Results for 'Contemplative Education'

1000+ found
Order:
  1.  18
    Environmental Education as a Lived-Body Practice? A Contemplative Pedagogy Perspective.Pulkki Jani, Dahlin Bo & Värri Veli-Matti - 2017 - Journal of Philosophy of Education 51 (1):214-229.
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  2.  16
    Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Pulkki Jani, Dahlin Bo & Värri Veli‐Matti - 2017 - Journal of Philosophy of Education 51 (1):214-229.
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  3.  13
    Environmental Education as a Lived‐Body Practice? A Contemplative Pedagogy Perspective.Jani Pulkki, Bo Dahlin & Veli-Matti Värri - 2016 - Journal of Philosophy of Education 50 (4).
    Environmental education usually appeals to the students’ knowledge and rational understanding. Even though this is needed, there is a neglected aspect of learning ecologically fruitful action; that of the lived-body. This paper introduces the lived-body as an important site for learning ecological action. An argument is made for the need of a biophilia revolution, in which refined experience of the body and enhanced capabilities for sensing are seen as important ways of complementing the more common, knowledge-based environmental education. (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  4. The Case for a Contemplative Philosophy of Education.Rick Repetti - 2010 - New Directions for Community Colleges 151:5-15.
    I argue for the use of contemplative practices, such as meditation, journaling, reflection, etc., as an adjunct or alternative form of pedagogy that can help enrich student engagement, facilitate the creation of a philosophical mind state, and engender intrinsic curiosity and related psychological and/or motivational qualities that are supportive of educational ideals. I report on my own scholarship of teaching and learning (SoTL) research performed in my philosophy classes, as a case study in point. I found that the more (...)
    Direct download  
     
    Export citation  
     
    Bookmark   3 citations  
  5.  2
    Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down.Áine Mahon - 2021 - Educational Philosophy and Theory 53 (5):448-458.
    The Slow Professor: Challenging the Culture of Speed in the Academy was published in 2016 to critical acclaim. Rejecting outright the marketisation of the modern university, the book proposed a countercultural approach which denounced the seductive imperatives to overwork and competition and called on academics to make a more deliberate moral choice. In this paper, I critically engage with The Slow Professor's ethical vision. I draw on the work of writers Sally Rooney, John Williams and David Foster Wallace in careful (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  6.  9
    Towards a Higher Education: Contemplation, Compassion, and the Ethics of Slowing Down.Áine Mahon - forthcoming - Tandf: Educational Philosophy and Theory:1-11.
  7.  42
    Intercultural Philosophy and the Nondual Wisdom of ‘Basic Goodness’: Implications for Contemplative and Transformative Education.Claudia Eppert, Daniel Vokey, Tram Truong Anh Nguyen & Heesoon Bai - 2015 - Journal of Philosophy of Education 49 (2):274-293.
    Radical personal and systemic social transformation is urgently needed to address world-wide violence and inequality, pervasive moral confusion and corruption, and the rapid, unprecedented global destruction of our environment. Recent years have seen an embrace of intersubjectivity within discourse on educational transformation within academia and the public sphere. As well, there has been a turn toward contemplative education initiatives within North American schools, colleges and universities. This article contends that these turns might benefit from openness to the ontologies, (...)
    Direct download (6 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  8.  2
    The Legacy of the Suprematist Square for a Sensing Pedagogy: A Non-Objective Creative Contemplation for Education.E. Jayne White & Mikhail Gradovski - 2021 - Educational Philosophy and Theory 53 (7):740-748.
    While Kazimir Malevich is widely known for his suprematist contributions to art, little attention has been granted to his articulated philosophical premise and methodological manifestation concerning the non-objectivity of thought and its relationship to feeling. This paper shows how Suprematist philosophy gives rise to the concept of pedagogical sensing that was first characterized by UNOVIS. Casting Suprematist aspersions on dominant educational practices that seek to reproduce what seemingly ‘is’, a non-objective collapse of all-too-certain frames is replaced by abstract essence. As (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  9.  28
    Leisure, Contemplation and Leisure Education.Jeffrey Morgan - 2006 - Ethics and Education 1 (2):133-147.
    I argue in defense of Aristotle's position that contemplation is the proper use of at least some of one's leisure and that, consequently, leisure education must consist in teaching the inclination and capacity for contemplation. However, my position is somewhat more flexible than Aristotle's, in that I allow that there are other activities worthy of some leisure. My argument examines Aristotle's own comments on the importance of theoria as well as commentaries by Ackrill, Nagel, Broadie, Green and Telfer. In (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  10.  8
    Contemplative Dialogue as the Basis for a Transdisciplinary Attitude: Ecoliteracy Toward an Education for Human Sustainability.E. Vargas-Madrazo - 2018 - World Futures 74 (4):224-245.
    Our EcoDialogue Center is an educational space for human sustainability within the University of Veracruz. We propose that creating sustainable knowledge requires re-thinking how we conceive ourselves as human beings. This requires paying attention to what we call “the quality of being,” which means caring about and attending to the physical–emotional–mental–spiritual as the foundation of education. This way we can create a space where we can dialogue contemplatively where all dimensions of our lives interact; the physical, the emotional, the (...)
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  11.  36
    Contemplative Pedagogy and Mindfulness: Developing Creative Attention in an Age of Distraction.Aislinn O'Donnell - 2015 - Journal of Philosophy of Education 49 (2):187-202.
    Over the last decade, there has been a considerable expansion of mindfulness programmes into a number of different domains of contemporary life, such as corporations, schools, hospitals and even the military. Understanding the reasons for this phenomenon involves, I argue, reflecting upon the nature of contemporary capitalism and mapping the complexity of navigating new digital technologies that make multiple and accelerated solicitations upon attention and our affective lives. Whilst acknowledging the benefits of mindfulness practice, this article argues that it is (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   13 citations  
  12.  39
    Contemplative Leadership: The Possibilities for the Ethics of Leadership Theory and Practice.Gina Grandy & Martyna Sliwa - 2017 - Journal of Business Ethics 143 (3):423-440.
    In this paper, we offer a conceptualization of leadership as contemplative. Drawing on MacIntyre’s perspective on virtue ethics and Levinas’ and Gilligan’s work on the ethics of responsibility and care, we propose contemplative leadership as virtuous activity; reflexive, engaged, relational, and embodied practice that requires knowledge from within context and practical wisdom. More than simply offering another way to conceptualize the ethics of leadership, this research contributes to understanding the ethics of leadership in practice. Empirically, we analyze the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  13.  20
    Heidegger East and West: Philosophy as Educative Contemplation.David Lewin - 2015 - Journal of Philosophy of Education 49 (2):221-239.
    Resonances between Heidegger's philosophy and Eastern religious traditions have been widely discussed by scholars. The significance of Heidegger's thinking for education has also become increasingly clear over recent years. In this article I argue that an important aspect of Heidegger's work, the relevance of which to education is relatively undeveloped, relates to his desire to overcome Western metaphysics, a project that invites an exploration of his connections with Eastern thought. I argue that Heidegger's desire to deconstruct the West (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  14.  30
    Theology, Contemplation and the University.Andrew Louth - 2004 - Studies in Christian Ethics 17 (1):69-79.
    Theology was one of the original faculties of the medieval university, which grew out of the earlier monastic and cathedral schools, where theology was central. The purpose of theology in monastic education was to provide not simply information about theological topics, but to prepare one to contemplate God, contemplation being the true knowledge of God. Contemplation as the goal of intellectual development, however, goes behind the Christian education of monastery and university to the intellectual and cultural ideals of (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  15. Contemplative Science: An Insider's Prospectus.W. B. Britton, A. C. Brown, C. T. Kaplan, R. E. Goldman, M. Deluca, R. Rojiani, H. Reis, M. Xi, J. C. Chou, F. McKenna, P. Hitchcock, Tomas Rocha, J. Himmelfarb, D. M. Margolis, N. F. Halsey, A. M. Eckert & T. Frank - 2013 - New Directions for Teaching and Learning 134:13-29.
    This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  16.  13
    Contemplative Instruction and the Gifts of Beauty, Love, and Silence.Angelo Caranfa - 2010 - Educational Theory 60 (5):561-585.
    In this essay Angelo Caranfa maintains that what education should be engaging in is a ceaseless effort of cultivating in the students attention to the things of the spirit—that is, the world of aesthetic apprehension as described by such figures as Plato and Simone Weil. Caranfa attempts to show that in Plato and in Weil, we receive a vision of education that motivates the contemplative life conceived as contact with the Good, Truth, Justice, Love, and Beauty. This (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  17.  30
    Undoing Bad Upbringing Through Contemplation: An Aristotelian Reconstruction.Kristján Kristjánsson - 2014 - Journal of Moral Education 43 (4):468-483.
    The aim of this article is to reconstruct two counter-intuitive Aristotelian theses—about contemplation as the culmination of the good life and about the impossibility of undoing bad upbringing—to bring them into line with current empirical research, as well as with the essentials of an overall Aristotelian approach to moral education. I start by rehearsing those essentials. I then illustrate the two theses and their counter-intuitive ramifications by dint of three life stories of imaginary persons. Subsequently, I offer a reconstruction (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  18.  6
    To Transcend Aesthetic Contemplation: A Perspective of Modern Aesthetic Education.X. U. Cheng - 2013 - Journal of Aesthetic Education (Misc) 1:008.
    Direct download  
     
    Export citation  
     
    Bookmark  
  19.  26
    Philosophy East/West: Exploring Intersections Between Educational and Contemplative Practices Ed. By Oren Ergas and Sharon Todd.Patrick Laude - 2017 - Philosophy East and West 67 (3):938-940.
    Oren Ergas and Sharon Todd, the editors of Philosophy East/West: Exploring Intersections between Educational and Contemplative Practices, articulate the two main concerns of their project in the introduction. The first intent is to embrace a cross-philosophical approach that may integrate a wide spectrum of wisdom traditions the world over in order to maximize fruitful dialogue and cross-fertilization. The second is to take stock of the recent “contemplative turn” in education, as illustrated primarily by the growing contemporary trend (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  20.  9
    The Educational Importance of Deep Wonder.Anders Schinkel - 2017 - Journal of Philosophy of Education 51 (2):538-553.
    That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  21.  14
    The Educational Importance of Deep Wonder.Anders Schinkel - 2016 - Journal of Philosophy of Education 50 (4).
    That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement and bracket existing—potentially limiting—ways of thinking, seeing, and categorising. Yet wonder is not a single thing, and it is important to distinguish at least two kinds of wonder: (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  22.  5
    Contemplating Teaching's Conflicts and Paradoxes.Daniel P. Liston - 2010 - Educational Theory 60 (1):29-38.
  23.  60
    Mindfulness in Higher Education.Mirabai Bush - 2011 - Contemporary Buddhism 12 (1):183--197.
    This paper explores the introduction of mindfulness into courses in higher education. Some of these courses are taught by Buddhist scholars; others are taught by scholars within other disciplines who themselves have a meditation practice. Those scholars included here represent a much larger number in diverse settings, including state universities, liberal arts colleges, Ivy League institutions, and historically black colleges. They teach in almost every discipline, including architecture, poetry, chemistry, economics, and law. The courses discussed in this paper are (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  24.  67
    Re-Envisioning Contemplative Pedagogy Through Self-Study.Sabrina D. MisirHiralall - 2016 - Teacher Learning and Professional Development 2 (1):84-96.
    Contemplative pedagogy focuses on creating a sense of presence within educators to effectively educate the whole person through mindfulness in teaching. As I engage in a self-study, I develop initial components for the way I employ contemplative pedagogy. I aim to understand myself as an educator in order to teach effectively. One way to enable particular kinds of understandings is through self-study methodology. The foundational framework that develops through my ongoing self-study may interest those who are unfamiliar with (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  25.  2
    Contemplating Music.Jerrold Levinson & Joseph Kerman - 1989 - Journal of Aesthetic Education 23 (2):113.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  26.  7
    Editorial: Neurophysiology of Silence: Neuroscientific, Psychological, Educational and Contemplative Perspectives.Tal Dotan Ben-Soussan, Narayanan Srinivasan, Joseph Glicksohn, Jean-Yves Beziau, Filippo Carducci & Aviva Berkovich-Ohana - 2021 - Frontiers in Psychology 12.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  27.  25
    Contemplative Interiority and Human Development.T. R. Raghunath - 2008 - Proceedings of the Xxii World Congress of Philosophy 8:209-235.
    This paper will present an alternative to the mainstream Western approach to human development. The mainstream Western approach to human development does not countenance contemplative interiority as a means of cognitive inquiry and a domain of cognitive value. Hence, its conception of human development is narrowly confined to the domain of formal-operational thinking and its application to material exteriority. The alternative I will present is the work of the twentieth Indian philosopher Aurobindo (1872–1950) whose integral theory of human of (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  28.  1
    Contemplating Aquinas: On the Varieties of Interpretation.Fergus Kerr (ed.) - 2003 - University of Notre Dame Press.
    Among the many fruitful and challenging sites for mutual engagement of theology and philosophy, the renewed study of St. Thomas Aquinas has proven to be both lively and controversial. Given particular impetus in recent years by the widespread assessment of modernity that occupies many academic disciplines today, this study is both interesting and relevant to a number of intellectual debates, even as it demands for itself the highest level of scholarship. This collection reflects the state of Aquinas studies throughout North (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  29. Insights of 20th Century Arts Education-Associative/Related Contemplation of Studying―Arts and Humanities‖'.C. Su - 2000 - Journal of Aesthetic Education 117:84-92.
     
    Export citation  
     
    Bookmark  
  30. Editorial Introduction to Special Themed Issue: Contemplative Practice, Education, and Socio-Political Transformation.Claudia Eppert & Daniel Vokey - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):1-3.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  31. Editorial Introduction to the Special Themed Issue : Contemplative Practice, Education, and Socio- Political Transformation.Claudia Eppert & Daniel Vokey - 2012 - Paideusis: Journal of the Canadian Philosophy of Education Society 20 (2):1-3.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  32. Philosophy East / West: Exploring Intersections Between Educational and Contemplative Practices.Oren Ergas & Sharon Todd (eds.) - 2015 - Wiley-Blackwell.
    No categories
     
    Export citation  
     
    Bookmark  
  33.  94
    No Time to Think: Reflections on Information Technology and Contemplative Scholarship. [REVIEW]David M. Levy - 2007 - Ethics and Information Technology 9 (4):237-249.
    This paper argues that the accelerating pace of life is reducing the time for thoughtful reflection, and in particular for contemplative scholarship, within the academy. It notes that the loss of time to think is occurring at exactly the moment when scholars, educators, and students have gained access to digital tools of great value to scholarship. It goes on to explore how and why both of these facts might be true, what it says about the nature of scholarship, and (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  34.  27
    Phenomenology and Physical Education.Steven A. Stolz - 2013 - Educational Philosophy and Theory 45 (9):949-962.
    Physical education is often justified within the curriculum as academic study, as a worthwhile activity on a par with other academic subjects on offer and easy to assess. Part of the problem has been that movement studies in physical education are looked upon as disembodied and disconnected from its central concerns which are associated with employing physical means to develop the whole person. But this, Merleau-Ponty would say, is to ignore the nature of experience and to consider the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  35.  22
    Intellectuals, Tertiary Education and Questions of Difference.Peter Roberts - 2007 - Educational Philosophy and Theory 39 (5):480–493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ?difference? is significant in at least two senses. First, work on the politics of difference allows us to consider the question ?For whom does the intellectual speak?? in a fresh light. Second, we can ask: ?To what extent, and in what ways, might our activities as intellectuals make a difference?? Thinkers such as Foucault, Kristeva, Lyotard, and Bauman (among many others) are helpful in addressing these (...)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  36.  30
    The Deeper Teachings of Mindfulness‐Based ‘Interventions’ as a Reconstruction of ‘Education’.Oren Ergas - 2015 - Journal of Philosophy of Education 49 (2):203-220.
    While contemplative practices have emerged from wisdom-traditions, the rhetoric surrounding their justification in contemporary public educational settings has been substantially undergirded by the scientific evidence-based approach. This article finds the practice and construct of ‘attention’ to be the bridge between this peculiar encounter of science and wisdom traditions, and a vantage point from which we can re-examine the scope and practice of ‘education’. The article develops an educational typology based on ‘attention’ as a curricular deliberation point. Every pedagogical (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   8 citations  
  37.  72
    Agonistic Recognition in Education: On Arendt’s Qualification of Political and Moral Meaning.Carsten Ljunggren - 2010 - Studies in Philosophy and Education 29 (1):19-33.
    Agonistic recognition in education has three interlinked modes of aesthetic experience and self-presentation where one is related to actions in the public realm; one is related to plurality in the way in which it comes into existence in confrontation with others; and one is related to the subject-self, disclosed by ‘thinking. Arendt’s conception of ‘thinking’ is a way of getting to grips with aesthetic self-presentation in education. By action, i.e., by disclosing oneself and by taking initiatives, students and (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  38. Music and Music Education: Theory and Praxis for 'Making a Difference'.Thomas A. Regelski - 2005 - Educational Philosophy and Theory 37 (1):7–27.
    The ‘music appreciation as contemplation’ paradigm of traditional aesthetics and music education assumes that music exists to be contemplated for itself. The resulting distantiation of music and music education from life creates a legitimation crisis for music education. Failing to make a noteworthy musical difference for society, a politics of advocacy attempts to justify music education. Praxial theories of music, instead, see music as pragmatically social in origin, meaning, and value. A praxial approach to music (...) stresses that appreciation is seen in use; thus, it seeks to ‘make a difference’ that students and society find musically noteworthy. (shrink)
    Direct download (7 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  39.  8
    Ethics, Education, Narrative Communication and Biography.Michael Erben - 2000 - Educational Studies 26 (3):379-390.
    A growing number of commentators and policy makers have recognised that in recent years there have been increasing signs of social dislocation and social disharmony within British society. These observations have considerable consequences for education and have been, in part, responsible for a revivification of an Aristotelian ethics of community and practicality. Additionally the topic is progressively engaging the attention of social philosophers such as Alasdair MacIntyre and Paul Ricoeur. It is in these terms that this paper advocates the (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  40.  13
    Newman On Theology And Contemplative Receptivity In The Liberal Arts.Kevin Mongrain - 2007 - Newman Studies Journal 4 (2):11-20.
    This essay—a revised version of a presentation at the Twelfth Annual Conference of the Association for Core Texts and Courses (8 April 2006)—examines the role of theology in liberal education as both a restraint on sophisticated ideologies and as an avenue towards contemplative receptivity.
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  41.  4
    Political and Contemplative Life in Aristotle’s Account of Happiness.Laura Candiotto - 2012 - Peitho 3 (1):143-154.
    Through the concepts of ἔργον and βίος, the article describes the twohappiest forms of life, i.e., the theoretical and the political one, askingwhether happiness is founded on the conjunction of the two. Focusingon the connection between philosophy, education and politics the paperemphasizes the role of contemplation as πράξις and the importance ofphilosopher for the city.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  42.  66
    Robert Owen on Education.Robert Owen - 1969 - London: Cambridge University Press.
    Robert Owen was one of the most extraordinary Englishmen who ever lived and a great man. In a way his history is the history of the establishment of modern industrial Britain, reflected in the mind and activities of a very intelligent, capable and responsible industrialist, alive to the best social thought of his time. The organisation of industrial labour, factory legislation, education, trade unionism, co-operation, rationalism: he was passionately and ably engaged in all of them. His community at New (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  43. Ethics Education and the Practice of Wisdom.Maughn Rollins Gregory - 2018 - In Elena K. Theodoropoulou, Didier Moreau & Christiane Gohier (eds.), Ethics in Education: Philosophical tracings and clearings. Rhodes: Laboratory of Research on Practical and Applied Philosophy, University of the Aegean. pp. 199-234.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  44.  33
    Ethics Education as Philosophical Practice in Advance.Maughn Gregory - 2009 - Teaching Ethics 9 (2):105-130.
    Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The «inquiry» (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  45.  9
    Intellectuals, Tertiary Education and Questions of Difference.Peter Roberts - 2007 - Educational Philosophy and Theory 39 (5):480-493.
    In contemplating the roles and responsibilities of intellectuals in the 21st century, the notion of ‘difference’ is significant in at least two senses. First, work on the politics of difference allows us to consider the question ‘For whom does the intellectual speak?’ in a fresh light. Second, we can ask: ‘To what extent, and in what ways, might our activities as intellectuals make a difference?’ Thinkers such as Foucault, Kristeva, Lyotard, and Bauman are helpful in addressing these questions. This paper (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  46.  14
    Turning the Gaze to the Self and Away From the Self – Foucault and Weil on the Matter of Education as Attention Formation.Johannes Rytzler - 2019 - Ethics and Education 14 (3):285-297.
    ABSTRACTThrough writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in any form of serious studying, aiming at dissolving the illusion of the self, Foucault understands attention as an important aspect in the Greek notion of the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  47.  31
    The Education of the Eye: Painting, Landscape, and Architecture in Eighteenth-Century Britain.Peter De Bolla - 2003 - Stanford University Press.
    The Education of the Eye examines the origins of visual culture in eighteenth-century Britain. It claims that at the moment when works of visual art were first displayed and contemplated as aesthetic objects two competing descriptions of the viewer or spectator promoted two very different accounts of culture. The first was constructed on knowledge, on what one already knew, while the second was grounded in the eye itself. Though the first was most likely to lead to a socially and (...)
    Direct download  
     
    Export citation  
     
    Bookmark  
  48.  2
    The Educational Value of Plato’s Early Socratic Dialogues.Heather L. Reid - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 43:113-118.
    When contemplating the origins of philosophical paideia one is tempted to think of Socrates, perhaps because we feel that Socrates has been a philosophical educator to us all. But it is Plato and his literary genius that we have to thank as his dialogues preserve not just Socratic philosophy, but also the Socratic educational experience. Educators would do well to better understand Plato's pedagogical objectives in the Socratic dialogues so that we may appreciate and utilize them in our own educational (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  49.  24
    On the Contemporary Applications of Mindfulness: Some Implications for Education.Terry Hyland - 2015 - Journal of Philosophy of Education 49 (2):170-186.
    Interest in the Buddhist concept of mindfulness has burgeoned over the last few decades as a result of its application as a therapeutic strategy in mind-body medicine, psychotherapy, psychiatry, education, leadership and management, and a wide range of other theoretical and practical domains. Although many commentators welcome this extension of the range and application of mindfulness—drawing parallels between ancient contemplative traditions and modern secular interpretations—there has been very little analysis of either the philosophical underpinnings of this phenomenon or (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  50.  82
    The East Asian Literati Painting Theories of Sisŏhwa as a Contemplative Practice.Hyunkyoung Shin - 2018 - Journal of Aesthetic Education 52 (3):56.
    This paper examines East Asian literati’s sisŏhwa (poetry, calligraphy and painting) mainly done by ink and wash painting and focuses on their painting theories related to integrative learning and artistic practice. The literati expressed their philosophical ideas using visual and textual language according to Illyul theory based on the Sŏhwa Same Origin theory. They delivered their intentions through symbolic meaning of the visible in terms of the Uisang theory, and put emphasis on ki in their pictorial space using the Kiunsaengdong (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
1 — 50 / 1000