9 found
  1.  10
    Should philosophy express the self?M. A. B. Degenhardt - 2003 - Journal of Philosophy of Education 37 (1):35–51.
    R. K. Elliott once commended R. S. Peters' work in philosophy of education for being an authentic expression of the self. Many philosophers, probably including Peters, might see this more as a weakness. In an attempt to resolve this difference various kinds of continuity between philosopher and philosophy are explored. These point to an ideal of a two-way, and ultimately ‘organic’, relationship whereby the philosophy expresses the self and the self is formed by the philosophy. Ways of teaching to favour (...)
    Direct download (4 more)  
    Export citation  
    Bookmark   6 citations  
  2.  25
    Art and intellect.M. A. B. Degenhardt - 1991 - Studies in Philosophy and Education 11 (2):135-148.
    Many educators persist in opposing art to intellect. This is incompatible with modern understandings of the interdependence of cognition and feeling. It also causes neglect of the value of art as one medium for presenting and exploring ideas. Historical examples add weight to the point by showing the richness of thought that has often informed visual art. The educational waste and cultural damage consequent on neglecting this aspect of art is indicated and remedial approaches are suggested.
    Direct download (3 more)  
    Export citation  
  3.  8
    Education and the value of knowledge.M. A. B. Degenhardt - 1982 - Boston: G. Allen & Unwin.
  4.  8
    Philosophy of education and the historical.M. A. B. Degenhardt - 1986 - Educational Philosophy and Theory 18 (1):25–35.
  5.  44
    Richard Peters and Valuing Authenticity.M. A. B. Degenhardt - 2009 - Journal of Philosophy of Education 43 (supplement s1):209-222.
    Richard Peters has been praised for the authenticity of his philosophy, and inquiry into aspects of the development of his philosophy reveals a profound authenticity. Yet authenticity is something he seems not to favour. The apparent paradox is resolved by observing historical changes in the understanding of authenticity as an important value. Possibilities are noted for further explorations as to how to understand and value it as an educational ideal.
    Direct download (2 more)  
    Export citation  
  6.  1
    Richard Peters and Valuing Authenticity.M. A. B. Degenhardt - 2011 - In Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today. Oxford, UK: Wiley‐Blackwell. pp. 205–218.
    This chapter contains sections titled: Philosophies and Philosophers Peters' Authenticity Why Value Authenicity? An Apparent Paradox: Peters' Expressed Disdain for Authenticity Conclusion References.
    No categories
    Direct download  
    Export citation  
  7.  8
    RS Peters: Liberal Traditionalist.M. A. B. Degenhardt - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 125.
  8.  10
    Sartre, imagination and education.M. A. B. Degenhardt - 1975 - Journal of Philosophy of Education 9 (1):72–92.
    M A B Degenhardt; Sartre, Imagination and Education1, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 72–92, https://doi.org/10.1111/j.
    Direct download (4 more)  
    Export citation  
  9.  8
    Education and the Value of Knowledge.Raymond Wilson & M. A. B. Degenhardt - 1984 - British Journal of Educational Studies 32 (1):87.