Switch to: References

Add citations

You must login to add citations.
  1. What is philosophy of education? Overlaps and contrasts between different conceptions.John White - forthcoming - Journal of Philosophy of Education.
    Various conceptions of philosophy of education have been mooted over the last sixty years. The paper looks at five of these, associated particularly with R. S. Peters, D. W. Hamlyn, David Bakhurst, Philip Kitcher, and Harvey Siegel. It shows differences and sometimes overlaps among these, to do with whether or not philosophy of education should be seen as a branch of philosophy, as central to philosophy as a whole, or as a form of applied philosophy. The paper puts most weight (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Education as interaction.Martin Wenham - 1991 - Journal of Philosophy of Education 25 (2):235–246.
    ABSTRACT The teaching-learning process is of central importance in education. By developing a concept of effective teaching and a corresponding model of the teaching-learning process, it is argued that unless the needs of pupils are to be disregarded, teachers must become co-learners and responsibility for quality of education must be shared. Education is seen as an interactive process in which teachers and pupils participate co-operatively. It is shown that this concept, already implicit in much educational thought and practice, can contribute (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  • Education as Interaction.Martin Wenham - 1991 - Journal of Philosophy of Education 25 (2):235-246.
    The teaching-learning process is of central importance in education. By developing a concept of effective teaching and a corresponding model of the teaching-learning process, it is argued that unless the needs of pupils are to be disregarded, teachers must become co-learners and responsibility for quality of education must be shared. Education is seen as an interactive process in which teachers and pupils participate co-operatively. It is shown that this concept, already implicit in much educational thought and practice, can contribute to (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • The Epistemology of Education.Lani Watson - 2016 - Philosophy Compass 11 (3):146-159.
    The landscape of contemporary epistemology has significantly diversified in the past 30 years, shaped in large part by two complementary movements: virtue and social epistemology. This diversification provides an apt theoretical context for the epistemology of education. No longer concerned exclusively with the formal analysis of knowledge, epistemologists have turned their attention towards individuals as knowers, and the social contexts in which epistemic goods such as knowledge and understanding are acquired and exchanged. As such, the concerns of epistemology have once (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  • A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic.Steven A. Stolz - 2018 - Journal of Philosophy of Education 52 (1):144-162.
    In this essay I intentionally employ Nietzsche's genealogical method as a means to critique the complex concept of ‘good’ teaching, and at the same time reconstitute ‘good’ teaching in a form that is radically different from contemporary accounts. In order to do this, I start out by undertaking a genealogical analysis to both reveal the complicated historical development of ‘good’ teaching and also disentangle the intertwining threads that remain hidden from us so we are aware of the core threads that (...)
    Direct download  
     
    Export citation  
     
    Bookmark   6 citations  
  • O'Connor's paradox and the teaching of educational philosophy.David Stenhouse - 1968 - British Journal of Educational Studies 16 (3):243-257.
  • Are Aims of Education Suffering from a Case of Rigor Mortis?Betty A. Sichel - 1969 - Educational Philosophy and Theory 1 (2):17-27.
  • Revealing the Hidden Curriculum in Higher Education.José Víctor Orón Semper & Maribel Blasco - 2018 - Studies in Philosophy and Education 37 (5):481-498.
    The so-called ‘hidden curriculum’ is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education. The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers of education to propose that HC (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • The Task‐Achievement Analysis of Education.Kenneth Robinson - 1972 - Educational Philosophy and Theory 4 (2):17-24.
  • Education and Initiation.Kenneth Robinson - 1970 - Educational Philosophy and Theory 2 (2):33-46.
  • Philosophies of Education.R. J. Haack - 1976 - Philosophy 51 (196):159 - 176.
  • Explanation, teleology, and operant behaviorism.Jon D. Ringen - 1976 - Philosophy of Science 43 (June):223-253.
    B. F. Skinner's claim that "operant behavior is essentially the field of purpose" is systematically explored. It is argued that Charles Taylor's illuminating analysis of the explanatory significance of common-sense goal-ascriptions (1) lends some (fairly restricted) support to Skinner's claim, (2) considerably clarifies the conceptual significance of differences between operant and respondent behavior and conditioning, and (3) undercuts influential assertions (e.g., Taylor's) that research programs for behavioristic psychology share a "mechanistic" orientation. A strategy is suggested for assessing the plausibility of (...)
    Direct download (10 more)  
     
    Export citation  
     
    Bookmark   12 citations  
  • ‘‘‘don’t Know Much About The French I Took’: A Contemporary Case For Second Language Study In The Liberal Arts.Timothy Reagan - 2004 - Arts and Humanities in Higher Education 3 (2):229-239.
    Language study can be immensely valuable, but language educators have typically relied on arguments and defenses of second/foreign language study that confuse the benefits of language knowledge with those of language study. In this article, an effort is made to identify three kinds of alternative arguments that might be used for advocating second/ foreign language study as part of the general education of the university student.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • R. S. Peters and J. H. Newman on the Aims of Education.Jānis Ozoliņš - 2013 - Educational Philosophy and Theory 45 (2):153-170.
    R. S. Peters never explicitly talks about wisdom as being an aim of education. He does, however, in numerous places, emphasize that education is of the whole person and that, whatever else it might be about, it involves the development of knowledge and understanding. Being educated, he claims, is incompatible with being narrowly specialized. Moreover, he argues, education enables a person to have a different perspective on things, ‘to travel with a different view’ [Peters, R. S. (1967). What is an (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   6 citations  
  • The concept of education in contemporary dutch philosophy of education.Wilna A. J. Meijer - 1985 - Journal of Philosophy of Education 19 (1):81–90.
    Wilna A J Meijer; The Concept of Education in Contemporary Dutch Philosophy of Education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, P.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
  • The Concept of Education in Contemporary Dutch Philosophy of Education.Wilna A. J. Meijer - 1985 - Journal of Philosophy of Education 19 (1):81-90.
    Wilna A J Meijer; The Concept of Education in Contemporary Dutch Philosophy of Education, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, P.
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  • A 'Seamless Enactment' of Citizenship Education.Tristan McCowan - 2009 - Journal of Philosophy of Education 43 (1):85-99.
    Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex ‘leaps’ between ends and means, and between ideal and real. This article proposes a response in the form of ‘seamless enactment’, applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • A ‘Seamless Enactment’ of Citizenship Education.Tristan McCowan - 2009 - Journal of Philosophy of Education 43 (1):85-99.
    Educational undertakings are subject to disjunctures at three separate stages: in the creation of curricular programmes, in the implementation of these curricula in practice and in their effects on students. These disjunctures are the result of complex ‘leaps’ between ends and means, and between ideal and real. This article proposes a response in the form of ‘seamless enactment’, applied here to citizenship education. Seamless enactment involves, first, the harmonisation of the principles underlying the different stages in the passage of the (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Mindfulness, sport and the body: the justification of physical education revisited.Christopher Martin & Oren Ergas - 2016 - Sport, Ethics and Philosophy 10 (2):161-174.
    This paper offers a preliminary account of the educative potential of mindfulness by revisiting the long-debated status of physical activity and sport as educationally worthwhile. We argue that previous attempts in the tradition of analytic philosophy of education to offer a justification of physical activity and sport have not been sufficiently grounded in the most distinctive feature of those activities—the body. As an alternative, we claim that the theory and practice of body-based mindfulness can explain how physical activity can satisfy (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • The Philosophy of the Subject: back to the future.Jim Mackenzie - 1998 - Educational Philosophy and Theory 30 (2):135-162.
  • Happiness as an aim of education.Nikola Kallová - 2021 - Human Affairs 31 (2):165-174.
    This paper explores happiness as an aim of education, particularly schooling. What role does happiness play in philosophy of education? How do critics view the aims of public schooling today and its relation to happiness? Is happiness embedded in the concept of education as an aim of education? The paper explores happiness—understood inclusively as a positive mental state—by examining the relevant literature from various disciplines. It looks briefly at critical views of current trends in public school practice and concludes that (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • The case against education: why the education system is a waste of time and money.John Howlett - 2019 - British Journal of Educational Studies 67 (4):561-563.
  • Trust and schooling.Bruce Haynes - 2018 - Educational Philosophy and Theory 50 (2):119-122.
  • Trust and the community of inquiry.Haynes Felicity - 2018 - Educational Philosophy and Theory 50 (2):144-151.
    This article investigates the place of trust in learning relations in the classroom, not only between teacher and student, but also between student and student. To do this, it will first examine a pedagogy called community of inquiry, espoused by John Dewey and used in most Philosophy for Children courses in Australia. It will then consider what different forms of trust are involved in other power relations in the classroom, particularly the rational structuralism of R.S Peters, or the experiential philosophy (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • R. S. Peters: The reasonableness of ethics.Felicity Haynes - 2013 - Educational Philosophy and Theory 45 (2):142-152.
    This article will begin by examining the extent to which R. S. Peters merited the charge of analytic philosopher. His background in social psychology allowed him to become more pragmatic and grounded in social conventions and ordinary language than the analytic philosophers associated with empiricism, and his gradual shift from requiring internal consistency to developing a notion of ?reasonableness?, in which reason could be tied to passion, grounded him in an idiosyncratic notion of ethics which included compassion and virtue as (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Romanticism and Romantic Science: Their Contribution to Science Education.Yannis Hadzigeorgiou & Roland Schulz - 2014 - Science & Education 23 (10):1963-2006.
  • Implications of R.S. Peters’ notion of ‘cognitive perspective’ for science education.Yannis Hadzigeorgiou - 2017 - Educational Philosophy and Theory 49 (10):1016-1028.
    This paper discusses R.S. Peters’ notion of ‘cognitive perspective’, which, through careful reading, can be interpreted as a wider perspective resulting from an awareness of the relationships of one’s knowledge and understanding to one’s own life. This interpretation makes cognitive perspective a holistic notion akin to that of worldview, and also points to the possibility for students to experience a change of outlook on the world, as a result of learning science. Given the ongoing debate regarding the notion scientific literacy (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • A Critique of Science Education as Sociopolitical Action from the Perspective of Liberal Education.Yannis Hadzigeorgiou - 2015 - Science & Education 24 (3):259-280.
    This paper outlines the rationale underpinning the conception of science education as sociopolitical action, and then presents a critique of such a conception from the perspective of liberal education. More specifically, the paper discusses the importance of the conception of science education as sociopolitical action and then raises questions about the content of school science, about the place and value of scientific inquiry, and about the opportunities students have for self-directed inquiry. The central idea behind the critique is that a (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   4 citations  
  • Personal and Social Correlates of the ‘Closed Mind’ among 16 Year Old Adolescents in England.Leslie J. Francis - 1997 - Educational Studies 23 (3):429-437.
    A sample of 711 16 year old adolescents completed an Anglicised form of the Dommert revision of the Rokeach Dogmatism Scale, together with the Junior Eysenck Personality Inventory and Raven's Standard Progressive Matrices. They also provided information about church attendance, personal prayer and paternal occupation. The data demonstrate that higher dogmatism scores are associated with lower IQ scores, lower social class backgrounds, higher neuroticism scores, higher lie scale scores and being male. No correlation was found between dogmatism scores and personal (...)
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Education and Time: Coming to Terms with the “Insufficiency of Now” Through Mindfulness.Oren Ergas - 2019 - Studies in Philosophy and Education 38 (2):113-128.
    This paper addresses the problem of “the insufficiency of now” that stems from the entanglement of education with time. Namely, the embodied-lived present is always inferior compared to the hypothetical ideal future. Education and its promise hence carry the seed of inevitable disenchantment. This problem is examined based on two contrasting perspectives: Plato’s cave allegory and its application to contemporary schooling on the one hand and the Yogacara Buddhist “mind-moments” model on the other hand. The insufficiency of now emerges from (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Transformation and Education: The Voice of the Learner in Peters' Concept of Teaching.Andrea English - 2009 - Journal of Philosophy of Education 43 (supplement s1):75-95.
    On several occasions in his work, R. S. Peters identifies a difficulty inherent in teaching that underscores the complexity of this relationship: the teacher has the task of passing on knowledge while at the same time allowing knowledge that is passed on to be criticised and revised by the learner. This inquiry asks: first, how does Peters envisage these two tasks coming together in teaching, and, second, does he go far enough in developing what it means for the teacher to (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   5 citations  
  • Autonomy in R. S. Peters' Educational Theory.Stefaan E. Cuypers - 2009 - Journal of Philosophy of Education 43 (supplement s1):189-207.
    Autonomy is, among other things, an actual psychological condition, a capacity that can be developed, and an educational ideal. This paper contextualises, analyses, criticises and extends the theory of Richard S. Peters on these three aspects of autonomy.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Revealing the Hidden Curriculum in Higher Education.Maribel Blasco & José Víctor Orón Semper - 2018 - Studies in Philosophy and Education 37 (5):481-498.
    The so-called ‘hidden curriculum’ is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education. The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers of education to propose that HC (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • Does “Ethics and Education” Rest on a Mistake?A. W. Beck - 1971 - Educational Philosophy and Theory 3 (2):1-11.
  • Does higher education have aims?Ronald Barnett - 1988 - Journal of Philosophy of Education 22 (2):239–250.
    Ronald Barnett; Does Higher Education have Aims?, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 239–250, https://doi.org/10.1111/j.
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  • 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 (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • The integrity factor-critical to accounting education.R. F. Carroll - 1998 - Teaching Business Ethics 2 (2):137-163.
  • Facing epistemic uncertainty: characteristics, possibilities, and limitations of a discursive.R. L. C. van Goor - 2012 - Dissertation, University of Amsterdam
     
    Export citation  
     
    Bookmark  
  • Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry.Judy A. Kyle - unknown
    This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children (...)
    Direct download  
     
    Export citation  
     
    Bookmark