There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and (...) Sweden. (shrink)

Traditionally,‘education’ in Western civilisation has involved those controlling the enterprise securing a privileged status for certain beliefs and outlooks. This proprietorial assumption of rights over the sensibilities of pupils, as it is described here, has, it is argued, survived the Enlightenment spirit of critique of power and enjoyed a renaissance in the recent ‘practical’ educational reforms in some Western countries. A case is made for saying that understanding educational practice must attend not to disembedded ‘concepts’ but to what (...) actually befalls our human experience when teaching and learning take place. This experience, it is argued, is inescapably a courtship, but courtships can be honourable or dubious, imprisoning or emancipating. Taking its cue from the historical Socrates, the paper suggests that the articulation and defence of emancipatory cultural courtships are among the most overlooked, promising and practical of tasks for the philosophy of education. (shrink)

This paper attempts to explore a pedagogical form of writing in which students are allowed to have more room to converse with themselves, such that their own being is reflected in their work. The attempt is made as a response to the poverty of educationally orientated assessment methods for students' academic performance in the predominant evidence-based assessment culture of schooling today. Taking Lukács' Soul and Form as a good source for this exploration, especially his commitment to essay form as a (...) first-person, soul-searching journey to the truth, the paper tries to reconstruct the way he conceptually connects philosophical practice, our life-form and the essay form of writing. It attempts to provide insight into the ways in which a certain form of philosophical writing can in itself be an educational practice that provides students with a unique way of addressing their life-problems. (shrink)

Teachers involved in English as a foreign language (EFL) teaching play a significant role in the process of moving toward educational equity. Teacher cognition is very influential in shaping teacher practice and thus affects students’ academic performance. However, although the role of EFL teachers as equity agents has been recognized, few studies have explored EFL teachers in-depth in terms of their cognition and practice. Moreover, no review studies have given sufficient attention to the task of elucidating the interrelations (...) between EFL teachers’ cognition and practices in the context of educational equity. Therefore, to provide a novel perspective and generate fresh insights into this research field, the current study attempts to explain the connotations of these constructs, highlights the interplay between EFL teachers’ equity-oriented cognition and practice, and identifies both experiential and contextual factors that might have an effect throughout the teaching process. Finally, practical implications and directions for teachers, researchers, policy-makers, and social justice leaders who are interested in actualizing education as a means of attaining equity are also discussed. (shrink)

This book opens by providing the historical context of Plato’s engagement with education, including an overview of Plato’s life as student and educator. The author organizes his discussion of education in the Platonic Corpus around Plato’s images, both the familiar – the cave, the gadfly, the torpedo fish, and the midwife – and the less familiar – the intellectual aviary, the wax tablet, and the kindled fire. These educational images reveal that, for Plato, philosophizing is inextricably linked to (...) learning; that is, philosophy is fundamentally an educational endeavor. The book concludes by exploring Plato’s legacy in education, discussing the use of the “Socratic method” in schools and the Academy’s foundational place in the history of higher education. The characters in Plato’s dialogues often debate – sometimes with great passion – the purpose of education and the nature of learning. The claims about education in the Platonic corpus are so provocative, nuanced, insightful, and controversial that educational philosophers have reckoned with them for millennia. (shrink)

Morwenna Griffiths, Richard Smith; Standing Alone: dependence, independence and interdependence in the practice of education, Journal of Philosophy of Education.

This chapter contains sections titled: Introduction Circumscribing the Claims of Theory Plato's Reversal of the Precedence of Practice A Lesson about Learning Philosophy as a Way of Life and as the Pursuit of a Specialism From Epistemology Back to Practice Questions of Interpretation Reinterpreting Theory The Uses of Practical Philosophy.

Keith Thompson; Philosophy of Education and Educational Practice, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 45–60, https://doi.o.

The authors identify and discuss the many complexities involved in the translation of scientific information in the social sciences into forms usable for solving problems of practice in education. As a means of appropriately handling these complexities and the issues that arise, they prescribe a series of stages to be followed from the advent of a practitioner's situational problem to the design of a response to it. They assert that unless the process of translation is conducted with the (...) prescribed level of understanding, appreciation, and rigor, the application of knowledge will be inaccurate. (shrink)

In the 1990s P.H. Hirst criticizes his influential forms of knowledge theory, suggesting a new concept of education. In this paper I explain why Hirst suggests the new concept of ‘education as initiation into practices’. Although the latter Hirst’s position had positive implications on education, it is frequently confused with theutilitarian position. In order to provide a more coherent concept of education, I compare basic features of the rationalist (R), the utilitarian (U), and the practices-based (P) (...) approach. Then I discuss the implications of this concept. The main features of R, U, and P are respectively as this: 1) A person is seen as a rational being, a being of wants and desires, and a rational practitioner who is socially constructed. 2) The nature of reason is conceived as ‘rational’,‘instrumental’, and ‘practical’. 3) The aim of education is education for theoretical rationality, education for maximum satisfaction of desires, and education for identity formation by participating in practices. 4) The contents of education are theoretical knowledge, instrumental knowledge with utility, and practical knowledge for various practices. 5) R pursues absolute transcendental values, U pursues extrinsic instrumental values, and P pursues values internal to a practice. 6) R conceives education as ‘seeing’, U as ‘doing’, and I suggest ‘listening’ model for P. Based on this conception of practices-based position, I hope we can provide better education. (shrink)

The idea of translating Gerdil into English is brilliant, the translation is very good and the introduction of William Frank precise and inspiring.... Rousseau proposes a complete break with tradition. A new man will arise who is severed from the whole heritage of the past. With him the history of mankind begins anew. In one sense we have here a transposition in the field of philosophy of education of the Cartesian cogito. The subject begins with himself. To this philosophical (...) project Gerdil opposes the idea of tradition. We have not made ourselves. Our parents have procreated us. The parents do not only procreate their offspring, they also introduce them into the natural and social reality, that is they educate. No education is possible without a lively dialogue with history and society. Since the beginning man stands in a close relationship to others, is made for the human society.... In these our times one form of modernity is collapsing and the mood of the day is an unclear postmodernity that in some of its versions could well be a return to barbarianism. All the more important is then that another form of modernity be rediscovered and brought to the attention of the American public. - Rocco Buttiglione, University of St. Pius V, Rome A timely translation of a compelling 18th century critique of Rousseau by the neglected Italian author, Hyacinth S. Gerdil. Gerdil's Anti-Emile may have been written as a critique of Rousseau's Emile, but it can equally be read as a critique of the philosophy embraced by the American educational establishment. Through the influence of John Dewey, Rousseau came to inform much of the educational theory regnant in the United States, with disastrous consequences, now acknowledge by nearly all. In a valuable preface to his translation, Professor Frank, drawing upon his experience both here and abroad, not only places Emile in context, but defends Gerdil's time-transcending, classical view of education against its modern detractors. "Gerdil," Frank tells us, "addressed his Anti-Emile to elders responsible for education, be they parents, teachers, or political authorities, who might find themselves swayed by the powerful rhetoric of Rousseau's Emile." The same may be said of this translation and its informative prefatory material, for it is clearly a study that will be valued by anyone interested in principled education. - Jude P. Dougherty, Catholic University of America Cover image: "Adam and Eve" by Tintoretto. St. Augustine's Press acknowledges the kind permission granted by la Scuola Grande di San Rocco, Venice, for the use of the image. All rights reserved by la Scuola Grande di San Rocco. (shrink)

Postgraduate research has undergone unprecedented change in the past ten years, in response to major shifts in the role of the university and the disciplines in knowledge production and the management of intellectual work. New kinds of doctorates have been established that have expanded the scope and direction of doctoral education. A new audience of supervisors, academic managers and graduate school personnel is engaging in debates about the nature, purpose and future of doctoral education and how institutions and (...) departments can best respond to the increasing demands that are being made. Discussion of the emerging issues and agendas is set within the context of the international policy shifts that are occurring and considers the implications of these shifts on the changing external environment. This engaging book acquaints the readers with new international trends in doctoral education identifies new practices in supervision, research, teaching and learning enables practitioners of doctoral education to contribute to the debates and help shape new understandings questions the purposes of doctoral study and how they are changing considers the balance between equipping students as researchers and the conduct of original research Including contributions from both those who have conducted formal research on research education and those whose own practice is breaking new ground within their universities, this thought-provoking book draws on the expertise of those currently making a stimulating contribution to the literature on doctoral education. (shrink)

It will be argued that face-to-face relationships potentially provide an essential educational basis for the good. Without such a relationship, for example in the education of professionals and in their practices in general and counseling in particular, there may be far less possibility for truth and justice, and a far greater possibility that violence will be done. In examining issues of counseling as a practice of ethics in terms of ideas of truth, justice, and responsibility, is there an (...) ethical postmodern basis on which we can assist in an embodied way so that we can help others not do violence to others? Indeed, is it possible for us as professionals not to interrupt our own and others? continuity, not to play roles in which we no longer recognize ourselves and whereby we betray not only our commitments but our own substance? An exploration of the above questions will be made with particular reference to some implications of ethics as espoused by Emmanuel Levinas. (shrink)

In recent years there has been a notable increase in the use of phenomenology as a research method, particularly in educational research. With the rise of phenomenology as a research method, confusion has also arisen concerning what counts as phenomenology, and how best to practice phenomenological research in non-philosophical contexts. Consequently, this article will be concerned with three issues: firstly, to contextualise the debate, I provide a brief overview of three popular and influential approaches to phenomenology as a research (...) method: (1) Giorgi’s descriptive phenomenological method; (2) van Manen’s hermeneutic phenomenology; and, (3) Smith’s interpretative phenomenological analysis; secondly, for the sake of conceptual clarity, I then turn my attention to a critical discussion of these approaches and argue that these approaches tend to converge phenomenology into either a descriptive or interpretative focus that essentially transforms phenomenology into a kind of solipsist subjectivism; and, lastly, to progress the debate forward, I argue that it makes sense to look beyond the qualitative or educational research literature to successful applications of phenomenology in non-philosophical contexts because there are plenty of relevant resources that can offer significant theoretical and methodological support to researchers. (shrink)

Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with 'outcome' rather than with 'process' - with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational (...) view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant. (shrink)

Richard Pring; Philosophy of Education and Educational Practice, Journal of Philosophy of Education, Volume 4, Issue 1, 30 May 2006, Pages 61–75, https://doi.or.

Ryder's engaging text welcomes students and practicing teachers into the intellectual framework of current education systems and pedagogy. Not assuming prior knowledge of philosophy, the book outlines general principles, acknowledges outlying factors, and presents a systematic and socially conscious approach to the practice of teaching.

Supervision of teachers is essential for ensuring effective educational practices, fostering professional development, and achieving student success. The study determined the relationship of program heads' supervisory practices to the teachers’ teaching efficacy. It was conducted in a community college in Tangub City, Misamis Occidental. The descriptive-correlational design was used in the study. There were 146 faculty and 361 students who served as the respondents selected through a stratified random sampling technique. The adapted Program Heads’ Supervisory Practices and researcher-made Teachers’ Teaching (...) Efficacy Questionnaires were used as research instruments. Mean, Standard Deviation, and Pearson Product-Moment Correlation Coefficient were used as statistical tools to analyze the data gathered. Results revealed that the program heads were good in their supervisory practices. The teachers’ teaching efficacy was very high. The program heads’ supervisory practices did not influence the teacher’s teaching efficacy. The strategies employed by program heads in their supervisory roles do not always translate into improved teaching efficiency. The study's findings indicate that program heads need to adopt more responsive and tailored supervisory practices that directly address the specific needs of teachers to enhance teaching efficacy. This may involve integrating targeted professional development focused on practical classroom strategies and fostering peer collaboration to share best practices. Program heads may prioritize open communication and continuous feedback mechanisms to better align their supervisory approaches with the realities of classroom instruction, ensuring that support translates into improved teaching efficiency. (shrink)

Philosophy & Practice of Human Education (cover).

Some initial reflections on the theoretical status of philosophy of education suggest that it seems appropriate to regard education and teaching as practices in some sense. Following a distinction between teaching as an institutional and professional role and teaching as a more basic form of moral association, however, some key aspects of this distinction are explored via a contrast between MacIntyrean notions of moral and social practice and more mainstream Aristotelian virtue-ethics concepts of moral character and agency. (...) The paper proceeds to argue that, notwithstanding any and all pressure to regard teaching in institutional and professional contexts as a form of technical or managerial expertise directed to specific social ends, neither teaching nor the moral ends which it more widely serves seem reducible to practices in any such socially defined sense. (shrink)

This article is the second of a two-part investigation, the first part of which was published in Ethics and Education, vol. 5, issue 2, 2010, under the title ?Preface to an ethics of education as a practice in its own right?. Although it builds on the arguments of that ?preface?, this second part of the investigation can be read as a stand-alone essay. It begins with a brief review of a new subordination of educational practice achieved (...) by a neo-liberal tenor in international educational reforms in recent decades in Western societies. The practical context for the essay however is that failure of many of these reforms, like the failure of neo-liberal dominance in socio-economic policy, has given rise to emergent opportunities where inspirations for educational debate and policy-making are concerned. Arguing for the uptake of such opportunity, the ethical tenor of education as a practice in its own right is explored under four headings: (1) review and clarification of the inherent purposes of education as a practice; (2) investigation of educationally productive pathways that are characteristic of education as a practice in its own right; (3) elucidation of a recognisable family of virtues that arise from that practice itself; (4) exploration of the kinds of relationships through which these virtues, and their educational fruits, are nourished. (shrink)

Мета. Стаття спрямована на переосмислення ключових ідей екзистенціального аналізу для сучасної теорії і практики виховання. Теоретичний базис. У дослідженні було використано такі теоретичні методи: аналіз, синтез, порівняння та узагальнення фундаментальних положень екзистенціального аналізу як однієї з течій сучасного психоаналізу. Наукова новизна. Охарактеризовано екзистенціальний аналіз (дазайн-аналіз) Л. Бінсвангера і логотерапію В. Франкла для їх подальшого впровадження в педагогічну теорію і практику. Наголошено, що положення екзистенціального аналізу в освіті спрямовані на допомогу дитині в пошуку цілей і навчальної мотивації в умовах швидко змінюваного (...) світу. Доведено, що екзистенціальний аналіз фокусується на ідеї повернення до традиційного бачення педагога як провідника дітей на шляху до їх самореалізації і пізнання себе. Висновки. Відзначено, що "екзистенціальне спілкування" учителя з учнями допомагає останнім переживати новий життєвий досвід, відтворити його сенс і планувати своє майбутнє в перспективі. Ідеї екзистенціального аналізу спонукають до врахування в педагогічній практиці етичного компонента, який спрямований на передбачення можливих ризиків у житті, вибір способів для досягнення планів, сприйняття обмеженості бажань і пояснення розумної насолоди від життя, без зайвих надмірностей. І щоб досягти цієї мети, надано рекомендації щодо роботи з мотивацією дітей, необхідністю навчати учнів визначати своє місце в системі суспільних відносин та обирати професію для служіння істині й людям. (shrink)

Introduction. The article is focused on studying the self-knowledge techniques used in Buddhism and their application in teaching philosophy. The relevance of the study is due to the search for new approaches to studying philosophy, including approaches related to philosophical practice, as well as the interest of modern scientists in the problem of consciousness. The problem of consciousness is interdisciplinary and its study is of practical importance for philosophers, psychologists, linguists, specialists in artificial intelligence. Buddhism as a philosophical doctrine (...) provides rich material for the study of the phenomenon of consciousness, which does not lose its relevance today. A feature of the Buddhist approach to consciousness is that it has an axiological orientation that is directly related to the problem of self-knowledge. The practices of self-knowledge used in Buddhism enable a person to become happier and more harmonious, which is so important for each of us. The aim of the study is to conduct a philosophical analysis of Buddhist practices of self-knowledge and self-transformation in order to use them in the educational process. Methods: the author uses general scientific methods of analysis and synthesis, deduction and induction; phenomenological method to identify the intentions that are key for consciousness. The author also uses the hermeneutical method to interpret Buddhist texts. The method of introspection as self-observation of consciousness is used in Buddhist meditation techniques. The scientific novelty of the study is that we approach the study of extensive material on Buddhism in the context of the problem of selfknowledge, which is inextricably linked with the Buddhist concept of consciousness. The revealed and studied Buddhist techniques of self-knowledge have been adapted for teaching philosophy. Results. A philosophical analysis of the literature on Buddhism in the context of the problem of self-knowledge was carried out. As a result of the analysis, Buddhist techniques for working with consciousness, such as meditation, the method of pondering Zen koans, the method of getting rid of material attachments, or the practice of austerities, were studied and described. A philosophical analysis of various Buddhist meditation techniques showed that they are based on the Buddhist concept of consciousness, which denies the existence of an individual “I”, considers the “I” to be nothing more than a combination of various dharmas, therefore the purpose of meditation in Buddhism is to identify oneself with one’s own “I”, to achieve a state of voidness in which we must comprehend our true identity. The method of pondering Zen koans is also one of the techniques for working with one’s consciousness in Buddhism. As a result of deliberation of these paradoxical miniatures, a person goes beyond the boundaries of logical thinking; there is a transition from the level of profane consciousness to the level of deep consciousness. The basis of the method of getting rid of material attachments or the practice of austerities in Buddhism is the concept of the middle path. We have established a similarity between the method of getting rid of material attachments, the concept of the middle path and minimalism as a way of life. Findings. Elements of the Buddhist practices of self-transformation can be successfully used in the teaching of philosophy at the university as a practical aspect of studying this discipline, forming students with the idea of philosophy as a way of life leading to positive self-transformation. Studying the practical aspects of Buddhist philosophy contributes to the formation of tolerance, awareness, education of humanism and altruism, and the skills of psycho-emotional self-regulation. (shrink)

This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence (...) in education, and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages. (shrink)

Poor university students are a special group. Social development provides many positive factors for poor university students’ personality and psychological development, but negative factors are also accompanied by them, which affect the psychological health of poor university students. University students are in a period of rapid physical and mental development, and it is an important issue that colleges and universities need to solve psychological well-being education. We hope to find out the aspects that can be studied in the irregularity (...) of various factors that affect college students’ mental health. BP neural network is a typical model of artificial neural network. Based on the BP algorithm and the fuzzy comprehensive evaluation of the psychological well-being prediction system for poor university students, this paper systematically summarizes the concept of psychological well-being, the factors that affect psychological well-being, and the related research done by predecessors on psychological well-being. Using the international psychological well-being scale SCL-90 to comprehensively consider the psychological well-being status of poor university students and select the optimized BP algorithm to establish a psychological well-being prediction model, and implement it and compare it with other models to reflect its superiority. Data were collected and analyzed by means of a questionnaire. The regression model was used to analyze the relationship between mindfulness, rumination and psychological well-being. The mediation index fitted by the model reached 0.9. The model can reflect the real situation of the data, that is, rumination plays a partial mediating role in the effect of mindfulness on psychological well-being. The introduction of this psychological prediction model into the psychological well-being education of poor university students not only helps to improve the educational concept and expand the educational approach, but also helps to achieve the goal of psychological well-being education for poor university students, thereby promoting the improvement of the psychological quality of poor university students. (shrink)

There are different narratives on mathematics as part of our world, some of which are more appropriate than others. Such narratives might be of the form ‘Mathematics is useful’, ‘Mathematics is beautiful’, or ‘Mathematicians aim at theorem-credit’. These narratives play a crucial role in mathematics education and in society as they are influencing people’s willingness to engage with the subject or the way they interpret mathematical results in relation to real-world questions; the latter yielding important normative considerations. Our strategy (...) is to frame current narratives of mathematics from a virtue-theoretic perspective. We identify the practice of mathematizing, put forward by Freudenthal’s ‘Realistic mathematics education’, as virtuous and use it to evaluate different narratives. We show that this can help to render the narratives more adequately, and to provide implications for societal organization. (shrink)

Richard Pring (1938–2024) was the first holder of a Chair in Education at the University of Oxford and the Editor of the present journal from 1986 to 2001. This article pays tribute to his legacy in the field of educational philosophy. After reviewing briefly some well-known recurring themes in Pring’s educational philosophy, such as his busting of ‘false dualisms’, the article focuses on his specific view of education (and teaching) as a moral practice. This view is considered (...) both in light of his more general conception of the aims of education and his latter-day writings about moral or character education more specifically. The article elicits the novelty of Pring’s position, especially in some of his less discussed works, and highlights his lasting legacy as a stalwart of early academic philosophy of education in the U.K. The article confirms Pring’s self-ascription as a Deweyan, albeit exclusively in the context of Dewey’s more systematic writing. However, Pring brought a unique take to most of the topics he discussed, defying any simplistic identification with a specific school of educational or philosophical thought. (shrink)

I argue that philosophy has a dual role in teacher education: first, it prompts teachers to take individual responsibility for and become more reflective about the values expressed by their teaching practices so as to enable them to teach with greater authenticity; second, it provides teachers with a disciplinary technique that is useful in the facilitation of student reflection and dialogue so as to enable students to think and live more authentically. In this paper, I focus on the former (...) and suggest that because teaching practices are expressions of values, teachers need to become more aware of competing conception of the human good(s)—including their own—and how these inform their relationship to disciplinary expertise, educational institutions, and teaching. I argue that authentic teaching necessitates: a conviction that individuals are improved, as human beings, by what it is they study; a deepening engagement with what this conviction means; and a commitment to its truth by way of how one engages with one’s discipline and students. It is in this regard that I explore Plato’s dialogue Gorgias, in particular, the example of Socrates, his conversations with Callicles, as well as his distinction between sophistry/pandering and educating/healing. In the final part of the paper, I argue that, assuming I am correct about the necessity and value of teaching authentically, philosophy—conceived of as honest, rigorous, ongoing, open-ended and dialogical engagement with our convictions—should be an integral part of any good teacher education program. (shrink)

This textbook provides an up to date, accessible introductory account of the philosophy of education with a focus on the conceptual and normative questions raised by educational policy and practice. The key concepts explored in this book include learning, teaching, indoctrination, knowledge, equality, intelligence, virtue, and rights. Getting clear on the meanings of these words is vital if we are to explain what we are doing and why as educators. Such conceptual analysis helps us when it comes to (...) the normative questions which have to do with what should or should not be done, educationally speaking. -/- Each chapter firstly examines one key concept which is then connected to a theorised aim of education. The aims considered are rationality (i.e. critical thinking), epistemic, social justice, vocational, flourishing, and political (i.e. citizenship). These aims of education are all hotly debated so their strengths and weaknesses will be considered. Each chapter concludes with a third section connecting the key concept and aim of education under discussion to an applied example. -/- The applied examples include religious schools, attainment gaps in education, the educational impact of the coronavirus pandemic, the curriculum, teaching ethics in schools as a form of moral education, and citizenship education. These applied examples are drawn from vital social and political issues within education. By critically engaging with and then building upon extant literature, this book will demonstrate how conceptual and normative issues within education have real world implications. Such arguments are treated in an analytical philosophical manner and thus engage readers and scholars from philosophy departments and those with a background in education. -/- At the end of each chapter, there will be pedagogical resources designed to support the teacher and the student using this textbook. These include a chapter summary, a list of suggested recommended and further readings and online resources, as well as a list of study and research questions. (shrink)

Since their inception in 1993 OFSTED inspections have generated considerable controversy amongst teachers and educationists generally, Much of the criticism to date has centred on the effects which such inspections have had on schools and their staffs. In contrast little sustained concern has been shown about the underlying assumptions of the OFSTED inspection process. This article identifies as the central feature of that process a particular but tacit conception of judgement. This conception is examined from an essentially Wittgensteinian perspective and (...) is shown to rely on an imprecise understanding of the nature of criteria. It is argued that the OFSTED approach implicitly represents what are in fact conventional criteria, having no guarantee of broad agreement, as if they were criteria having such agreement. As a result severe doubts are raised about the validity of the judgements made and hence of the inspection process generally. (shrink)

Max van Manen offers an extensive exploration of phenomenological traditions and methods for the human sciences. It is his first comprehensive statement of phenomenological thought and research in over a decade. Phenomenology of practice refers to the meaning and practice of phenomenology in professional contexts such as psychology, education, and health care, as well as to the practice of phenomenological methods in contexts of everyday living. Van Manen presents a detailed description of key phenomenological ideas as (...) they have evolved over the past century; he then thoughtfully works through the methodological issues of phenomenological reflection, empirical methods, and writing that a phenomenology of practice offers to the researcher. Van Manen’s comprehensive work will be of great interest to all concerned with the interrelationship between being and acting in human sciences research and in everyday life. (shrink)

인성교육은 너무나 다양한 정의를 허용하는 열린 개념이다. 그래서 각 시대마다 인성교육의 성격과 내용은 다르게 이해되었다. 심지어 누군가에게는 인성교육이 누군가에게는 반인성교육이라는 비판이 제기될 정도로 논쟁적 해석이 주어진다. 그렇다면 오늘날의 인성교육은 어떤 교육이어야 하며 그 교육 방향은 어떻게 정해져야 할 것인가? 우선 학생들이 살아가야 할 사회는 포스트모던 사회의 특징을 더 강하게 지니게 된다는 점에서 인성교육은 포스트모던 시대의 핵심 가치를 중심으로 그 방향을 정립할 필요가 있다. 우선 포스트모더니스트들은 모던주의의 획일주의에 반대해서 교육에 있어 ‘차이와 다름에 대한 긍정’과 ‘다양성의 긍정’을 강조한다. 그리고 이성 중심주의에 반대해 (...) ‘욕망과 감정에 대한 긍정’을, 권위주의에 반대해 ‘자율성 긍정’과 ‘반권위주의’를 내세운다. 또한, 교육에 있어 ‘대화’와 ‘배려’의 중시를, 인간중심주의를 반대해 ‘탈인간중심주의’를, 개인주의에 반대해 ‘연대의 긍정’을, 거대한 이야기에 반대해 ‘작은 이야기에 대한 긍정’을 강조하고 있다. 포스트모더니스트들이 추구하는 이런 가치는 포스트모던 사회의 인성교육이 지향해야 할 방향이자 구체적 교육방법론 정립에 있어 큰 시사점을 준다.BR 이에 본 논문은 오늘날의 인성교육은 포스트모던 가치에 기반을 둔 ‘배려윤리’와 ‘시민교육’의 통합적 교육을 강조한다. 배려윤리와 시민교육은 각각 배려와 정의를 가장 중요한 핵심 가치로 추구한다. 새는 좌우의 날개로 날 수 있듯이, 포스트모던 시대 우리 사회를 이끌어가야 할 핵심 가치와 덕목은 배려와 정의라고 말할 수 있다. 따라서 포스트모던 시대 인성교육은 이 배려와 정의를 조화롭게 추구하게끔 도와주는 교육이 되어야 한다. 포스트모던 시대의 인성교육은 그 교수법에서도 포스트모던한 여러 가치에 기초해야 할 것이다. (shrink)

Two critical theories—both contemporaneous and complementary—in Western philosophy of education spanning the 1960s to the 1980s will first be explicated, and then their significant intellectual values will be discussed on the basis of such a comparative account. These two critical models are the practical theory of education in the Anglophone world and the critical theory of education in the Continental Germany. I will introduce them—namely, analytic practical educational theory and German critical pädagogik—one after another, by focusing on (...) their complementary differences, involving characteristic rationalities, typical forms of criticism, corresponding ways of exercising criticalities, and frames of reference regarding the sources of their criticalities. Based on such distinctions and contrasts, I will in the final section argue for their inherent value of coexistence, their practical value in illustrating the unique construction of academic educational studies which has respectively developed in the Anglo-American world and in the Continental world. As an additional point about their epistemic value to understand educational knowledge and scholarship accumulated in the West, I will further argue that these two philosophical–critical theories of education in parallel constitute peak academic experiences. This is mainly because they are compelling evidence, demonstrating how differently yet legitimately the two camps of Western educational scholarships deal with the same issue of criticality in contrasting yet complementary ways. (shrink)

This study investigated effects of codes of ethics on perceptions of ethical behavior. Respondents from companies with codes of ethics (n = 465) rated role set members (top management, supervisors, peers, subordinates, self) as more ethical and felt more encouraged and supported for ethical behavior than respondents from companies without codes (n = 301). Key aspects of the organizational climate, such as supportiveness for ethical behavior, freedom to act ethically, and satisfaction with the outcome of ethical problems were impacted by (...) the presence of an ethics code. The mere presence of a code of ethics appears to have a positive impact on perceptions of ethical behavior in organizations, even when respondents cannot recall specific content of the code. (shrink)

Theory and Practice of Knowledge Transfer: Studies in School Education in the Ancient Near East and Beyond. Edited by W. S. van Egmond and W. H. van Soldt. Publications de l’Institut histo- rique-archéologique néerlandais de Stamboul, vol. 121. Leiden: Nederlands Instituut voor het NabiJe Oosten, 2012. Pp. 111 + 152. €36.04.

Education as a practice in its own right (or sui generis practice) invokes quite a different set of ethical considerations than does education understood as a subordinate activity ? i.e. prescribed and controlled in its essentials by the current powers-that-be in a society. But the idea of education as a vehicle for the ?values? of a particular group or party is so commonplace, from history's legacy as well as from ongoing waves of educational reforms, as (...) to appear a quite natural one. So much is this case that the idea of education as a sui generis practice may seem a bit eccentric at first sight. Some preliminary work is called for then to render intelligible the claim that education is indeed a practice in its own right, and to illustrate the original starting point this gives for an exploration of educational ethics. In undertaking this preliminary work, central themes from two major sources are explored and reviewed: Richard Peters? well-known study Ethics and education and MacIntyre's After virtue. The suggestive merits of both works for advancing a sui generis understanding of education and its conduct are identified. But crucial occlusions are also highlighted in the arguments of both authors, the recognition of which might have enabled their thinking on educational matters to venture onto a different plane. The kind of thinking that emerges from these investigations as most promising for educational ethics is seen to differ in its key features from what the various branches of academic philosophy have to offer by way of ethical theory. (shrink)