Results for 'epistemic aims of education'

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  1.  96
    Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - manuscript
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence (...)
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  2. Images of Education in Kyklios Paideia.Thomas F. Green & National Academy of Education - 1976 - National Academy of Education.
     
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  3.  21
    The Epistemic Aims of Education.Emily Robertson - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press. pp. 11--34.
  4. Aims of Education. The Epistemic Aims of Education.Emily Robertson - 2009 - In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press.
     
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  5.  4
    Judgment and the Aims of Education.Randall Curren - 2014 - Social Philosophy and Policy 31 (1):36-59.
    The aim of this paper is to revive a tradition of educational thought that identifies good judgment as the highest aim of education. It identifies sharply opposed manifestations of this tradition in the works of Aristotle and Locke, and uses these as points of departure in defending and exploring the tradition. The defense rests on the claims that the basic aim of educational institutions should be to enable people to live well and that good judgment is essential to living (...)
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  6.  88
    Means-End Reciprocity and the Aims of Education Debate.Guy Axtell - manuscript
    In the centennial year of John Dewey’s classic, Democracy and Education (1916), this paper revisits his thesis of the reciprocity of means and ends, arguing that it remains of central importance for debate over the aims of education. The paper provides a Dewey-inspired rebuttal of arguments for an ‘ultimate aim,’ but balances this with a development of the strong overlaps between proponents of pragmatism, intellectual virtues education (Jason Baehr) and critical thinking education (Harvey Siegel). Siegel’s (...)
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  7.  40
    Bloom and His Critics: Nietzsche, Nihilism, and the Aims of Education.Jon Fennell - 1999 - Studies in Philosophy and Education 18 (6):405-434.
    The central questions raised by Allan Bloom's The Closing of theAmerican Mind are often overlooked. Among the most important ofBloom's themes is the impact of nihilism upon education. Bloom condemnsnihilism. Interestingly, we find among his critics two alternativejudgments. Richard Schacht, citing Nietzsche, asserts that nihilism,while fruitless in and of itself, is a necessary prerequisite tosomething higher. Harry Neumann, affirming the accuracy of nihilism,declares that both Bloom and Nietzsche reject nihilism out of ignoranceborn of weakness. All three philosophers understand that (...)
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  8.  71
    Epistemic Virtue and the Epistemology of Education.Duncan Pritchard - 2013 - Journal of Philosophy of Education 47 (2):236-247.
    A certain conception of the relevance of virtue epistemology to the philosophy of education is set out. On this conception, while the epistemic goal of education might initially be promoting the pupil's cognitive success, it should ultimately move on to the development of the pupil's cognitive agency. A continuum of cognitive agency is described, on which it is ultimately cognitive achievement, and thus understanding, which is the epistemic goal of education. This is contrasted with a (...)
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  9.  28
    Why the Aims of Education Cannot Be Settled.Atli Harðarson - 2012 - Journal of Philosophy of Education 46 (2):223-235.
    The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of (...)
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  10.  9
    Aims of Education: How to Resist the Temptation of Technocratic Models.Atli Harðarson - 2016 - Journal of Philosophy of Education 50 (4).
    A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about (...)
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  11.  4
    Aims of Education: How to Resist the Temptation of Technocratic Models.Atli Harðarson - 2017 - Journal of Philosophy of Education 51 (1):59-72.
    A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about (...)
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  12. The Aims of Education.Roger Marples (ed.) - 1999 - Routledge.
    In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing autonomy and other key issues including social justice, national identity, curriculum, critical thinking and social practices.
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  13. R. S. Peters' Normative Conception of Education and Educational Aims.Michael S. Katz - 2009 - Journal of Philosophy of Education 43 (s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest (...)
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  14.  3
    R. S. Peters' Normative Conception Of Education And Educational Aims.Michael Katz - 2009 - Philosophy of Education 43 (Supplement s1):97-108.
    This article aims to highlight why R. S. Peters' conceptual analysis of ‘education’ was such an important contribution to the normative field of philosophy of education. In the article, I do the following: 1) explicate Peters' conception of philosophy of education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several features of Peters' conception of education, while pointing to a couple of oversights; and 3) suggest how (...)
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  15. Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education.Stefaan E. Cuypers & Christopher Martin (eds.) - 2011 - Wiley-Blackwell.
    _Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education_ reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny.
     
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  16.  16
    The Aims of Education and the Leap of Freedom.SunInn Yun - 2014 - Ethics and Education 9 (3):276-291.
    This paper considers the place of freedom in discussions of the aims of education. Bearing in mind remarks of R.S. Peters to the affect that the singling out of aims can ‘fall into the hands of rationalistically minded curriculum planners’, it begins by considering the views of Roland Reichenbach regarding Bildung and his account of this in ateleological terms. The particular place of freedom is examined in the light of the writings of Martin Heidegger and Jean-Luc Nancy. (...)
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  17.  26
    Pierre Duhem’s Epistemic Aims and the Intellectual Virtue of Humility.Ian James Kidd - 2011 - Studies in History and Philosophy of Science Part A 42 (1):185-189.
    David Stump has recently argued that Pierre Duhem can be interpreted as a virtue epistemologist. Stump’s claims have been challenged by Milena Ivanova on the grounds that Duhem’s ‘epistemic aims’ are more modest than those of virtue epistemologists. I challenge Ivanova’s criticism of Stump by arguing that she not distinguish between ‘reliabilist’ and ‘responsibilist’ virtue epistemologies. Once this distinction is drawn, Duhem clearly emerges as a ‘virtue-responsibilist’ in a way that complements Ivanova’s positive proposal that Duhem’s ‘good sense’ (...)
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  18.  38
    What Are the Aims of Education?Frederick Schmitt - 2005 - Episteme 1 (3):223-234.
    Theorists of education have long debated the ultimate aims of education, often proposing one or another cognitive aim, such as true belief or critical thinking. I will argue first that there are no ultimate aims common to all kinds of education, apart from the vacuous ones of transmitting cognition and improving the student's cognition. In light of this conclusion, the matter to investigate is the ultimate aims of certain broad kinds of education. I (...)
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  19. The Aims of Education and The Philosophy of Education: The Pathology of an Argument.Peter Gilroy - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge.
     
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  20.  3
    Geography, History, and the Aims of Education: The Possibility of Multiculturalism in Democracy and Education.Scott L. Pratt - 2016 - Educational Theory 66 (1-2):199-210.
    In this essay, Scott Pratt develops the tension at work in Democracy and Education between conceptions of multiculturalism that emerge from Dewey's commitment to progress as a process of civilization and from his contrasting commitment to a vision of progress as a localized process that requires respect for boundaries and limits. The first is related to what Patrick Wolfe has called “settler colonialism.” The second conception of multiculturalism, framed by the aims of education and the conception of (...)
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  21. Pierre Duhem’s Epistemic Aims and the Intellectual Virtue of Humility: A Reply to Ivanova.Ian Kidd - 2011 - Studies in History and Philosophy of Science Part A 42 (1):185-189.
    David Stump has recently argued that Pierre Duhem can be interpreted as a virtue epistemologist. Stump’s claims have been challenged by Milena Ivanova on the grounds that Duhem’s ‘epistemic aims’ are more modest than those of virtue epistemologists. I challenge Ivanova’s criticism of Stump by arguing that she not distinguish between ‘reliabilist’ and ‘responsibilist’ virtue epistemologies. Once this distinction is drawn, Duhem clearly emerges as a ‘virtue-responsibilist’ in a way that complements Ivanova’s positive proposal that Duhem’s ‘good sense’ (...)
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  22.  31
    Patriotism, History and the Legitimate Aims of American Education.Michael S. Merry - 2009 - Educational Philosophy and Theory 41 (4):378-398.
    This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. The author argues that loyal patriotism may result in a myopic understanding of history, (...)
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  23. The Dynamics of Scientific Concepts: The Relevance of Epistemic Aims and Values.Ingo Brigandt - 2012 - In Uljana Feest & Friedrich Steinle (eds.), Scientific Concepts and Investigative Practice. Berlin: de Gruyter. pp. 75–103.
    The philosophy of science that grew out of logical positivism construed scientific knowledge in terms of set of interconnected beliefs about the world, such as theories and observation statements. Nowadays science is also conceived of as a dynamic process based on the various practices of individual scientists and the institutional settings of science. Two features particularly influence the dynamics of scientific knowledge: epistemic standards and aims (e.g., assumptions about what issues are currently in need of scientific study and (...)
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  24.  6
    What Should Be the Moral Aims of Compulsory Sex Education?Jan Steutel & Doret J. de Ruyter - 2011 - British Journal of Educational Studies 59 (1):75-86.
    With reference to the unsuccessful attempt of the Labour Government to make sex education a statutory part of the National Curriculum, this paper argues in favour of making liberal sex education compulsory at all state schools. First, the main characteristics of a liberal sex education are briefly explained. Promoting the virtue of respect for every adults right of sexual self-determination is presented as one of its central aims. Then the paper shows that state enforcement of liberal (...)
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  25. In Defence of Liberal Aims in Education.John White - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge. pp. 185--200.
  26.  1
    Patriotism, History and the Legitimate Aims of American Education.Michael S. Merry - 2009 - Educational Philosophy and Theory 41 (4):378-398.
    This article argues that while an attachment to one's country is both natural and even partially justifiable, cultivating loyal patriotism in schools is untenable insofar as it conflicts with the legitimate aims of education. These aims include the epistemological competence necessary for ascertaining important truths germane to the various disciplines; the cultivation of critical thinking skills ; and developing the capacity for economic self‐reliance. The author argues that loyal patriotism may result in a myopic understanding of history, (...)
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  27. Or What's a Evean For?'The Importance of Aims in Education'.Robin Barrow - 1999 - In Roger Marples (ed.), The Aims of Education. Routledge.
     
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  28. Aims of Education: A Conceptual Inquiry.Richard S. Peters, John Woods & William H. Dray - forthcoming - The Philosophy of Education.
     
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  29. Aims of Education: Early Twentieth Century.Jack Harrington - 1974 - New York: Mss Information.
     
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  30. Some Aspects of Epistemic Value and Role of Moral Instuitions in Ethics Education.Vojko Strahovnik - 2014 - Metodicki Ogledi 21 (2):35-51.
    Moral philosophy has for quite some time practiced the use of thought experiments in argumentative strategies. Thought experiments can be understood as imagined scenarios with a certain level of complexity and novelty, which are usually designed and used to elicit our responses or moral intuitions in order to make our use of key moral concepts clearer or in order to support or reject a particular ethical theory, general moral principle, hypothesis, deeply held moral belief or presupposition. Such imagined cases also (...)
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  31. Autonomy and Full Voluntariness: A Theory of Aims for Primary Education.T. Emily Budziak Williams - 1993 - Dissertation, University of Illinois at Chicago
    A set of eight criteria for a satisfactory theory of educational aims at the primary level is proposed. The concept of neutrality is developed with respect to educational aims and with respect to the justification of those aims, and the criteria of content and justificatory neutrality are defended. An early theory of education aimed at autonomy is evaluated in order to introduce the concept of autonomy and the idea of education aimed at autonomy. A version (...)
     
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  32.  69
    The Economic Aims of Education.Christopher Winch - 2002 - Journal of Philosophy of Education 36 (1):101–117.
  33.  8
    Creativity and the Aims of Education.Jānis Ozoliņš - 2008 - Proceedings of the Xxii World Congress of Philosophy 37:221-228.
    In the mind of many governments the aim of education is not just to develop the potential of each young person and adult, but to also develop their creativity. Part of the logic of the rhetoric of constant improvement is that the improvement of literacy and numeracy is not enough, but that education must also unlock thepotential of every human being. Though few, if any, would dispute this as a laudable aim of education, the equating of creativity (...)
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  34.  14
    R. S. Peters and J. H. Newman on the Aims of Education.Jānis T. Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ?to travel with a different view? [Peters, R. S. (1967). (...)
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  35.  66
    Dangerous Knowledge: On the Epistemic and Moral Significance of Arts in Education.David Carr - 2010 - Journal of Aesthetic Education 44 (3):1-15.
    Plato is usually credited as the source of the "ancient quarrel" between reason and rhetoric—and, for him, the arts fall mostly on the less favorable side of rhetoric.1 To be sure, Plato's harsh verdict on the arts rests on an idealist metaphysics and epistemology (or realism about universals)—enshrining a general pessimism about the epistemic prospects of sense experience—which few, nowadays, would consider persuasive. For Plato, since what is presented to us by the senses is no more than an inaccurate (...)
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  36. Prescribing the Life of the Mind: An Essay on the Purpose of the University, the Aims of Liberal Education, the Competence of Citizens, and the Cultivation of Practical Reason.Charles W. Anderson - 1996 - University of Wisconsin Press.
    A distinguished political philosopher with years of experience teaching in undergraduate liberal arts programs, Anderson shows how the ideal of practical reason can reconcile academia’s research aims with public expectations for universities: the preparation of citizens, the training of professionals, the communication of a cultural inheritance. It is not good enough, he contends, to simply say that the university should stick to the great books of the classic tradition, or to denounce this tradition and declare that all important questions (...)
     
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  37.  1
    The Economic Aims of Education.Christopher Winch - 2002 - Journal of the Philosophy of Education 36 (1):101-117.
  38.  21
    Work, the Aims of Life and the Aims of Education: A Reply to Clarke and Mearman.Christopher Winch - 2004 - Journal of Philosophy of Education 38 (4):633–638.
  39.  11
    Comment on Christopher Winch's 'the Economic Aims of Education'.Peter Clarke & Andrew Mearman - 2004 - Journal of Philosophy of Education 38 (2):249–255.
  40.  4
    The Aims of Education Revisited.C. Winch - 1996 - Journal of Philosophy of Education 30 (1):33-44.
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  41.  10
    On the Aims of Education.Hugo A. Meynell - 1976 - Journal of Philosophy of Education 10 (1):79–97.
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  42.  8
    The Aims of Education: Three Legacies of the British Idealists.J. P. White - 1978 - Journal of Philosophy of Education 12 (1):5–12.
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  43.  1
    On the Aims of Education.Hugo Meynell - 1976 - Philosophy of Education 10 (1):79-97.
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  44. Comment on Christopher Winch's'the Economic Aims of Education'.Clarke Peter & Mearman Andrew - 2004 - Journal of Philosophy of Education 38 (2).
  45. The Ultimate Aims of Education.Edward L. Thorndike & Arthur I. Gates - 1972 - In John Martin Rich (ed.), Readings in the Philosophy of Education. Belmont, Calif., Wadsworth Pub. Co..
     
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  46. The Aims of Education: Three Legacies of the British Idealists.J. White - 1978 - Philosophy of Education 12 (1):5-12.
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  47. Aims of Education–a Conceptual Enquiry.J. Woods & N. H. Dray - forthcoming - The Philosophy of Education.
     
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  48. Understanding for Aims of Education Based on Wang, Yang-Ming's Theory of Human Being Formation.Seung-Chul Lee - 2017 - The Journal of Moral Education 29 (1):95.
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  49.  10
    Ethical and Epistemic Dilemmas in Empirically-Engaged Philosophy of Education.Anne Newman & Ronald David Glass - 2015 - Studies in Philosophy and Education 34 (2):217-228.
    This essay examines several ethical and epistemological issues that arise when philosophers conduct empirical research focused on, or in collaboration with, community groups seeking to bring about systemic change. This type of research can yield important policy lessons about effective community-driven reform and how to incorporate the voices of marginalized citizens in public policy debates. Community-based reform efforts are also particularly ripe for philosophical analysis since they can demonstrate the strengths and shortcomings of democratic and egalitarian ideals. This type of (...)
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  50.  5
    Cele teologii naturalnej i filozoficznej a preferowane wartości poznawcze / Aims of Natural and Philosophical Theology and the Preferred Epistemic Values.Marek A. Pepliński - 2004 - Przegląd Religioznawczy 212 (2):3-11.
    In philosophical literature terms: „natural theology” (or „rational theology”) and „philosophical theology” are used as exchangeable. The author argues that natural and philosophical theology are different philosophical disciplines. It is possible to point out a philosophic theology, different from natural theology, the former aims are not only supposed to show that God exists but to unifícate, interpret and explain (understand) religious faith and her tasks are not primary apologetic. The author considers that the aims of the latter discipline (...)
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