After the rule of the canonized Marxism has come to an end, the present situation of philosophy in Hungary might be characterized as pluralistic and colourful. The academic, educational and institutional structure of philosophy, as well as the situation concerning the publication of journals and books has changed equally. In general, each of the relevant philosophical trends has gained its representation, significant individual and collective achievements have been reached, and we have also witnessed the rise of a new (...) philosophical generation. Though not as dominanting, philosophy has been integrated into Hungarian intellectual and public life. By now it is not regarded an isolated domain of knowledge as it was before. (shrink)

This paper attempts to present a general picture of the most important philosophical elements found in the Hungarian writings of Imre Lakatos, later the famous philosopher of science in England, with a focus on his views on science and its social context. In the first section, Lakatos' life in Hungary is summarized, with a special emphasis on those few years when most of the Hungarian works were written. The second section offers a list of his Hungarian publications, each (...) item accompanied by a brief description. Then we examine the lost doctoral dissertation and its possible contents as reconstructed from the reports of the readers and the published texts. Finally we identify the main philosophical sources the young Lakatos could have used, and give a summary of his basic views on science. (shrink)

This paper attempts to present a general picture of the most important philosophical elements found in the Hungarian writings of Imre Lakatos, later the famous philosopher of science in England, with a focus on his views on science and its social context. In the first section, Lakatos' life in Hungary is summarized, with a special emphasis on those few years when most of the Hungarian works were written. The second section offers a list of his Hungarian publications, each (...) item accompanied by a brief description. Then we examine the lost doctoral dissertation and its possible contents as reconstructed from the reports of the readers and the published texts. Finally we identify the main philosophical sources the young Lakatos could have used, and give a summary of his basic views on science. (shrink)

In this volume philosophers from throughout the Asia-Pacific region discuss a wide range of topics related to the development of democratic values and ways of life. The papers explore ideas, values and practices related to democracy from the different perspectives of the great religious and philosophical traditions of Asia, as well as considering both philosophical issues and the place of philosophy in a democratic society. While the contributors represent different philosophical traditions, they are connected through a common (...) concern with humanity, a belief in the value of philosophical inquiry and scholarship and by a commitment to the value of philosophy education in building and sustaining democracy. (shrink)

In recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book (...) highlights the justification for, and methods of, creating a classroom community of ethical inquiry. (shrink)

In an effort to give a historical depth to recent discussions on taste in Aesthetic theory, this paper recovers a 19th century Hungarian paradigm. While taste first came to the forefront of philosophical reflection with the Enlightenment and especially with Kant, by now there is a growing literature on the survival of that discourse in the first half of the 19th century. The present author contributed to the research, which tried to show that in Hungary Count István Széchenyi, (...) an influential political reformer, can be regarded as an author, who for socio-political reasons relied heavily on the British discourse of politeness and taste. This paper aims to show that the same discourse lived on and was employed in the second half of the 19th century in socio-political debates. The example is Baron Zsigmond Kemény, an admirer and follower of Széchenyi, who transformed the discourse into a bourgeois political-educational program. (shrink)

Designed for those wanting to be teachers, administrators, or other educational practitioners, this work shows how the study of educational philosophy should ...

This essay describes the Hungarian historical background out of which Michael Polanyi’s lifelong commitment to a liberal, democratic form of government grew. Hungary’s liberal thinkers blossomed in the nineteenth centruy, but their orientation was more political and practical than philosophical. Enlightenment ideas did not penetrate deeply into Hungarian society, which in recent centuries was hampered by its Eastern European and feudal ties. Thus Polanyi felt he had to move to more liberal countries.

Is there room for philosophy in educational research? Is there phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods for phenomenology within the field of philosophy of education? These talks to educational scholars and researchers responds to these questions and appeals for place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a genealogy of (...) thought and frequent autobiographical confessions, this book of lectures works from the simple insight that philosophy and education are not so different. (shrink)

The purpose of this article is to present the main contributions to peace, democracy, and the philosophy of education in Colombia, made by philosopher Guillermo Hoyos-Vásquez (Medellín, 1935 – Bogotá, 2013). The work of this Colombian philosopher stands out for its important contributions to political philosophy as the vital, supportive, and responsible exercise of thought concerning the public interest. Using Kant’s concept of practical reason, Husserl’s lifeworld [Lebenswelt], and Habermas’s communicative action as starting points, Hoyos-Vásquez succeeded in going beyond (...) these political philosophers by trying to apply their ideas in the midst of the difficult context of corruption, drug trafficking and armed conflict in Colombia over the past five decades. At the same time, Hoyos-Vásquez developed throughout his life a varied public activity as a thinker and educator, belying the myth of the theoretical distance between the philosopher and his/her political present or historical reality. The thought of Guillermo Hoyos-Vásquez, and his public action as an educator, represent a substantial contribution to contemporary political and educational philosophy, maintaining a close connection between theory and practice. (shrink)

No previous experience in formal studies in either philosophy or education is a requirement for a full comprehension of the text.

Drawing on John Dewey and the later Ludwig Wittgenstein, this book employs philosophy as a conceptual resource to develop new methodological and analytical tools for conducting in situ empirical investigations. Chapter one explores the philosophies of Wittgenstein and Dewey. Chapter two exposits Deweyan ideas of embodiment, the primacy of the aesthetic encounter, and aesthetically expressive meaning underdeveloped in Wittgenstein. Chapter three introduces the method of practical epistemological analysis and a model of situated epistemic relations to investigate the learning of body (...) techniques in dinghy sailing. The concluding chapter introduces a model of situated artistic relations to investigate the learning of artistic techniques of self-expression in the Swedish sloyd classroom. (shrink)

This book discusses the philosophical issues underlying the teaching of religious education, and the conflict between religion and democratic values; it scrutinises religious education programmes in the UK, USA and Australia, and evaluates their effectiveness.

The situation of disorientation in the plurality of value and normative orientation in postmodern society, which is often marked with intolerenace and inhumaneness towards others, is connected to the crisis of the enlightened mind and, along with that, the enlightened thought. Theodor W. Adorno developed the theory of the mind in his work Negative Dialectics, in which he expresses that which in our thoughts is “the Other”, that which Adorno describes as “non-identical”. In his revolt against categorizing thoughts, through the (...) complex experience of the “non-identical”, the idea of negative dialectics becomes relevant for one prolific idea in education, espcecially philosophical education under the conditions of postmodern societies, thus synchronously showing the way out of the current crisis of philosophy. (shrink)

In an address entitled "Democracy and Liberal Education" delivered in 1887, Edward Everett Hale attacked the then President of Princeton University, the distinguished Scottish philosopher James McCosh for his remarks in a lecture to the Exeter Academy. Hale argued, in effect, that McCosh was ultimately "un-American" in his pedagogical purposes. The issues which Hale goes on to address, and the arguments to which he gives vent, show clearly the battle lines as far as liberal education in America was (...) concerned. Hale says that McCosh "encourages the students...to supply our lack of a political body of noblemen by an aristocracy founded on letters and learning." In doing so, Hale explains, McCosh is drawing on analogies "as old as Plato." "They are analogies which come most naturally to a man trained among well-defined classes in social order. But they ought not to be long sustained among people who have been trained in the social order of a democratic republic." For Hale the idea liberal education has no "elitist" or exclusivist overtones. Liberal education does not seek "to make any class of scholars." Indeed, "a true republic expects, in the end, to give a liberal education to all its people...the republic regards a liberal education not as the good fortune of a governing class, but as the privilege, if you please, the necessity of all." When we turn to the man who was the springboard of some of Hale's remarks on education we see that McCosh's concern is whether "America has arrived at a stage at which there is a body of men and women who have leisure and taste to cultivate the liberal arts and advance the higher forms of civilization." But it should be observed that, despite their basic differences of concern and approach, both Hale and McCosh believed that there was such a thing as the truth, that God or the Divine was the ultimate phenomenon for human beings, and that belief in these things helped sustain the good that was liberal society. By recalling the arguments of such men we are provided with a picture which contrasts with the debate between "town and gown" in our own day. If there is still some of Hale's moral seriousness about citizenship in "town" it seems hard to allow there is much of McCosh's moral seriousness about the task of philosophy in the realm of the "gown." To say the least, both civic and intellectual seriousness has declined since Hale and McCosh's time. That is why the kind of discussion in which they engaged should be interesting to us today. It allows us to track both the origins of our condition and the path we have come. The study of American educators such as these can be great value as we face the crisis of education and liberal society of our time. (shrink)

This timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education. Written by one of the foremost academics in the field, the book combines the normative philosophical, educational and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also (...) as existential, ethical, and political shaping of the self. By reflecting on three decades of doctoral supervision, the author gives an account of how his students have been initiated into moral discourses of democratic citizenship education and the intellectual adventures they have embarked upon through scholarly texts. The book also presents itself as a decolonial venture that repositions and resituates doctoral education in resistance to the hegemony of colonisation, inhumanity, inequality, unfreedom and injustice in Southern Africa. Ultimately arguing for the relevance of wonder, wander, and whisper in academic culture, the book will appeal to scholars, researchers, and postgraduates in the fields of higher education, philosophy of education, and sociology of education as well as African Education and doctoral studies more broadly. (shrink)

In the past couple of years, much has been said and written in the media about the notion of 'cancel culture' and the way in which various celebrities, journalists, politicians, ideas, and monuments have been cancelled. Yet, the conversations taking place on this issue have been largely uninformed, lacking intellectual rigor, and devoid of the historical and cultural context that could help make the contested debates more enlightening. The author investigates the phenomenon of cancelling historically as well as how it (...) became an issue recently. The book presents some compelling philosophical arguments against the practice of cancelling and highlights various educational dangers and risks that emerge from this practice and deserve our attention. (shrink)

R M Hare; Value Education in a Pluralist Society, Journal of Philosophy of Education, Volume 10, Issue 1, 30 May 2006, Pages 7–23, https://doi.org/10.1111/j.146.

John Wilson; Philosophical Issues in Moral Education and Development, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 129–133, https.

John Wilson; Philosophical Issues in Moral Education and Development, Journal of Philosophy of Education, Volume 23, Issue 1, 30 May 2006, Pages 129–133, https.

The collection is intended to demonstrate the way in which traditional adult education values derived from philosophies of 'individualism' also imply a 'public' dimension referred to as 'mutuality'. This is shown to be manifest not only in the liberal idea of 'citizenship' but also in concepts of 'autonomy', 'knowledge and truth', 'rationality' and in language and communication. It is also argued that adult education cannot be detached from such ideas as 'moral obligation'. Influenced by the writings of Wittgenstein, (...) Strawson, Davidson, Putnam, Tarski, Rawls and Dworkin, the collection may also be seen as a challenge to some of the more fashionable views on adult education, particularly those which draw upon 'postmodernism'. (shrink)

This paper articulates a feminist poststructural philosophy of education by combining the work of Luce Irigaray and Michel Foucault. This acts as an underpinning for a philosophy of desire (McWilliam, 1999) in education, or as a minor philosophy of education where multiple movements of bodies are enacted through theoretical methodologies and research. These methods include qualitative analysis and critical discourse analysis; where the conjunction Irigaray-Foucault is a paradigm for dealing with educational phenomena. It is also a rigorous (...) materialism (Braidotti, 2005) that opens up the way in which we think about philosophical bodies in education with language. This simultaneously creates gaps in our thinking about the problems associated with philosophical bodies in education, where the imagination may intercede and Eros can do his work, ‘For if Eros possessed all that he desires, he would desire no more’ (Irigaray, 1993, p. 22). (shrink)

In this article, we distinguish between three approaches to ethics in school, each giving an interpretation of the expression ‘ethics in school’: the descriptive facts about ethics approach, roughly consisting of teaching empirical facts about moral matters to students; the moral fostering approach, consisting of mediating a set of given values to students; and the philosophical ethics (PE) approach, consisting of critically discussing and evaluating moral issues with students. Thereafter, three influential arguments for why there ought to be ethics (...) in school are discussed, and each argument is interpreted given each approach to ethics in school, respectively. Thereby, we evaluate which interpretation of ‘ethics in school’ produces the strongest arguments, and thus, which approach is best supported by these arguments. The conclusion is that there ought to be PE in school. (shrink)

Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim (...) a position beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education. (shrink)

The article is devoted to the philosophy of cosmology, its history and contemporary conditions, the tradition of studying and modern trends in teaching this discipline in higher education in Ukraine. There is problem of defining the subject of philosophy of cosmology, there are similar and different motifs with modern astrophysics, cosmology on the one hand, and, with the history of philosophy and modern philosophy on the other hand. The change in the subject of the philosophy of cosmology in the (...) history of philosophy and science has been studied in this article. A modern state of the philosophy of cosmology in modern philosophical education is demonstrated. (shrink)

This book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply _laissez-faire_ about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we (...) need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche. (shrink)

Ethics education in post-graduate philosophy departments and professional schools involves disciplinary knowledge and textual analysis but is mostly unconcerned with the ethical lives of students. Ethics or values education below college aims at shaping students’ ethical beliefs and conduct but lacks philosophical depth and methods of value inquiry. The «values transmission» approach to values education does not provide the opportunity for students to express doubt or criticism of the proffered values, or to practice ethical inquiry. The (...) «inquiry» approach to values education recognizes the need and the capacity of young people to grapple with moral ambiguity and pluralism, to confront their own moral doubts, to criticize conventional norms and to engage in ethical inquiry. Values clarification, critical thinking and Philosophy for Children are inquiry approaches to values education, with important differences. Five wisdom practices common among early Greek and Roman philosophical schools should inform ethics education at all levels. First, philosophy was understood as the disciplined study and practice of living well. Second, knowledge and discursive thinking played a limited role in relation to the life worth living. Third, these schools taught certain contemplative or «spiritual» exercises, including meditation, examination of one’s conscience, fraternal correction, contemplation of the cosmos, practicing present-moment awareness and reflection on death. Fourth, many of these schools established philosophical communities that practiced collaborative research, dialogue, mutual correction, and the cultivation of philosophical friendship. Fifth, the primary aim of intellectual and contemplative practices in these schools was self-transformation, from states of confusion, restlessness, egotism, and craving, to states of temperance, compassion, and tranquility. (shrink)

Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic and philosophical, and exemplifies a humanities-based approach by giving literature and artful play (...) a place in shaping the ground of practice and research. (shrink)

The aim of this paper is to clarify under what conditions a philosophical problem arises. I will describe two ways in which we might perceive a question as a problem. First, when we fnd ourselves inclined to believe in propositions that appear incompatible with each other. Second, when we fnd ourselves inclined to believe in propositions that seem incompatible with our desires. I will discuss both of these cases and articulate a didactic strategy – the Clash Strategy – which (...) can be used in order to plan and facilitate dialogic inquiry in the classroom. This strategy suggests introducing stimuli that will help students appreciate the clash that drives the philosophical question to be explored during the dialogue. In summary, this paper aims to ofer insights to all teachers interested in promoting dialogic inquiry, whether philosophical or otherwise, in education. (shrink)

There are internationally set criteria that apply in the case of a legacy of grave and systematic violations of human rights, generating obligations of the state towards the victims and society. They specify: a right of the victim to see justice done, a right to know the truth, an entitlement to compensation and nonmonetary forms of restitution, as well as a right to reorganized and accountable institutions. Facing the complete failure of implementing the first three points, one can claim that (...) none of them has been fulfilled in Hungary since the fall of Communism, almost one quarter of a century ago. This paper analyses the context in which constitutional adjudication may confront certainty of law with the very idea of justice by putting an end to any progress of leaving the legacy of Communism behind. As a consequence, the Rule of Law becomes a mere simulacrum. (shrink)

This paper is concerned with ways to make our education system more inclusive, to stimulate a more tolerant and democratic attitude among students, and to equip them to deal with complex issues in our society. Trying to understand and master plural viewpoints is more effective than applying the mainstream western perspective to relate to a fast-globalizing, interactive world. In existing curricula, students and teachers are often confronted with underlying assumptions that can be traced back to the ubiquitous influence of (...) the Enlightenment. They mirror what has been denied, like the colonization of large parts of the world by European countries. This paper illustrates how philosophical divides can be crossed. I elaborate on a method suitable for crossing these divides: dialogue. Finally, I highlight the transformation that the discipline of philosophy and our education system need to go through to open to different forms of obtaining knowledge. (shrink)