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  1. Teaching to Unlearn Community in Order to Make a Claim to Community.Duck-Joo Kwak - 2010 - Educational Theory 60 (4):405-417.
    In this essay Duck‐Joo Kwak explores a moral perfectionist approach to citizenship education, which is distinct from liberal and communitarian models. One of educational challenges to this approach is how to cultivate our students' sense of membership, which is shaped by a thick sense of the good life, while being not merely compatible with but open to the pluralist perspective. Kwak maintains that what is required for this form of membership to society or community is our future citizens' ability to (...)
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  2.  7
    Reconsideration of Rorty's View of the Liberal Ironist and its Implications for Postmodern Civic Education.Duck-Joo Kwak - 2004 - Educational Philosophy and Theory 36 (4):347–359.
  3.  36
    Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education.Duck-joo Kwak - 2011 - Educational Philosophy and Theory 44 (5):535-545.
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the learner. This opens (...)
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  4.  20
    The Issue of Determinism and Freedom as an Existential Question: A Case in the Bhagavad Gītā.Duck-Joo Kwak & Hye-Chong Han - 2013 - Philosophy East and West 63 (1):55-72.
  5.  4
    Commentary on Michael A. Peters’ Short Essay, ‘Socrates and Confucius: The Cultural Foundations and Ethics of Learning’.Duck-Joo Kwak - 2015 - Educational Philosophy and Theory 47 (8):755-757.
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  6.  20
    Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck-Joo Kwak - 2007 - Educational Philosophy and Theory 39 (4):460–470.
    This paper critically examines the contemporary educational discourse on critical thinking as one of the primary aims of education, its modernist defence and its postmodernist criticism, so as to explore a new way of conceptualizing critical thinking for moral education. What is at stake in this task is finding a plausible answer to the question of how the teaching of critical thinking in moral education can contribute to leading young people to avoid moral relativism while at the same time to (...)
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  7.  2
    The Confucian Concept of Learning Revisited for East Asian Humanistic Pedagogies.Duck-Joo Kwak, Morimichi Kato & Ruyu Hung - 2016 - Educational Philosophy and Theory 48 (1):1-6.
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  8.  16
    Practising Philosophy, the Practice of Education: Exploring the Essay Form Through Lukács' Soul and Form.Duck-joo Kwak - 2010 - Journal of Philosophy of Education 44 (1):61-77.
    This paper attempts to explore a pedagogical form of writing in which students are allowed to have more room to converse with themselves, such that their own being is reflected in their work. The attempt is made as a response to the poverty of educationally orientated assessment methods for students' academic performance in the predominant evidence-based assessment culture of schooling today. Taking Lukács' Soul and Form as a good source for this exploration, especially his commitment to essay form as a (...)
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  9.  1
    Ethics of Learning and Self-Knowledge: Two Cases in the Socratic and Confucian Teachings.Duck-Joo Kwak - 2016 - Educational Philosophy and Theory 48 (1):7-22.
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  10.  1
    Notes on Contributorsepat_864 579.Richard Edwards, Sheron Fraser-Burgess, Kevin Harris, Duck-Joo Kwak & James M. Magrini - 2012 - Educational Philosophy and Theory 44 (5).
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  11. Practising Philosophy, the Practice of Education: Exploring the Essay Form Through Lukács' Soul and Form.Duck-joo Kwak - 2010 - Philosophy of Education 44 (1):61-77.
    This paper attempts to explore a pedagogical form of writing in which students are allowed to have more room to converse with themselves, such that their own being is reflected in their work. The attempt is made as a response to the poverty of educationally orientated assessment methods for students' academic performance in the predominant evidence-based assessment culture of schooling today. Taking Lukács' Soul and Form as a good source for this exploration, especially his commitment to essay form as a (...)
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