Results for 'philosophy, critique, enlightenment, education, consumerist society, cultural industry, school, teaching'

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  1.  54
    Why Still Philosophy?: Once Again.Predrag Krstic - 2007 - Filozofija I Društvo 18 (3):31-39.
    The intention of this paper is to revisit, once again the question asked by Adorno and Habermas and other contemporary thinkers under different headings few decades ago. The author is suggesting that nowadays philosophy requires a final departure from the idea of having single and perennial face, and that this would not only allow, but also enable philosophy to test its various faces freely, that is, without norm or limit set in advance. At the same time, by creating such?liberal? climate (...)
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  2.  10
    Possibility of Critique of the Consumerist Society as a Problem of Philosophy of Education. Marginalia on Pasolini.Luka Bogdanić - 2010 - Filozofska Istrazivanja 30 (1-2):283-294.
  3.  63
    What Kind of Society Does the School Need? Redefining the Democratic Work of Education in Impatient Times.Gert Biesta - 2019 - Studies in Philosophy and Education 38 (6):657-668.
    In many places around the world the modern school is under a relentless pressure to perform and the standards for such performance are increasingly being set by the global education measurement industry. All this puts a pressure on schools, teachers and students but also on policy makers and politicians, who all seem to have been caught up in a global educational rat-race. There is a discourse of panic about educational quality, which seems to drive an insatiable need for improvement, geared (...)
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  4.  14
    Reason and Culture in Cosmopolitan Education.Leonard J. Waks - 2009 - Educational Theory 59 (5):589-604.
    In this essay, Leonard Waks reviews three recent books on cosmopolitan education: Kwame Anthony Appiah's Cosmopolitanism: Ethics in a World of Strangers; Neil Burtonwood's Cultural Diversity, Liberal Pluralism, and Schools: Isaiah Berlin and Education; and Thomas Popkewitz's Cosmopolitanism and the Age of School Reform: Science, Education and Making Society by Making the Child. Each of the three books challenges cosmopolitan universalism. Appiah argues that universal principles do not help us understand how members of distinct cultural groups can flourish (...)
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  5.  40
    After Higgins and Dunne: Imagining School Teaching as a Multi‐Practice Activity.Richard Davies - 2013 - Journal of Philosophy of Education 47 (3):475-490.
    There remains a concern in philosophy of education circles to assert that teaching is a social practice. Its initiation occurs in a conversation between Alasdair MacIntyre and Joe Dunne which inspired a Special Issue of the Journal of Philosophy of Education. This has been recently utilised in a further Special Issue by Chris Higgins. In this article I consider two points of conflict between MacIntyre and Dunne and seek to resolve both with a more nuanced understanding of the implications (...)
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  6. Challenging Catholic School Resistance to GSAs with a Revised Conception of Scandal and a Critique of Perceived Threat.Graham P. McDonough - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):71-80.
    Educational leaders in Ontario’s publicly-funded Catholic schools typically resist establishing Gay-Straight Alliances on grounds that they contradict Catholic moral teaching and so cause scandal in the school. While the protection of GSAs in these schools is derived from recent provincial legislation, the government intervention has the potential to exacerbate religious-secular tensions in the school and society. This paper assumes that, in the Catholic Church’s current political climate, the only justifications for GSAs that will gain genuine traction and possibly deflate (...)
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  7.  24
    Higher Education, Pedagogy and the 'Customerisation' of Teaching and Learning.Kevin Love - 2008 - Journal of Philosophy of Education 42 (1):15-34.
    It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns this contribution. (...)
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  8. States of Shock: Stupidity and Knowledge in the 21st Century.Bernard Stiegler - 2015 - Polity.
    In 1944 Horkheimer and Adorno warned that industrial society turns reason into rationalization, and Polanyi warned of the dangers of the self-regulating market, but today, argues Stiegler, this regression of reason has led to societies dominated by unreason, stupidity and madness. However, philosophy in the second half of the twentieth century abandoned the critique of political economy, and poststructuralism left its heirs helpless and disarmed in face of the reign of stupidity and an economic crisis of global proportions. New theories (...)
     
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  9.  19
    Culture Industry Redux : Stiegler and Derrida on Technics and Cultural Politics.Robert Sinnerbrink - unknown
    This essay seeks to further the critical reception of Stiegler's philosophy of technology by situating his work within the legacy of critical theory and deconstruction. Drawing on what Richard Beardsworth has described as Stiegler's 'Left-Derrideanism'-his radical re-thinking of the problem of technics and related call for a "politics of memory"-I argue that Stiegler's transformation of both Heidegger and Derrida retrieves and renews the interrupted Frankfurt school tradition of culture industry critique. What we might call Stiegler's 'deconstructive materialism' reinvigorates the project (...)
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  10.  67
    Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  11.  1
    A Philosophy of the Art School.Michael Newall - 2019 - New York: Routledge.
    *Winner of the American Society for Aesthetics 2019 Outstanding Monograph Prize* Until now, research on art schools has been largely occupied with the facts of particular schools and teachers. This book presents a philosophical account of the underlying practices and ideas that have come to shape contemporary art school teaching in the UK, US and Europe. It analyses two models that, hidden beneath the diversity of contemporary artist training, have come to dominate art schools. The first of these is (...)
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  12.  47
    Teaching Science, Technology, and Society to Engineering Students: A Sixteen Year Journey.Haldun M. Ozaktas - 2013 - Science and Engineering Ethics 19 (4):1439-1450.
    The course Science, Technology, and Society is taken by about 500 engineering students each year at Bilkent University, Ankara. Aiming to complement the highly technical engineering programs, it deals with the ethical, social, cultural, political, economic, legal, environment and sustainability, health and safety, reliability dimensions of science, technology, and engineering in a multidisciplinary fashion. The teaching philosophy and experiences of the instructor are reviewed. Community research projects have been an important feature of the course. Analysis of teaching (...)
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  13.  34
    Dewey's Materialist Philosophy of Education: A Resource for Critical Pedagogues?Fred Harris - 2006 - The European Legacy 11 (3):259-288.
    This article looks at some similarities and differences between key elements of Karl Marx's critique of capital and John Dewey's philosophy of education, both substantively and methodologically. Substantively, their analyses of the relation between human beings and the natural world—what Marx calls concrete labour and Dewey generally calls action—converge. Similarly, methodologically they converge when looked at from the point of view of their analysis of the relation between earlier and later forms of life. In Marx's case, it is his comparison (...)
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  14.  58
    Philosophy for Children, Values Education and the Inquiring Society.Philip Cam - 2014 - Educational Philosophy and Theory 46 (11):1-9.
    How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching (...)
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  15.  49
    Transformative Critique: What Confucianism Can Contribute to Contemporary Education.Geir Sigurðsson - 2017 - Studies in Philosophy and Education 36 (2):131-146.
    Critical thinking is currently much celebrated in the contemporary West and beyond, not least in higher education. Tertiary education students are generally expected to adopt a critical attitude in order to become responsible and constructive participants in the development of modern democratic society. Currently, the perceived desirability of critical thinking has even made it into a seemingly successful marketable commodity. A brief online search yields a vast number of books that are mostly presented as self-help manuals to enable readers to (...)
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  16.  26
    Breve storia dell'etica.Sergio Cremaschi - 2012 - Roma RM, Italia: Carocci.
    The book reconstructs the history of Western ethics. The approach chosen focuses the endless dialectic of moral codes, or different kinds of ethos, moral doctrines that are preached in order to bring about a reform of existing ethos, and ethical theories that have taken shape in the context of controversies about the ethos and moral doctrines as means of justifying or reforming moral doctrines. Such dialectic is what is meant here by the phrase ‘moral traditions’, taken as a name for (...)
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  17.  29
    Transformative Teaching: Restoring the Teacher, Under Erasure.Jenny Steinnes - 2009 - Educational Philosophy and Theory 41 (2):114-125.
    In the large and complex landscape of pedagogy, the focus seems to have turned away from the concept of teaching and towards a stronger emphasis on learning, probably supported by neo‐liberal ideology. The teacher is presented more as part of the force of production than as an autonomous performer of a mandate given to him/her by society. He/she is supposed to supply knowledge that is considered useful to a society geared to production and consumption. During the past few decades, (...)
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  18.  59
    Social Studies Education as a Moral Activity: Teaching Towards a Just Society.Daniel Byrd - 2012 - Educational Philosophy and Theory 44 (10):1073-1079.
    Many competing ideas exist around teaching ‘standard’ high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often fail in focusing on the kinds of sustained discourse and ideas necessary for students to develop an awareness and commitment to justice in a pluralistic society. (...)
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  19. Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional (...)
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  20.  2
    Hugolín Gavlovič on Moral Education: Enlightenment Ideas in Baroque Literature?Katarína Komenská - 2019 - Ethics and Bioethics (in Central Europe) 9 (3-4):139-147.
    The work of Hugolín Gavlovič belongs is part of the most influential literary and didactic heritage of 18th century literature in the region of contemporary Slovakia. Even though Gavlovič was not a systematic moral philosopher, the role and importance of ethics in his literary work is significant. He contributed greatly to the debate on moral education, which was linked to the fulfilment of God's will and to the accomplishment of a good life. In his extensive poetic work Valaská škola mravúv (...)
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  21. Public Education in a Multicultural Society: Policy, Theory, Critique.Robert K. Fullinwider (ed.) - 1996 - Cambridge University Press.
    This important collection of essays offers a sustained philosophical examination of fundamental questions raised by multicultural education in primary and secondary schools. The essays focus on both theory and policy. They discuss the relation between culture and identity, the role of reason in bridging cultural divisions, and the civic implications of multi-culturalism in the teaching of history and literature. Several of the essays examine aspects of multicultural policies in California and New York, as well as the curriculum guidelines (...)
     
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  22. Handbook of Research in the Social Foundations of Education.Steven Tozer, Bernardo P. Gallegos, Annette Henry, Mary Bushnell Greiner & Paula Groves Price (eds.) - 2010 - Routledge.
    Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking (...)
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  23. The Benefits of Comedy: Teaching Ethics Through Shared Laughter.Christine James - 2005 - Academic Exchange Extra (April).
    Over the last three years I have been fortunate to teach an unusual class, one that provides an academic background in ethical and social and political theory using the medium of comedy. I have taught the class at two schools, a private liberal arts college in western Pennsylvania and a public regional state university in southern Georgia. While the schools vary widely in a number of ways, there are characteristics that the students share: the school in Pennsylvania had a large (...)
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  24.  32
    Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyāya School of Classical Indian Philosophy.Anand Jayprakash Vaidya - 2016 - Journal of Philosophy of Education 50 (4):132-160.
    In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks completely ignore contributions from non-western sources, such as those found in the African, Arabic, Buddhist, Jain, Mohist and Nyāya philosophical traditions. The exclusion of these traditions leads to (...)
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  25.  11
    Dialectic of Enlightenment: Philosophical Fragments.Max Horkheimer - 2002 - Stanford University Press.
    Dialectic of Enlightenment is undoubtedly the most influential publication of the Frankfurt School of Critical Theory. Written during the Second World War and circulated privately, it appeared in a printed edition in Amsterdam in 1947. "What we had set out to do," the authors write in the Preface, "was nothing less than to explain why humanity, instead of entering a truly human state, is sinking into a new kind of barbarism." Yet the work goes far beyond a mere critique of (...)
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  26.  11
    Values in Education and the Community.Danny Frederick - manuscript
    The UK School Curriculum and Assessment Authority proposes a set of values to which everyone can subscribe, which can provide schools with a secure basis for the provision of spiritual, moral, social and cultural education. The proposal is misguided. The code would be determined by political negotiation, which would bring the whole idea of moral education into disrepute, and it would be an impediment to moral advancement, which requires trial and error experimentation. Imposing a code on all state schools (...)
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  27.  12
    Postmodern Critique of Teaching and Learning Support Systems at an Internet Distance.Robert H. Barbour - 2004 - Acm Sigcas Computers and Society 34 (2):2.
    Projecting computing education trends forward into the near future in order to better understand the implications of present changes is a postmodern education research agenda. Such speculations are informed by present day events. Setting observed changes in computing education policy and practice against a constructivist theoretical framework based on semiotics points up the issues and contradictions in globalization trends. The emergent issues of expanding western hegemony and a flattening of cultural variety are addressed both from the point of view (...)
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  28.  38
    Cultural Foundations of the Idea and Practice of the Teaching Profession in Africa: Indigenous Roots, Colonial Intrusion, and Post‐Colonial Reality.N'dri T. Assie‐Lumumba - 2012 - Educational Philosophy and Theory 44 (s2):21-36.
    In this article I analyze some of the cultural factors that have determined and influenced the teaching profession and its evolution in African countries. Firstly, I use an historical approach to review conceptual issues on teachers, teaching and learning; secondly, I examine salient features of the idea and practices of teachers and teaching in the pre-colonial and less Westernized contemporary African contexts and elements of Quranic schools; thirdly, I offer an account of how teachers were introduced (...)
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  29.  15
    School Education as Social and Economic Governance: Responsibilising Communities Through Industry-School Engagement.Cushla Kapitzke & H. A. Y. Stephen - 2011 - Educational Philosophy and Theory 43 (10):1103-1118.
    This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education-2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state-wide industry-school partnerships with key global players in the Queensland economy. Industry sectors (...)
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  30. A Critique of Anti-Heterosexist Curriculum and Student Consent at the Toronto District School Board.Jair Matrim - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):60-70.
    Efforts to embed anti-heterosexist curriculum at the Toronto District School Board can become confused and contradictory because of the persistent subjection of the student to the curriculum, and by maintaining sex as a subject of danger and prohibition. Examples from the new TDSB anti-discrimination curriculum resource that were perceived as politically controversial in 2011 are briefly assessed with the popular queer theories of Foucault, Butler, and Rubin. Deleuze's interpretation of Spinoza’s work is also plumbed to explain the consequences of heterosexist (...)
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  31. Teacher and Education Versus Aggression and Violence at School.Marta Gluchmanová - 2012 - Ethics and Bioethics (in Central Europe) 2 (1-2):88-100.
    At present, an increase has been observed in aggressive behaviour and actions in students in as well as outside schools in Slovakia and other post-communist countries. This is often considered a manifestation of moral crises in the family and society. Socio-cultural changes also bring about negative phenomena, which are often present in the mentality and actions of children and the young. Moral problems in the teaching profession are a reflection of problems in society as such. It is the (...)
     
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  32.  1
    Respect Without Recognition: A Critique of the OCSTA’s “Respecting Difference” Policy.Lauren Bialystok - 2014 - Paideusis: Journal of the Canadian Philosophy of Education Society 22 (1):8-18.
    In 2012, a provincial bill amended the Ontario Education Act to provide more focused measures to eliminate bullying on the basis of sexual orientation. Bill 13 specifically requires that students be allowed to establish gay-straight alliances, including in the publicly-funded Catholic school system. The Ontario Catholic School Trustees’ Association responded by proposing an alternative policy, called “Respecting Difference,” on the grounds that GSAs run contrary to Catholic teaching. Respect is a complex ethical notion with a long philosophical history. Through (...)
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  33.  18
    Adorno: Cultural Education and Resistance.Sharon Jessop - 2017 - Studies in Philosophy and Education 36 (4):409-423.
    In recent years, culture has become significantly politicized, or conspicuously de-politicized, in different parts of the UK, making its appearance in education policy of pivotal interest and ripe for critical attention. From the vantage point of Theodor Adorno’s work on the culture industry and his writings on the work of the teacher, I argue that cultural education is a site where something crucial and distinctive takes place. Within the Enlightenment tradition, critical self-reflection and resistance to heteronymous ways of thinking (...)
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  34.  9
    A Critique of Moral Education in the Social Studies.Richard M. Merelman - 1979 - Journal of Moral Education 8 (3):182-192.
    Abstract This paper argues that the moral education approach to social studies education is unsound pedagogically and politically. Pedagogically, the approach requires types of skills most teachers do not have, ignores the realities of classroom and school authority structures, assumes more stability in moral reasoning than students possess, and does not permit the use of teaching strategies that might otherwise be optimal. Politically, the approach misunderstands the nature of political decision?making, which is founded on a logic at variance with (...)
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  35. Humanistic Critique of Education: Teaching and Learning as Symbolic Action.Peter M. Smudde (ed.) - 2010 - Parlor Press.
     
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  36.  17
    The ‘School of True, Useful and Universal Science’? Freemasonry, Natural Philosophy and Scientific Culture in Eighteenth-Century England.Paul Elliott & Stephen Daniels - 2006 - British Journal for the History of Science 39 (2):207-229.
    Freemasonry was the most widespread form of secular association in eighteenth-century England, providing a model for other forms of urban sociability and a stimulus to music and the arts. Many members of the Royal Society and the Society of Antiquaries, for instance, were Freemasons, while historians such as Margaret Jacob have argued that Freemasonry was inspired by Whig Newtonianism and played an important role in European Enlightenment scientific education. This paper illustrates the importance of natural philosophy in Masonic rhetoric and (...)
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  37.  15
    School Education as Social and Economic Governance: Responsibilising Communities Through Industry‐School Engagement.Cushla Kapitzke & Stephen Hay - 2011 - Educational Philosophy and Theory 43 (10):1103-1118.
    This article examines shifts in educational and social governance taking place in Queensland, Australia, through Education Queensland's Industry School Engagement Strategy and Gateway Schools program. This significant educational initiative is set within the context of Queensland's social investment agenda first articulated in its education policy framework, Queensland State Education‐2010. The article traces the historic extension of this overarching governmental strategy through establishment of the Gateway Schools concept, brokering state‐wide industry‐school partnerships with key global players in the Queensland economy. Industry sectors (...)
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  38. How Educational Ideologies Are Shaping Global Society: Intergovernmental Organizations, Ngos, and the Decline of the Nation-State.Joel Spring - 2004 - Routledge.
    In this book Joel Spring explores three major international educational ideologies that are shaping global society: neo-liberal educational ideology, human rights education, and environmentalism. _Neo-liberal ideology_ reflects a rethinking of nationalist forms of education as the nation-state slowly erodes under the power of a growing global civil society. Traditional nationalist education attempts to mold loyal and patriotic citizens who are emotionally attached to symbols of the state, whereas the goal of neo-liberal educational ideology is to change nationalist education to serve (...)
     
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  39. Critique and Crisis: Enlightenment and the Pathogenesis of Modern Society.Reinhart Koselleck - 1988 - MIT Press.
    In this way progressive bourgeois philosophy, which seemed to offer the promise of a unified and peaceful world, in fact produced just the opposite.The book ...
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  40.  32
    Dialectic of the University: A Critique of Instrumental Reason in Graduate Nursing Education.Olga Petrovskaya, Carol McDonald & Marjorie McIntyre - 2011 - Nursing Philosophy 12 (4):239-247.
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  41.  17
    Teaching About Energy.Orlando Aguiar, Hannah Sevian & Charbel N. El-Hani - 2018 - Science & Education 27 (9-10):863-893.
    In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This theory is based on the heterogeneity of verbal thinking, that is, on the idea that any individual or society does not represent concepts in a single way. According to this perspective, the processes of conceptualization consist of the use of a repertoire of different socially stabilized signifiers, adjusted to the context in which (...)
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  42.  34
    Reflections on Brown Vs. Board of Education and School Integration Today.Lawrence Blum - 2019 - The Harvard Review of Philosophy 26:37-57.
    The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends demeaning (...)
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  43.  10
    Teaching Language Through Virgil in Late Antiquity.Frances Foster - 2017 - Classical Quarterly 67 (1):270-283.
    Romanmagistriandgrammaticitaught their students a wide range of subjects, primarily through the medium of Latin and Greek literary texts. A well-educated Roman in the Imperial era was expected to have a good knowledge of the literary language of Cicero and Virgil, as well as a competent command of Greek. By the late fourth and early fifth centuries, this knowledge had to be taught actively, as everyday Latin usage had changed during the intervening four centuries. After the reign of Theodosius the division (...)
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  44. Theodor W. Adorno.Gerard Delanty (ed.) - 2004 - Sage Publications.
    Theodor W.Adorno was one of the towering intellectuals of the twentieth century. His contributions cover such a myriad of fields, including the sociology of culture, social theory, the philosophy of music, ethics, art and aesthetics, film, ideology, the critique of modernity and musical composition, that it is difficult to assimilate the sheer range and profundity of his achievement. His celebrated friendship with Walter Benjamin has produced some of the most moving and insightful correspondence on the origins and objects of the (...)
     
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  45. From the “Metaphysics of the Individual” to the Critique of Society: On the Practical Significance of Michel Henry’s Phenomenology of Life. [REVIEW]Michael Staudigl - 2012 - Continental Philosophy Review 45 (3):339-361.
    This essay explores the practical significance of Michel Henry’s “material phenomenology.” Commencing with an exposition of his most basic philosophical intuition, i.e., his insight that transcendental affectivity is the primordial mode of revelation of our selfhood, the essay then brings to light how this intuition also establishes our relation to both the world and others. Animated by a radical form of the phenomenological reduction, Henry’s material phenomenology brackets the exterior world in a bid to reach the concrete interior transcendental experience (...)
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  46.  7
    Thinking Critically, Choosing Politically II: Multicultural Education and Cultural Ecological Systems in a Pluralistic Society.Ruben P. Viramontez Anguiano & Awad Ibrahim - 2004 - Inquiry: Critical Thinking Across the Disciplines 24 (1/2):5-7.
  47. Radical Assumptions for a New Philosophy of Technical Education.Charles J. Guenther - 1999 - Bulletin of Science, Technology and Society 19 (4):296-299.
    Technical expertise must be accompanied by an appreciation of the social, political, and moral questions involved in its application. However, because such questions do not serve a utilitarian purpose in achieving short-term economic advantage, they are generally considered as superfluous frills, lying outside the framework of technical education. Therefore, a new philosophy is proposed—one that incorporates values thought to be important for a humane, just, and sustainable society. The author shares a perspective gained from 15 years of engineering experience in (...)
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  48. A Deweyan Critique Of Thomas Falkenberg’s Article “Teaching As Contemplative Professional Practice”.Fred Harris - 2013 - Paideusis: Journal of the Canadian Philosophy of Education Society 21 (1):51-53.
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  49.  23
    The Quarantine of Philosophy in Medical Education: Why Teaching the Humanities May Not Produce Humane Physicians.William E. Stempsey - 1999 - Medicine, Health Care and Philosophy 2 (1):3-9.
    Patients increasingly see physicians not as humane caregivers but as unfeeling technicians. The study of philosophy in medical school has been proposed to foster critical thinking about one's assumptions, perspectives and biases, encourage greater tolerance toward the ideas of others, and cultivate empathy. I suggest that the study of ethics and philosophy by medical students has failed to produce the humane physicians we seek because of the way the subject matter is quarantined in American medical education. First, the liberal arts (...)
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  50.  8
    Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization.Daan Keij - 2021 - Studies in Philosophy and Education 40 (1):67-80.
    This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop children into adults, but would keep them in their childish state. Stiegler’s critique is explicitly inspired by Enlightenment ideals, characterized by a positive notion of maturity and a negative notion of childhood and immaturity. Infantilization is for Stiegler therefore immediately a negative development. However, Stiegler’s works also contain a positive understanding of childhood and of the extension of childish characteristics into adulthood. The main thesis (...)
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