The purpose of this paper is to show that genuine dialogue is a refined human achievement and probably the most valid criterion on the basis of which we can evaluate educational or social policy and practice. The paper explores the prerequisites of dialogue in the language games, the common certainties, the rules of logic and the variety of common virtues; defends dialogue as a normative concept and interprets the principles of dialogue as extensions of its prerequisite virtues. Finally, it examines (...) the social conditions that are conducive to dialogue and those that frustrate it. (shrink)

Tasos Kazepides; On Educational Aims, Curriculum Objectives and the Preparation of Teachers, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006.

Tasos Kazepides; Educating, Socialising and Indoctrinating, Journal of Philosophy of Education, Volume 16, Issue 2, 30 May 2006, Pages 155–165, https://doi.org/.

Tasos Kazepides; Human Nature in its Educational Dimensions, Journal of Philosophy of Education, Volume 13, Issue 1, 30 May 2006, Pages 55–63, https://doi.org/1.

Tasos Kazepides; Is Religious Education Possible? A rejoinder to W. D. Hudson, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 259–26.

In this paper I distinguish between education and its prerequisites and try to defend the ontological and epistemological priority of the latter. This distinction parallels Wittgenstein's distinctions between knowledge and its river-bed, justification and its grounds, explaining and showing, learning and acquisition. With respect to moral thinking and education, I argue that the fundamental moral principles occupy a position akin to that of the river-bed propositions; that these principles are embedded in ordinary human activities and forms of life and, therefore, (...) ought to be taught by example and by practice and not by abstract moral thinking or contrived moral dilemmas, as some rationalist moral theorists sugges‡. (shrink)