This category needs an editor. We encourage you to help if you are qualified.
Volunteer, or read more about what this involves.
Related categories

514 found
Order:
1 — 50 / 514
  1. Idealism as a Philosophy of Education.Louise Antz - forthcoming - Philosophy of Education: Essays and Commentaries.
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  2. Education in Fascist Italy.Max Ascoli - forthcoming - Social Research: An International Quarterly.
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  3. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  4. Digging at the Roots: A Reply to Naoko Saito’s American Philosophy in Translation [Preprint].Steven Fesmire - forthcoming - The Pluralist.
    Gregory Pappas has observed that pragmatism did not “grow up” in the United States. As a coherent philosophy it originated there, and it is now growing up through critical and mutually transformative intra-cultural dialogue. As pragmatism continues growing up, we can bear Thoreau’s words in mind: “I know of few radicals as yet who are radical enough.” He was implying, in an implicit jab at Emerson, that the radicals of his day did not dig deep enough, down to the level (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  5. The Anthropocene as We Know It: Posthumanism, Science Education and Scientific Literacy as a Path to Sustainability.Sophia Jeong, Brandon Sherman & Deborah Tippins - forthcoming - Cultural Studies of Science Education.
    As products of the Anthropocene, the epoch of human ecological impact, models of environmental and social sustainability have been rooted in humanism, centering human agency and taking humanity as the prime reference point in understanding the world. Discourses around sustainability pose questions of how we are trying to sustain our world and our central place in it. With these questions in mind, we examine the role of science education for sustainability and as a tool for enacting societal change and interacting (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  6. Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space.Simon Knight, Simon Buckingham Shum & Karen Littleton - forthcoming - Journal of Learning Analytics.
    Learning Analytics is an emerging research field and design discipline which occupies the ‘middle space’ between the learning sciences/educational research, and the use of computational techniques to capture and analyse data (Suthers and Verbert, 2013). We propose that the literature examining the triadic relationships between epistemology (the nature of knowledge), pedagogy (the nature of learning and teaching) and assessment provide critical considerations for bounding this middle space. We provide examples to illustrate the ways in which the understandings of particular analytics (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  7. Socialising Epistemic Cognition.Simon Knight & Karen Littleton - forthcoming - Educational Research Review.
    We draw on recent accounts of social epistemology to present a novel account of epistemic cognition that is ‘socialised’. In developing this account we foreground the: normative and pragmatic nature of knowledge claims; functional role that ‘to know’ plays when agents say they ‘know x’; the social context in which such claims occur at a macro level, including disciplinary and cultural context; and the communicative context in which such claims occur, the ways in which individuals and small groups express and (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark   1 citation  
  8. Intercultural Science Education as a Trading Zone Between Traditional and Academic Knowledge.Jairo Robles-Piñeros, David Ludwig, Geilsa Costa Santos Baptista & Adela Molina Andrade - forthcoming - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences:101337.
  9. A Note From the Editors.Michael Coxhead, Aislinn O'Donnell & Kirstine Szifris - 2021 - Journal of Prison Education and Reentry 7 (2):88-102.
    Editorial to the Special Issue "Critical Reflections on Philosophy, Education, and Prison Sociology". The Issue focuses on the intersection of philosophy with prisons, prisoners, and prison research, particularly in prison education and prison sociology. It takes in a broad range of topics, including the role of philosophy in prisons and prison research; the value of formal programmes of philosophical education in prisons; issues of trust, freedom, collaboration, and power in the prison classroom; and critical perspectives on the relationship between education (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  10. Da autoformação no processo educacional entre a conformação e a autotransformação: Do jogo sociocultural e a inter-relação envolvendo modus vivendi e modus essendi.Luiz Carlos Mariano Da Rosa - 2021 - São Paulo, SP, Brasil: PZP - Politikón Zôon Publicações.
    Recuperando a noção de Paidéia, legado grego, a pesquisa em questão, detendo-se nos indícios do ideal da autoformação, para cujas fronteiras converge o contexto sociocultural da atualidade, discorre sobre o processo pedagógico que, imbricado em uma rede de relações que envolve as formas simbólicas mediante as quais o homem constrói o mundo, estruturalizando a realidade, se movimenta, no decorrer da história, oscilando entre a tendência que ora prioriza a formação individual, ora absolutiza o aspecto social, objetos de investigação no Capítulo (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  11. Trust, Power, and Transformation in the Prison Classroom.Fran Fairbairn - 2021 - Journal of Prison Education and Reentry 7 (2):160-182.
    This article does three things. First, it asks a new question about transformative education, namely ‘what is the role of power and trust in the decision of whether to transform one’s meaning scheme in the face of new information or whether to simply reject the new information?’ Secondly, it develops a five-stage model which elaborates on the role of this decision in transformative learning. Finally, it uses grounded-theory and the five-stage model to argue that power and trust play an important (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  12. Outsiders Within: Reflections on Being a First-Generation and/or Low-Income Philosopher.Arianna Falbo & Heather Stewart - 2021 - Apa Newsletter on Feminism and Philosophy 3 (20):1-6.
  13. Embracing a Decolonial Epistemological Approach in African Higher Education.Björn Freter & Yvette Freter - 2021 - In Siseko H. Kumalo (ed.), Decolonisation as Democratisation: Global Insights into the South African Experience. Pietermaritzburg: HSRC Press. pp. 127-150.
  14. The Educational Value of Analytic Philosophy.Jane Gatley - 2021 - Journal of the American Philosophical Association 7 (1):59-77.
    In this article, I outline three critiques of analytic philosophy; that it is irrelevant to individuals and society; unconstructive; and excessively technical. These critiques are linked to skepticism about the educational value of analytic philosophy. In response, I suggest that if analytic philosophy provides constructive guidance about prominent and pressing questions, then it holds potential educational value. I identify a body of prominent and pressing questions that are addressed by analytic philosophy as a discipline. Because analytic philosophy is often concerned (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  15. Politische Bildung für die digitale Öffentlichkeit: Umgang mit politischer Information und Kommunikation in digitalen Räumen.Manuel S. Hubacher & Monika Waldis (eds.) - 2021 - Wiesbaden, Deutschland: Springer.
    In diesem Open-Access-Sammelband setzen sich Autor*innen aus unterschiedlichsten Disziplinen mit der Auswirkung einer digitalisierten Öffentlichkeit für die Politische Bildung auseinander. Sie erörtern, wie sich die Formen digitaler politischer Kommunikation auswirken, wie der Politikunterricht mit der veränderten Ausgangslage umgehen könnte und welche Kompetenzen Schüler*innen benötigen, um in der digitalen Öffentlichkeit selbstbestimmt und -ermächtigt politisch teilzuhaben. Die Komplexität und die Interdependenzen digitaler Kommunikation verlangen nach einer multiperspektivischen und transdisziplinären Perspektive, der dieser Band verpflichtet ist.
    Remove from this list   Direct download (2 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  16. Philosophy of Education in a New Key: East Asia.Ruyu Hung, Peng Zhengmei, Morimichi Kato, Tadashi Nishihira, Mika Okabe, Xu Di, Duck-Joo Kwak, Keumjoong Hwang, Youngkun Tschong, Cheng-His Chien, Michael A. Peters & Marek Tesar - 2021 - Educational Philosophy and Theory 53 (12):1199-1214.
    Ruyu HungNational Chiayi University, TaiwanThis is a collective writing experiment of PESA members, orchestrating the Philosophy of Education in a New Key regarding East Asia. In 2016 the pioneerin...
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   9 citations  
  17. Paradoxical Education: Learning to Unlearn What We Think We Have Learned.Zachary Isrow - 2021 - World Journal of Education and Humanities 3 (3):57-65.
    There is no shortage of pedagogical theories from the tradition formal methods of instruction to the free-play methods of unschooling. A sharp shift in education and instruction models took place with the introduction of critical pedagogy. The focus was no longer on the authority of the teacher and the submissive, passive approach taken by the learner, but rather on the engagement between the two. Still, even when critical pedagogy is utilized in a formal model of education something is missing from (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  18. Revisiting the Place of Philosophy with Heidegger: Being-in-Academia.Onur Karamercan - 2021 - Educational Philosophy and Theory 1 (1):1-11.
    In this article, I elucidate the meaning of the act of philosophizing as a research activity in academia. My main thesis is that, as academic philosophers, we need to change our existing relation to thinking in academia, which requires a radical re-evaluation of the ēthos, or, the dwelling-place of philosophy. Drawing on Martin Heidegger’s thought, I offer a place-based thinking, taking up the issue of being-in-academia as part of the question of dwelling. First, I explore the technological nature of being-in-academia (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  19. Teaching Dance and Philosophy to Non Majors: The Integration of Movement Practices and Thought Experiments to Articulate Big Ideas.Megan Brunsvold Mercedes & Kristopher G. Phillips - 2021 - In Rebecca Farinas & Julie Van Camp (eds.), The Bloomsbury Handbook of Dance and Philosophy. London, UK: pp. 20-35.
    Philosophers sometimes wonder whether academic work can ever be truly interdisciplinary. Whether true interdisciplinarity is possible is an open question, but given current trends in higher education, it seems that at least gesturing toward such work is increasingly important. This volume serves as a testament to the fact that such work can be done. Of course, while it is the case that high-level theoretical work can flourish at the intersection of dance and philosophy, it remains to be seen how we (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  20. Re/Pro/Ductions: Ça Déborde.Thomas Clément Mercier - 2021 - Poetics Today 42 (1):23-47.
    This article examines Jacques Derrida’s work of self-reflection on his own teaching practice by using as a guiding thread the problematics of reproduction in the seminars of the 1970s. The first part of the article examines the sequence of seminars taught by Derrida at École normale supérieure from 1971 to 1977 to show how the concept of reproduction is deconstructed by Derrida across several seminars. Derrida systematically demonstrates, across several themes and fields (sociology and economy, biology and sexuality, art, technique, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  21. Book Review: In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education, by Maughn Rollins Gregory and Megan Jane Laverty (Eds). [REVIEW]Gilbert Burgh - 2020 - Journal of Philosophy in Schools 7 (1):132-138.
    In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy and Education is the first in a series edited by Maughn Gregory and Megan Laverty, Philosophy for Children Founders, and is a major contribution to the literature on philosophy in schools. It draws attention to an author and practitioner who was largely responsible for the development of scholarship on the community of inquiry, who co-founded the Institute for the Advancement of Philosophy for Children (IAPC), and who undeniably made a significant (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  22. You Are Only as Good as You Are Behind Closed Doors: The Stability of Virtuous Dispositions.Rena Beatrice Goldstein - 2020 - Philosophy Documentation Center 2:1-19.
    Virtues are standardly characterized as stable dispositions. A stable disposition implies that the virtuous actor must be disposed to act well in any domain required of them. For example, a politician is not virtuous if s/he is friendly in debate with an opponent, but hostile at home with a partner or children. Some recent virtue theoretic accounts focus on specific domains in which virtues can be exercised. I call these domain-variant accounts of virtue. This paper examines two such accounts: Randall (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  23. Directing Moral Inquiry: A Rejoinder to Cam, Sowey, Lockrobin, Splitter, Sprod and Knight.Michael Hand - 2020 - Journal of Philosophy in Schools 7 (2).
    In this rejoinder to the foregoing responses to my article ‘Moral education in the community of inquiry’, I address what I take to be the four most fundamental objections to my proposed expansion of the community of inquiry (CoI) method. My proposal is that we make room in the CoI for directive teaching of moral standards we know to be justified or unjustified, in addition to nondirective teaching of moral standards whose justificatory status is unknown. The four objections I consider (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  24. Eva Dolezel; Rainer Godel; Andreas Pečar; Holger Zaunstöck (Editors). Ordnen—Vernetzen—Vermitteln: Kunst- und Naturalienkammern der Frühen Neuzeit als Lehr- und Lernorte. (Acta Historica Leopoldina, 70.) 456 pp., notes, bibl., index. Halle: Wissenschaftliche Verlagsgesellschaft Stuttgart, 2018. €29.95 (paper); ISBN 9783804737952. [REVIEW]Marika Keblusek - 2020 - Isis 111 (4):884-885.
  25. Developing Civic Competence Through Action Civics: A Longitudinal Look at the Data.Karon LeCompte, Brooke Blevins & Tiffani Riggers-Piehl - 2020 - Journal of Social Studies Research 44 (1):127-137.
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  26. Epistemologia dell'educazione. Pensiero critico, etica ed Epistemic Injustice.Alessia Marabini - 2020 - Rome: Aracne editore.
    Contro una visione prettamente strumentale della razionalità, una tesi di questo libro è che il pensiero critico non può consistere solo di abilità di pensiero deduttivo o inferenziale, ma è più in generale espressione di abilità epistemiche e competenze etiche inerenti al processo della conoscenza intesa come questione complessa, poiché relativa alla formazione della persona che conosce e agisce nel mondo secondo determinati fini, valori, credenze. Una valutazione delle competenze che non tenga conto di questa differenza genera forme di ingiustizia (...)
    Remove from this list   Direct download (3 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  27. Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - 2020 - Journal of Philosophy of Education 54 (3):492-506.
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it wanting. We suggest (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  28. University Lecturing as a Technique of Collective Imagination.Lavinia Marin - 2020 - In Naomi Hodgson, Joris Vlieghe & Piotr Zamojski (eds.), Post-critical Perspectives on Higher Education. pp. 73-82.
    Lecturing is the only educational form inherited from the universities of the middle ages that is still in use today. However, it seems that lecturing is under threat, as recent calls to do away with lecturing in favour of more dynamic settings, such as the flipped classroom or pre-recorded talks, have found many adherents. In line with the post-critical approach of this book, this chapter argues that there is something in the university lecture that needs to be affirmed: at its (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  29. ‘Why Aren’T You Taking Any Notes?’ On Note-Taking as a Collective Gesture.Lavinia Marin & Sean Sturm - 2020 - Educational Philosophy and Theory:1-8.
    The practice of taking hand-written notes in lectures has been rediscovered recently because of several studies on its learning efficacy in the mainstream media. Students are enjoined to ditch their laptops and return to pen and paper. Such arguments presuppose that notes are taken in order to be revisited after the lecture. Learning is seen to happen only after the event. We argue instead that student’s note-taking is an educational practice worthy in itself as a way to relate to the (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  30. Pas de course. Notes piquées sur le séminaire « GREPH. Le concept de l’idéologie chez les idéologues français ».Thomas Mercier - 2020 - Philosophiques 47 (2):289.
    Afin d’examiner la forme et la fonction « cours » dans le corpus de Derrida, je propose une lecture du séminaire inédit « GREPH. Le concept de l’idéologie chez les idéologues français ». Ce séminaire fut mené dans le cadre des engagements politico-institutionnels du GREPH. Il constitue donc un point d’entrée privilégié pour saisir le rapport complexe que Derrida entretient avec l’enseignement, et plus généralement avec l’institution philosophique. Au cours de ce séminaire, Derrida s’intéresse au « corps enseignant » en (...)
    Remove from this list   Direct download (4 more)  
    Translate
     
     
    Export citation  
     
    Bookmark  
  31. Educational Inequality and State-Sponsored Elite Education: The Case of the Dutch Gymnasium.Michael Merry & Willem Boterman - 2020 - Comparative Education 56:522-546.
    In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher social (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  32. Conceptual Metaphors of Education: Grounds for Social Conflict in Modern-Day Russia.Sophia Polyankina - 2020 - Advances in Social Science, Education and Humanities Research 447:268-273.
    In modern Russian society, it is possible to trace the division into citizens who support the reforms of the education system, carried out over the past 20 years, and their ideological opponents. The purpose of the article is to identify the grounds of this social conflict and the failure of the reforms at the level of public consciousness. The author argues that the discrepancy between conceptual education metaphors guiding the vector of education policy causes a different understanding of the essence, (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  33. Differences in Knowledge Science in Islamic Education Philosophy Perspective.Sukman Sappe - 2020 - International Journal of Asian Education (IJAE) 1 (1):1-8.
    The dichotomy of science is the separation between general science and religion, which then develops into other dichotomic phenomena. The term science dichotomy in various historical literature, including the afterlife and world sciences, syar'iyah science and ghairu syar'iyyah Science, al-'ulum al-diniyyah and al-'ulum al-'aqliyyah, Islamic Knowledge and Non-Islamic Knowledge, Hellenic and Semitic. The consequences of the dichotomy, as mentioned as the terms of the dichotomy, have implications for the alienation of the religious sciences to modernity and keep the progress of (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  34. Contributions of Ivan Illich to Education in a Digital Society.Sandro Serpa, Ana Isabel Santos & Carlos Miguel Ferreira - 2020 - Academic Journal of Interdisciplinary Studies 9 (2):23-30.
    Ivan Illich was a heavy critic of traditional schooling. His proposals were disregarded, perhaps too quickly, for various reasons. This paper, based on review research, aims to add to a current (re)reading of Illich, seeking to answer the following question: what is the relevance of Illich’s proposal for a successful education in an increasingly digitalised society? The results of this research allow concluding, on the one hand, that Illich’s proposal to replace strict schooling with (self)training networks in a society that (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  35. Western and Eastern Practices of Literacy Initiation.Joris Vlieghe - 2020 - In David Lewin & Karsten Kenklies (eds.), East Asian Pedagogies. Dordrecht: Springer. pp. 135-148.
    The main idea behind this chapter is that a philosophical investigation of basic pedagogical practices, and more exactly the different ways in which children get the hang of elementary literacy at school, can offer a deeper understanding of what school education is all about. I follow here the French philosopher of technology Bernard Stiegler (2010), who argues that this basic pedagogical form defines the school. For him, literacy training sets the model for the practices that make up schools, even if (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  36. Skill Transmittance in Science Education.Brandon Boesch - 2019 - Science & Education 28 (1-2):45-61.
    It is widely argued that the skills of scientific expertise are tacit, meaning that they are difficult to study. In this essay, I draw on work from the philosophy of action about the nature of skills to show that there is another access point for the study of skills—namely, skill transmission in science education. I will begin by outlining Small’s Aristotelian account of skills, including a brief exposition of its advantages over alternative accounts of skills. He argues that skills exist (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  37. From the Reflective to the Post-Personal Teacher.Alison M. Brady - 2019 - Teria de la Educacion 1 (32):55-72.
    Effective teaching is often connected to reflective practice. Reflection not only involves recording thoughts about what went well (or not) after class, but also to consider examples of potential bias in (re)actions to certain situations, and indeed, to one’s own evaluations of educational activities. This relates to the drive towards greater objectivity in education, and an emphasis on making educational practices and their evaluation explicit. In ‘Transcendence of the Ego’, Sartre (2004) outlines a theory in which a ‘pre-personal’ self produces (...)
    Remove from this list  
     
    Export citation  
     
    Bookmark  
  38. Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia.Gilbert Burgh & Simone Thornton (eds.) - 2019 - Abingdon, UK: Routledge.
    Philosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. -/- Drawing together a (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  39. Spinoza on the Role of the State in Education.Johan Dahlbeck - 2019 - Encyclopedia of Educational Philosophy and Theory.
    Is the education of citizens a private matter or is it primarily a concern for the state? Throughout the history of political and educational philosophy, this question has remained central. Different philosophers have answered the question in different ways and different periods have witnessed different ways of organizing public education in response to it. At the root of this question is another question. This question concerns how we understand the state and how we construe the relation between the state and (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  40. #FeesMustFall and the Decolonised University in South Africa: Tensions and Opportunities in a Globalising World.Dominic Griffiths - 2019 - International Journal of Educational Research 94:143-149.
    Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  41. Learning as Differentiation of Experiential Schemas.Jan Halák - 2019 - In Jim Parry & Pete Allison (eds.), Experiential Learning and Outdoor Education: Traditions of practice and philosophical perspectives. London: Routledge. pp. 52-70.
    The goal of this chapter is to provide an interpretation of experiential learning that fully detaches itself from the epistemological presuppositions of empiricist and intellectualist accounts of learning. I first introduce the concept of schema as understood by Kant and I explain how it is related to the problems implied by the empiricist and intellectualist frameworks. I then interpret David Kolb’s theory of learning that is based on the concept of learning cycle and represents an attempt to overcome the corresponding (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  42. Predictors of Students׳ Achievement on NAEP-Economics: A Multilevel Model.Tina L. Heafner, Phillip J. VanFossen & Paul G. Fitchett - 2019 - Journal of Social Studies Research 43 (4):327-341.
  43. Against the Fallacy of Education as a Source of Ethics.Spyridon Kakos - 2019 - MCDSARE 3:33-41.
    For centuries, the major story of enlightenment was that education is and should be the cornerstone of our society. We try to educate people to make them respectable members of society, something which we inherently relate to being "better persons", firmly believing that education makes humans less prone to evil. Today, modern research seems to validate that premise: statistics verify that more education results to less crime. But is this picture accurate and does this mean anything regarding morality per se? (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  44. The Inalienable Alien: Giorgio Agamben and the Political Ontology of Hong Kong.King-Ho Leung - 2019 - Educational Philosophy and Theory 51 (2):175-184.
    Drawing on the work of Giorgio Agamben, this article offers a philosophical interpretation of Hong Kong’s recent Umbrella Movement and the city’s political identity since its 1997 handover to China. With the constitutional principle of ‘one country, two systems’ it has held since 1997, Hong Kong has existed as an ‘inalienable alien’ part of China not dissimilar to that of Agamben’s political ontology of the homo sacer’s ‘inclusive exclusion’ in the polis. In addition to highlighting how Agamben’s politico-ontological notions such (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  45. Axel Honneth's Critical Pedagogy for a Renewed Socialist-Global Society.Victor John Loquias - 2019 - Social Ethics Society Journal of Applied Philosophy 1 (5):99-140.
    This paper provides an alternative way of linking Honneth’s claims on critical theory with his view of education. It addresses the question whether Honneth’s view of education bear the ramifications of his early theory of recognition, andhow it does come into play in the current strand of his thought in his later works. Honneth’s own description of doing criticaltheory is then appropriated to education in the phrase “criticalpedagogy with normative content.” The development ofHonneth’s thought from his theory of recognition to (...)
    Remove from this list   Direct download  
     
    Export citation  
     
    Bookmark  
  46. Moving Up Without Losing Your Way: The Ethical Costs of Upward Mobility.Jennifer Morton - 2019 - Princeton: Princeton University Press.
    Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, Moving Up without Losing Your Way looks at the (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  47. Nuevas tecnologías en el proceso de enseñanza-aprendizaje.Paulo Vélez-León & Yohana Yaguana Castillo (eds.) - 2019 - Loja, Ecuador: Universidad Técnica Particular de Loja.
    Este volumen contiene los trabajos presentados en el I Simposio de Pensamiento Contemporáneo, celebrado en la Universidad Técnica Particular de Loja (UTPL) durante los días 23 y 24 de enero de 2019 y cuyo tema central fue las «Nuevas Tecnologías en la Educación» (SPC–NTE). Este Simposio tuvo como objetivo fomentar la interacción entre personas de diferentes formaciones e intereses en la discusión de problemas y soluciones relevantes para la educación en la era digital, a fin de intercambiar ideas sobre prácticas (...)
    Remove from this list   Direct download  
    Translate
     
     
    Export citation  
     
    Bookmark  
  48. What is Critical About Critical Pedagogy? Conflicting Conceptions of Criticism in the Curriculum.Hanan A. Alexander - 2018 - Educational Philosophy and Theory 50 (10):903-916.
    In this paper, I explore the problems of cultivating a critical attitude in pedagogy given problems with accounts grounded in critical social theory, rational liberalism and pragmatic esthetic theory. I offer instead an alternative account of criticism for education in open, pluralistic, liberal, democratic societies called 'pedagogy of difference' that is grounded in the diversity liberalism of Isaiah Berlin and the dialogical philosophy of Martin Buber. In our current condition in which there is no agreement as to the proper criteria (...)
    Remove from this list   Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
  49. Representing in the Student Laboratory.Brandon Boesch - 2018 - Transversal: International Journal for the Historiography of Science 5:34-48.
    In this essay, I will expand the philosophical discussion about the representational practice in science to examine its role in science education through four case studies. The cases are of what I call ‘educational laboratory experiments’, performative models used representationally by students to come to a better understanding of theoretical knowledge of a scientific discipline. The studies help to demonstrate some idiosyncratic features of representational practices in science education, most importantly a lack of novelty and discovery built into the ELEs (...)
    Remove from this list   Direct download (3 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  50. Higher Education of Ukraine and the Needs of Consumers.Igor Britchenko, Paweł Maciaszczyk & Inna Chajka - 2018 - New Trends in Process Control and Production Management. – Proceedings of the International Conference on Marketing Management, Trade, Financial and Social Aspects of Business (MTS 2017) 2017:309-314.
    The aim of the paper is the development of theoretical approaches and practical recommendations for the formation of a system to respond to the needs of consumers in the company that provides the service. Theoretical and methodological foundation work was to study and rethink works of Ukrainian and foreign scientists on improving marketing activities, services based on the formation of a system to respond to the needs of consumers. Based on systematic methods, structural analysis, causal analysis, synthesis and argumentation proposed (...)
    Remove from this list   Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
1 — 50 / 514