Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the pedagogy of the concept - (...) Humanism, Derrida and the new humanities -- Politics and deconstruction: Derrida, neoliberalism and democracy -- Neopragmatism, ethnocentrism and the politics of the ethnos: Rorty's 'postmodernist bourgeois liberalism' -- Achieving America: postmodernism and Rorty's critique of the cultural left -- Deranging the investigations: Cavell on the philosophy of the child -- White philosophy in/of America. (shrink)

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive (...) theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind‐sets to comprehend fully its significance. (shrink)

This collection concerns educational philosophy and post-apocalyptical survival. It is based on a series of editorials and articles written by Michael A Peters as the Editor of Educational Philosophy and Theory journal, together with colleagues in a couple of co-authored chapters, to explore the concept of global apocalypse from the educational philosophy lens. This fourteenth volume in the Editor's Choice series provides insights into the philosophy of education as it relates to the concepts of civilizational collapse, discourses of decline, educating (...) for survival amid climate emergency, cultural apocalypse and the pandemic. It will be of interest to scholars in philosophy of education and anyone who is working in the field of post-apocalyptic studies. (shrink)

Educational philosophies of self-cultivation as the foundation and cultural ethos for education have a strong and historically effective tradition stretching back to antiquity in the classical ‘cra...

This is a philosophical study by Lithuanian authors on issues related to how to teach philosophy, especially moral philosophy, through films, paintings, images, etc. The topics include multimodality as a synthesis; semiotics and language and image; cinema and philosophical education; postructuralism; film education; value education through spiritual cinema; Eastern Ethics for Western students through multimodal education; philosophy for children; sound and multimodality; Pedagogy of aesthetic to eco-pedagogy, etc.

John White is one of the leading philosophers of education currently working in the Anglophone world. Since first joining the London Institute of Education in 1965, he has made significant contributions to the landscape of the discipline through his teaching, research and numerous publications. His academic work encompasses a broad range of rich philosophical issues, ranging from questions surrounding the child's mind, through the moral and pedagogical obligations of teachers and schools, to local and national questions of educational policy. In (...) this volume, international contributors address key issues in the philosophy of education, touching on significant contemporary concerns and demonstrating the breadth and influence of John White's work. Each chapter critically examines, builds on, and pays tribute to John White's unique contribution, considering how his work has impacted on the discipline of education as we know it today. Topics covered include: - policy and the role of philosophy of education - liberal education - the aims of education - moral education - leadership. Education, Philosophy and Wellbeing will appeal to postgraduate students and academics in the fields of history, policy, education studies, and philosophy, as well as to policy-makers, educational administrators and teachers. (shrink)

Chapter The Making of Elijah Muhammad In order to understand the profoundness of the educational philosophy of Elijah Muhammad, I must examine a brief ...

This book offers a critical and thought-provoking analysis of some of the fundamental questions about the nature and purpose of education. It includes ideas such as the demands of pluralism and the liberal fear of indoctrination.

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive (...) theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind‐sets to comprehend fully its significance. (shrink)

The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, public (...) and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy's antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index. (shrink)

Widely adopted as a textbook, Issues and Alternatives in Educational Philosophy has been a classic in its field for more than a quarter of a century. As a survey of philosophic issues relevent to the educational profession, it highlights the relationship between philosophic starting points and educational outcomes - between theory and practice. -- from back cover.

Educational philosophy helps to orient the educational development process of each country and develop the capacity of each individual in society. In the educational history of each country, there is always a process of preserving and transferring social heritages. The educational system prepares the next generation to enter society and imparts ideas, values, and beliefs that will shape young people’s thinking and behavior for the rest of their lives. Therefore, this article wishes to clearly and vividly clarify the importance of (...) studying Pragmatism’s educational philosophy to realize its present influence. At the same time, it is crucial to deeply understand the educational process of Pragmatism to derive meaning and clarify the primary function of educating Vietnamese people in the context of current global integration. The article uses the materialist dialectic method with broad and specific historical principles to evaluate Vietnamese education with opportunities and challenges in the current integration process by studying Pragmatism’s philosophical education. The article found that the theory of education by Pragmatism clarifies the role of social educational institutions – schools in the educational process. In parallel, it is a teacher with educational methods and programs that are the basis for educating learners to become comprehensive citizens in the future. And students are the goal and the product that the educational philosophy needs to implement. Research results, the article clarifies the need to develop an educational philosophy for Vietnamese people to build comprehensively in the socialist orientation in the current globalization context. (shrink)

Ruth Jonathan; Education, Philosophy of Education and Context, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 13–25, https://doi.org.

This work is the first to examine the educational philosophy of Elijah Muhammad, the patriarch of the Nation of Islam and a pivotal leader in America's history.

Biography of Swami Dayananda Sarasvati, 1824-1883, founder of the Arya Samaj.

This chapter contains sections titled: What is Complexity Theory? Complexity Theory and Education Ten Challenges to Complexity Theory for the Philosophy of Education Conclusion References.

This study investigates the three major educational philosophies behind the medical humanities programs in the United States. It summarizes the characteristics of the Cultural Transmission Approach, the Affective Developmental Approach, and the Cognitive Developmental Approach. A questionnaire was sent to 415 teachers of medical humanities asking for their perceptions of the amount of time and effort devoted by their programs to these three philosophical approaches. The 234 responses constituted a 54.6% return. The approximately 80:20 gender ratio of males to females (...) and other demographic data on age and educational background were consistent with other studies of the field of medical humanities.Reflections on the results in Table II indicate that some changes need to take place in the teaching of the medical humanities if the perceived ideal is to be achieved. In order for the current teachers of the medical humanities to think that the appropriate philosophies behind the teaching of the medical humanities are being implemented as they should be, much less time and effort need to be devoted to the Cultural Transmission Approach. With no other published reports on the educational philosophies behind the medical humanities programs, this study created a new knowledge base about this relatively young and rapidly emerging field. (shrink)

The article discuses the education issue as a central and decisive factor inshaping, reproducing and representing individual and collective identity.I present the Palestinian case study because the Palestinian people are atthe present in a very critical period of constructing their national identityand education is part of the nation-building project. I have chosen to studytwo periods in the life of Palestinians, 1972 during the revolution and thepresent 1999 the start of the establishment of an independent Palestinianentity and to examine how the (...) economic, social, political conditions etc.affect the formation of the educational philosophy of those periods; aneducational philosophy that will affect the formation of education and theformation of private and collective consciousness. (shrink)

: In the study of ancient Chinese educational philosophy, some scholars believe that the main reason why traditional Chinese educational philosophy attaches importance to teaching rather than learning lies in Confucianism. This statement is unacceptable. If we take a careful and further study of the educational philosophy and practices of Confucianism, especially Confucius, the master of Confucianism, we will come to an opposite conclusion that Confucius attaches great importance to learning. It can be said that the characteristic of Confucius’s educational (...) philosophy theory is “learning-oriented teaching”. This paper explores the manifestation of Confucius’s philosophy of both learning and teaching in the Analects, the reasons for its formation and its contemporary significance. Resumo: No estudo da filosofia educacional chinesa antiga, alguns estudiosos consideram que a principal razão pela qual a filosofia tradicional chinesa da educação atribui importância ao ensino e não ao aprendizado é devido ao confucionismo. Essa afirmação não é aceitável. Se fizermos um estudo cuidadoso e mais aprofundado da filosofia educacional e das práticas do confucionismo, especialmente Confúcio, o mestre do confucionismo, chegaremos a uma conclusão oposta de que Confúcio atribui grande importância ao aprendizado. Pode-se dizer que a característica da teoria da filosofia educacional de Confúcio é o “ensino orientado para a aprendizagem”. Este artigo pesquisa a manifestação da filosofia de aprender e ensinar de Confúcio, nos Analectos, as razões de sua formação e seu significado contemporâneo. (shrink)

In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.

A new interpretation of educational philosophy that traces its origins to both social science and philosophy.

La philosophie de l'éducation n'est pas une doctrine mais un questionnement qui remet radicalement en cause tout ce que nous croyons savoir en ce domaine. Elle s'interroge donc également sur le sens et les limites des sciences de l'éducation. Dans cet ouvrage, le lecteur trouvera une réflexion sur l'éducation, du point de vue de sa finalité et de ses institutions, ainsi qu'une interrogation sur les valeurs transmises par la pédagogie. Enfin, s'il se demande quel est le critère d'une éducation (...) réussie, le philosophe lui répondra qu'on n'en finit jamais de devenir un homme. (shrink)

This article argues that Mencius’ education is ‘holistic education’ that aims at igniting the ‘silent revolution’ from within one’s inner mind-heart to be unfolded in society, state, and the world. Mencius’ educational philosophy is based on his theory of human nature and his theory of self-cultivation. Mencius affirms the totality of human life because he insists that the ‘personal,’ the ‘socio-political,’ and the ‘cosmic’ form a continuum. On the basis of ‘totality’ of one’s life, Mencius regards the educational process as (...) the prompting of the overall awakening of the learner’s subjectivity. Moreover, Mencius considers that the human mind-heart is the creator of values and that human life is endowed with innate capacity to make moral judgments. Mencius holds that the most effective educational methodology is a sort of cultivation of the mind-heart through internal self-reflection. Moreover, Mencius insists that the principles of teaching are to be according to the student’s talent and that the teacher has to make oneself as a paradigm. In conclusion, Mencius’ educational philosophy reminds us of the importance of ‘emic’ approach of education and the true goal of education in this age of increased quantification, standardization, and commercialization. (shrink)

Study of the philosophy of education in the USA - covers current systems and trends, and includes political aspects, social implications and psychological aspects thereof, creative thinking, intellectual and socialist concepts, social change, cultural change, human rights, religion, the importance of curriculum, Motivation for learning, educational opportunities, etc. Bibliographys.

The nature of educational philosophy.--Democracy as a social philosophy.--Aspects of a reconstructed educational policy.--References.