy involvement was far more widespread in our subject before the mid-1980s than it has been since then, and discusses various reasons for this change. The second section is a close examination of the Expert Panel's December 2011 recommendations on the future (...)
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  39.  5
    Strategy of Socially-Anthropological Development in Dieas and System of Modern Social Philosophy of Education: Integration of Model of the Instrumentalism and the Neopragmatism with the Concept «New Humanism».Viktor Zinchenko - unknown
    The purpose. Explore the major ideological patterns of development of a socially philosophies of education in the context of the problems of institutionalization of knowledge about human and social development. To analyse system-integration aspect of social philosophy and education management in interaction of concepts of an instrumentalism of a pragmatism and a neopragmatism with model of «new humanism» in formation of socially valuable orientations. Methodology. Classification existing in the western philosophy of education and education (...)
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  40.  84
    Kant's Philosophy of Education: Between Relational and Systemic Approaches.Ana Marta González - 2011 - Journal of Philosophy of Education 45 (3):433-454.
    The purpose of this paper is to view Kant's approach to education in the broader context of Kant's philosophy of culture and history as a process whose direction should be reflectively assumed by human freedom, in the light of man's moral vocation. In this context, some characteristic tensions of his enlightened approach to education appear. Thus, while Kant takes the educational process to be a radically moral enterprise all the way through—and hence, placed in a relational context—he (...)
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  41.  42
    Method, Philosophy of Education and the Sphere of the Practico-Inert.Marianna Papastephanou - 2009 - Journal of Philosophy of Education 43 (3):451-469.
    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the 'practico-inert' as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the (...)
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  42.  8
    Method, Philosophy of Education and the Sphere of the Practico-Inert.Marianna Papastephanou - 2009 - Philosophy of Education 43 (3):451-469.
    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the ‘practico-inert’ as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the (...)
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  43.  44
    Philosophy of Education and Economics: A Case for Closer Engagement.Stephen Gough - 2009 - Journal of Philosophy of Education 43 (2):269-283.
    Relatively little contemporary philosophy of education employs economic concepts directly. Even where issues such as marketisation of education are discussed there may be little clarification of underlying concepts. The paper argues that while much contemporary economic thinking on education may be philosophically naive, it is also the case that philosophy of education can productively engage with particular economic insights and perspectives. The paper examines particular conceptualisations of 'economics' and 'the market', drawing upon these to (...)
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  44.  6
    Transition, Action and Education: Redirecting Pragmatist Philosophy of Education.Colin Koopman & Darren Garside - 2019 - Journal of Philosophy of Education 53 (4):734-747.
    Recent developments in contemporary pragmatist thought have the potential to help reshape our understandings of pragmatism in philosophy of education. We first survey the development of pragmatism as founded in experience, moving through linguistic pragmatism, to a newer actionistic approach in conduct pragmatism. Conduct pragmatism prioritises action over both experience and discursive thought in ways that can be central to educational activity and projects. Conduct pragmatism so conceived has the potential to alter and shift how philosophers of (...) relate to pragmatist thought and in the second part of the paper we outline some of these potentials. We indicate the possibilities for pragmatist philosophy of education to engage with diverse bodies of thought, moving away from an insular focus on one or two philosophers, and a diversity of locations where philosophy is active and conducted. (shrink)
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  45. Philosophy of Education in Today’s World and Tomorrow's: A View From ‘Down Under’.John Clark - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15:21-30.
    In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers (...)
     
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  46.  7
    Method, Philosophy of Education and the Sphere of the Practico‐Inert.Marianna Papastephanou - 2009 - Journal of Philosophy of Education 43 (3):451-469.
    This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean‐Paul Sartre's notion of the ‘practico‐inert’ as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico‐inert, on the one hand, and praxis, on the (...)
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  47. Philosophy of Education.Nel Noddings - 1995 - Westview Press.
    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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  48.  30
    Celebrating Moderate Dualism in the Philosophy of Education: A Reflection on the Hirst‐Carr Debate.Khosrow Bagheri Noaparast - 2013 - Journal of Philosophy of Education 47 (4):564-576.
    The position of the philosophy of education in theoretical or practical philosophy was the main subject of debate between Paul Hirst and Wilfred Carr. In his support for practical philosophy, Carr argues that in order to bridge the theory/practice gap and deconstruct the illusory intactness of philosophy of education from developments in the practical realm, philosophy of education should be assumed as a branch of practical philosophy. Opposed to this argument, Hirst (...)
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  49.  18
    Philosophy of Education: Becoming Less Western, More African?Penny Enslin & Kai Horsthemke - 2016 - Journal of Philosophy of Education 50 (2):177-190.
    Posing the question ‘How diverse is philosophy of education in the West?’ this paper responds to two recent defences of African philosophy of education which endorse its communitarianism and oppose individualism in Western philosophy of education. After outlining Thaddeus Metz's argument that Western philosophy of education should become more African by being more communitarian, and Yusef Waghid's defence of communitarianism in African philosophy of education, we develop a qualified defence of (...)
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  50.  21
    Recovering the Lost Métier of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield.Pádraig Hogan - 2015 - Journal of Philosophy of Education 49 (3):366-381.
    A Special Issue of the Journal of Philosophy of Education in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to the Special Issue—particularly two of them—have to say about the relationship between philosophy (...)
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