The educational doctrine of The Great Didactic as one of the “grand narratives” suffered its complete setback as a result of events that took place in Paris in 1968. Students stopped believing in the correctness of the entrenched education system with its goals and ideals, and from the inside they “blew up” the “walls” of universities, which continued to follow the traditional teaching methods and content of the learning process. According to the author of this study, the ideological explosion inside (...) the society in the form of a revolutionary riot of students of the Parisian universities in May 1968, who protested against the existing education system as a whole and against the current structure of the relationship between the actors of the educational process, served as a symbolic and actual end of the didactic era of John Amos Comenius and as a beginning of a new poststructuralist didactics. It is important to note that the destruction of the boundaries of the traditional educational space, which led to the emergence of a new type of university, was precisely due to the forces within the classroom curriculum. Today pedagogy is unable autonomously, through its own theories and scientific instruments to determine whom to teach because the student from the subject turns into a subject+, virtually migrating in the cyber-educational space through all sorts of gadgets, which form the prosthetic skeleton of the modern learners - schoolchildren, students. The trajectory of child’s education should not be rigidly determined by curricula and programmes. Teaching in the school should be organized by a teacher on the principle of “ad hoc.”. (shrink)

Philosophy in the Classroom helps teachers tap in to childrena??s natural wonder and curiosity.

Using Marcuse's theory of the total mobilization of advanced technology society along the lines of what he calls “the performance principle,” I attempt to describe the complex composition of class oppression in the classroom. Students conceive of themselves as economic units, customers pursuing neutral interests in a morally neutral, socio‐economic system of capitalist competition. The classic, unreflective conception of the classroom responds to this by implicitly endorsing individualism and ideals of humanist citizenship. While racism and cultural diversity have (...) come to count as elements of liberal intelligence in most college curricula, attempts to theorize these aspects of social and individual identity and place them in a broader content of class appear radical and inconsistent with the humanistic notion that we all have control over who we are and what we achieve. But tags such as “radical” and “unrealistic” mark a society based on the performance principle. Marcuse allows us to recognize a single author behind elements of psychology, metaphysics, and capitalism. The fact that bell hooks hits upon a similar notion suggests that we might use Marcuse's theory of the truly liberatory potential of imagination to transform and reconceive our classrooms so that the insidious effects of class, racism, and individualistic apathy might be subverted. Specifically, I outline and place into this theoretical context three concrete pedagogical practices: (a) the use of the physical space of the classroom; (b) the performance of community through group readings and short full‐class ceremonies, and (c) the symbolic modeling represented by interdisciplinary approaches to teaching. All three of these practices engage students in ways that co‐curricularly subvert class (and, incidentally, race divisions) and allow students to imagine, and so engage in, political action for justice as they see it. (shrink)

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children.

In the classroom, philosophers face not only the perennial problems of philosophy, but the problems of _teaching_ philosophy, and specifically the problems of teaching philosophy today: how to make philosophy interesting and relevant to students who are resistant to, or unfamiliar with, the discipline; how to bring classic texts to life within our current socio-cultural context; how to serve all students regardless of their abilities, backgrounds, or declared majors; how to sustain our discipline in light of support for more (...) "vocational" pursuits. In these essays, 24 of our most celebrated professors of philosophy offer perspectives on and solutions to these questions and more. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline. (shrink)

Critical thinking is often taught with some emphasis on categories and operations of cognitive biases. The underlying thought is that knowledge of biases equips students to reduce them. The empirical evidence, however, doesn’t provide much support for this thought. We have previously argued that the emphasis on debiasing in critical thinking education is worth preserving, but in light of a more explicit and broader conception of debiasing. We now argue that this broader conception of debiasing strategies obliges critical thinking instructors (...) and curriculum designers to reflect on the teaching approaches that might facilitate the use of those strategies. We propose some teaching techniques to expand the scope of debiasing in the classroom—some untested, some only rarely and recently characterized as critical thinking strategies, rather than as pragmatic considerations in, e.g., design, engineering, marketing. These methods and others like them, we suggest, broaden the prospects for teaching a range of effective critical thinking techniques for debiasing. (shrink)

Though the interaction of philosophy with pop culture has so far mostly taken the form of books for nonphilosophers that use various shows and movies as sources of examples to illustrate “traditional” philosophical issues, this article contends that serious engagement with the informal philosophical discussions expressed in popular entertainments constitutes a kind of “ethnophilosophy” and should be considered an important part of the discipline. Our disciplinary responsibility for maintaining and considering the history of philosophy ought to include even the philosophical (...) conversations that occur outside the academy; however unlike “proper” philosophy this material may be, it nonetheless represents engagement—sometimes substantial engagement—with the same issues that concern those of us who are considered “professional” philosophers, and thus is legitimately of interest to us. (shrink)

While the differences between pragmatist and poststructural views may often appear insurmountable, I argue here that putting the two in dialogue offers solutions to particular problems within each tradition, especially as they relate to agency. I describe John Dewey and Judith Butler's theories of agency and analyze the political acts and educational implications to which each account gives rise. I show how each theory rescues the other from pitfalls and, when read together, a more robust vision of agency and political (...) change relative to education is formed. I conclude by depicting how this agency can be cultivated in classrooms. (shrink)

It is important to appreciate how the battle between multiculturalist and individualist theories of education has shaped the pedagogical advice that some institutions of higher learning now give their instructors. In an important sense, that advice invites college and university teachers to pursue conflicting, irreconcilable goals in their teaching. By examining a particular North American example of such advice, I try to explain why the understandable attempt to accommodate both multiculturalism and individualism in the classroom inevitably makes for incoherent (...) pedagogy. (shrink)

The federal government is deeply entrenched in American public education and virtually dictates what can be taught to students. Why? At what cost? And what are the benefits to public school students? To public schools? The author challenges the constitutionality of the feds in the classroom and reminds readers that public education has, until recently, been the function of state and local governments.

Nursing and midwifery is, in the UK, regulated by the Nursing and Midwifery Council (NMC). Regulatory duties include establishing standards for education, and from January 2019, new educational programmes will be approved against standards detailed in the document Future nurse: Standards of proficiency for registered nurses (NMC, 2019—hereafter “the standards”). This publication lists “the knowledge and skills that registered nurses must demonstrate when caring for people” (NMC, 2019, p.3), and from September 2020, registration (licence) will require the successful completion of (...) programmes that have been ratified against these standards. The importance of this document in a UK context cannot be understated. However, less parochially, learning outcomes contained in section 7 of the standards raise questions that require educator attention whenever politically sensitive topics (broadly conceived) are discussed. This study explores these questions insofar as they relate to the stance (neutrality or partisanship) that educators adopt in politicized discussion, and the management of student speech/expression. Pratt, Boll and Collins’ (2007) paper Towards a plurality of perspectives for nurse educators is recruited to structure argument. (shrink)

It Starts in the Classroom addresses the needs of P-12 teachers in nineteen chapters focusing on different aspects of character education. Included are a selection of pertinent references, research, and no-prep resources for teachers to use to bring life skills into the classroom that have been proven to increase student academic achievement.

A recent trend in moral education, social and emotional learning, incorporates the mantra of emotional intelligence as a key element in an extensive program of character building. In making his famous claim that the good life would have to include appropriate emotions, Aristotle obviously considered the schooling of emotions to be an indispensable part of moral education. However, in this essay Kristján Kristjánsson casts doubt on the assumption that Aristotelians should approve of the clarion call for EI, as understood by (...) Daniel Goleman and the proponents of social and emotional learning, in the classroom. Various marked differences between EI and Aristotelian emotional virtue are highlighted and explored. Kristjánsson argues that the claims of EI lack moral ballast and that when this fact is added to an existing heap of educational problems attached to the implementation of EI programs, educators had better rethink their reliance on EI as a model of emotion cultivation, and perhaps revert to the teachings of Aristotle himself. (shrink)

This essay argues for the efficacy of teaching Feodor Dostoyevsky’s Crime and Punishment as a hedge against cultural predispositions to legitimize violence in history, contemporary society, and popular entertainment. Describing how high school students have been conditioned to accept certain kinds of violence, the essay also shows how a class of high school students responds to four key scenes from the novel. The essay asserts that both the historical context of Crime and Punishment and Dostoyevsky’s creative brilliance make this novel (...) a particularly potent work for encouraging students to rethink casual acceptance and uses of violence. (shrink)

Nurturing Creativity in the Classroom is a groundbreaking collection of essays by leading scholars, who examine and respond to the tension that many educators face in valuing student creativity but believing that they cannot support it given the curricular constraints of the classroom. Is it possible for teachers to nurture creative development and expression without drifting into curricular chaos? Do curricular constraints necessarily lead to choosing conformity over creativity? This book combines the perspectives of top educators and psychologists (...) to generate practical advice for considering and addressing the challenges of supporting creativity within the classroom. It is unique in its balance of practical recommendations for nurturing creativity and thoughtful appreciation of curricular constraints. This approach helps ensure that the insights and advice found in this collection will take root in educators' practice, rather than being construed as yet another demand placed on their overflowing plate of responsibilities. (shrink)

William Hare; Open-mindedness in the Classroom, Journal of Philosophy of Education, Volume 19, Issue 2, 30 May 2006, Pages 251–259, https://doi.org/10.1111/j.14.

The volume offers the first large-scale study of the teaching of Descartes' philosophy in the early modern age. Its twenty chapters explore the clash between Descartes' "new" philosophy and the established pedagogical practices and institutional concerns, as well as the various strategies employed by Descartes' supporters in order to communicate his ideas to their students. The volume considers a vast array of topics, sources, and institutions, across the borders of countries and confessions, both within and without the university setting (public (...) conferences, private tutorials, distance learning by letter) and enables us thereby to reconsider from a fresh perspective the history of early modern philosophy and education. (shrink)

The volume offers the first large-scale study of the teaching of Descartes' philosophy in the early modern age. Its twenty chapters explore the clash between Descartes' "new" philosophy and the established pedagogical practices and institutional concerns, as well as the various strategies employed by Descartes' supporters in order to communicate his ideas to their students. The volume considers a vast array of topics, sources, and institutions, across the borders of countries and confessions, both within and without the university setting (public (...) conferences, private tutorials, distance learning by letter) and enables us thereby to reconsider from a fresh perspective the history of early modern philosophy and education. (shrink)

Moral madness is a symptom of the moral violence experienced by teachers who are expected to exercise responsibility for their students and their work, but whose moral voice is misrecognized as self-interest and whose moral agency is suppressed. I conduct a feminist ethical analysis of the figure of Cassandra to examine the ways in which teachers may be driven to moral madness.

Race and Gender in the Classroom explores the paradoxes of education, race, and gender, as Laurie Cooper Stoll follows eighteen teachers carrying out their roles as educators in an era of “post-racial” and “post-gendered” politics.

At my university we never stop reforming the curriculum, and we’re now discussing the plurality of ways in which our students fulfill our requirement of a full year of “freshman humanities.” Some of us feel that we now provide too many ways: neither students nor faculty members can make a good defense of a requirement—in itself an expression of power, if you will—that leads to scant sharing of readings or subject matters for the students, and to no goals or methods (...) clearly shared by increasingly diverse faculty members. As we attack and defend this kind of flabby pluralism, we naturally find ourselves discussing other kinds of pluralism, and we begin to discover the true depth of a topic that may at first seem “merely practical.” There may be some nouns that can be joined to the phrase “in the classroom” without taking on a total theory of education: Shakespeare in the classroom; Romanticism in the classroom; perhaps even irony in the classroom. But when we try to discuss “pluralism in the classroom,” we throw into the discussion every belief we may have about what education should be and how it should be conducted. To ask whether or in what sense we should be pluralists in the classroom is obviously to ask, in the most fundamental way possible, “What should a teacher teach? What should we hope that every student would learn, regardless of our commitment to this or that doctrine of the moment?”Most teachers, even in a time like ours when professed relativists pluralists abound, answer that question, at least implicitly, like this: One should try very hard to teach the truth—not a “dogma,” of course, perhaps not even a set of propositions, but at least some single right away of doing things. Indeed in some moods any honest teacher might confess to feeling lucky if students learn even one truth or one mode of working. “They’ll meet plenty of plurality just in the nature of their lives.” “They’ll meet plenty of other teachers, most of them with absolutely mistaken views, and my chief task is to set them straight so that when they encounter nonsense they’ll know how to deal with it.” Still, when you press people who talk that way they of course claim that they teach no dogmas, only an appropriately open-minded way of dealing with error in the world. They may even call themselves pluralists or relativists. But it takes no great analytical skill to detect the monisms behind their claims. When pushed, they believe that they hold=--or might someday find—some one way of working, some supremely powerful “killer mode” that can dispose of all other modes with decisive proofs. They work finally in one way only, pursuing, finally, one kind of truth. Wayne C. Booth is George M. Pullman Distinguished Service Professor of English and of Ideas and Methods at the university of Chicago. His previous works on pluralism include Critical Understanding: The Powers and Limits of Pluralism and “Pluralism and Its Rivals” in Now Don’t Try to Reason with Me . He is now completing a book on ethical criticism. (shrink)

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions.; The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be (...) used to make education, as it is experienced by students and reflected in their achievements, more just. (shrink)

Programs for the reform of K-12 science teaching today usually insist that science teachers must introduce their students to the nature of science, as well as to scientific content. The academic field of science studies, however, evinces no consensus about what the nature of science really is. This article examines how science educators and educational researchers have drawn on the fragmented teachings of science studies about the nature of science, and how they have used those teachings as a resource in (...) their own projects. It identifies three competing movements for the reform of science teaching that owe a particular debt to science studies: history and philosophy of science, science, technology, and society, and constructivist pedagogy. The article analyzes some of the deep assumptions about the relationships between research science, school science, and children’s learning that pervade the educational literature. (shrink)

Conflicts over the proper role of religion in schools-and particularly in public schools supported by tax monies-are frequently featured in news reports. For example, in the United States there currently are conflicts over the teaching of evolution, inserting the word God in the pledge of allegiance, conducting school holiday celebrations, posting the biblical Ten Commandments in schools, and praying at school functions. People who are interested in such controversies often-or, perhaps, usually-fail to understand the historical backgrounds to the conflicts and (...) therefore do not recognize the very complex factors that affect why the controversies become so heated. To help readers gain a better understanding of such matters, this book focuses on the seven major types of conflicts that have become particularly confrontational during the first decade of the twenty-first century. The cases on which the chapters focus concern issues that currently are being hotly debated in America. Controversies are described in relation to their historical origins and the author shows how the history affects current understanding of the issues. Thomas does not take sides in the arguments; rather, he lays out the arguments, their historical and cultural contexts, and the groups that debate them and their goals. Anyone wishing to gain a better understanding of the controversies surrounding religion in American schools will be happy to find here not just a review of the issues, but a deeper consideration of the causes, consequences, and future of the debates and the role of religion in our public schools. (shrink)

The primary and secondary school systems of the United States fail to develop individuals who grow into thinking and critical persons; additionally, there is a moral vacuum within the schools. These are assertions made by Lipman, Sharp, and Oscanyan, and the remedy proposed is a reading program called "Philosophy in the Classroom.".

One of the most traditional ways to teach philosophy in secondary school is a historical approach”, which takes a historicist view of philosophy and uses teaching practice based on teacher-centred lessons and textbook study by students. Only recently a debate on different approaches to teach philosophy is developing, considering the discipline as practical and dialogical activity to be fostered in the classroom. What could mean “doing philosophy” in the classroom from an instructional perspective? What are the premises and (...) constraints which allow the transformation of philosophy from a discipline to a community activity? In this paper a teaching model based on cultural-historical theory is proposed and discussed. The model is composed by three level of specification of the activity, from lower to higher, which correspond to three different analysis plans of the philosophical practice in an instructional context. Each level is composed by seven fundamental dimensions which highlight the meanings, the constraints, and the tools implied and developed in philosophizing as socio-cultural activity. Finally, if and how Philosophy for Children should be considered an activity respondent to the model and its educational aims is discussed. (shrink)

In this paper, we describe our recent approaches to introducing students in a beginning computer science class to the study of ethical issues related to computer science and technology. This consists of three components: lectures on ethics and technology, in-class discussion of ethical scenarios, and a reflective paper on a topic related to ethics or the impact of technology on society. We give both student reactions to these aspects, and instructor perspective on the difficulties and benefits in exposing students to (...) these ideas. (shrink)

The book covers such topics as social-emotional learning (SEL) within the context of programs, standards, usage in school accountability, assessments, equity, strategies, culture, and distance learning.

Recent debates among scholars in Literature education have led to polarizing views about the aims of the subject. The debate reignites ancient quarrels about the aesthetic and political values of literary study and relatedly, the different pedagogical approaches to teaching. In the first part of this paper, I explore the aesthetic-political divide in Literature education paying particular attention to how this was reinforced by New Criticism and Poststructuralist Criticism as these were key movements that have had a significant influence on (...) the teaching of Literature in schools. More importantly, I argue that such a divide exemplified the different goals of the West, in which Literature education originated as a platform for the cultivation of taste, and Postcolonial countries, in which the subject was utilized as a political tool for colonization resulting in acts of mimicry and subversion among colonized subjects. In the second part of the paper, I apply third space theory to disrupt the aesthetic-political divide. I discuss the need to create third spaces in Literature classrooms that are critical, inclusive, negotiated and ethical allowing students to engage with aesthetic, political and ethical dimensions of literature. (shrink)

During the influx of neurological research into France from across Europe that took place rapidly in the late 19th century, the philosophy course in lycées was mobilized by education reformers as a means of promulgating the emergent brain sciences and simultaneously steering their cultural resonance. I contend that these linked prongs of philosophy’s public mission under the Third Republic reconciled contradictory pressures to advance the nation’s scientific prowess following its defeat in the Franco-Prussian war of 1870 without dropping France’s distinct (...) tradition of 19th-century spiritualism, which extended from Maine de Biran’s philosophical psychology to Victor Cousin’s official eclectic spiritualism. Between 1874 and 1902, the French Ministry of Public Instruction transformed philosophy into a national project designed to guide the reception of experimental psychology generally and neurology in particular. This article features original archival research on philosophy textbooks and students’ course notes that illuminate the cultural and intellectual impact of these sciences in the fin de siècle from inside the classroom. I argue that the scientific turn in the psychology section of the lycée philosophy course reflected and brought about a distinct philosophical movement that I call ‘scientific spiritualism’. While historians have analysed philosophy instruction as a mechanism used by the Third Republic to secularize students, this article sheds new light on lycée philosophy professors’ campaign to promote scientific spiritualism as a means to advance incipient brain research and pare its reductionist implications. (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)

Race and Gender in the Classroom explores the paradoxes of education, race, and gender, as Laurie Cooper Stoll follows eighteen teachers carrying out their roles as educators in an era of “post-racial” and “post-gendered” politics.