In this volume philosophers from throughout the Asia-Pacific region discuss a wide range of topics related to the development of democratic values and ways of life. The papers explore ideas, values and practices related to democracy from the different perspectives of the great religious and philosophical traditions of Asia, as well as considering both philosophical issues and the place of philosophy in a democratic society. While the contributors represent different philosophical traditions, they are connected through a common concern with humanity, (...) a belief in the value of philosophical inquiry and scholarship and by a commitment to the value of philosophy education in building and sustaining democracy. (shrink)

Used as the basis of the program at the Equinox Holistic Alternative School in Toronto, The Holistic Curriculum advocates for an integrative approach to teaching and learning with a focus on developing a deep connection between mind and body.

As the editors of the series, New Literary Theory, proclaim in the preface of the book, the purpose of the series is to make more room in literary theory for playful and accessible approaches to li...

A la fin du XIXe siècle, le progrès des sciences et des techniques parut ouvrir une ère de bonheur où l'homme, délivré des tâches serviles et de toutes les superstitions, serait enfin le maître de la nature et de son propre destin. Mais le XXe siècle ne tint pas ces promesses. Certes, le progrès des sciences a fait reculer la mortalité infantile et allonger l'espérance de vie. Les nouveaux moyens de communication ont permis la circulation rapide d'informations autour du globe. (...) Mais notre environnement est menacé par toutes sortes de déchets. La biologie a ouvert des voies effrayantes. l'automatisation a bouleversé le monde du travail. La nécessité de former des scientifiques pour créer et maîtriser ces nouveaux outils a fait reculer la culture classique. De tels changements ont obscurci les repères traditionnels, les esprits sont déroutés, le sens est en crise. A l'entrée du troisième millénaire, l'Académie d'Education et d'Etudes sociales ne pouvait laisser ces questions dans l'ombre : elles sont trop souvent l'objet de débats plus passionnés que fondés et raisonnés. La science menace-t-elle l'homme et son environnement? Pèse-t-elle sur la cohésion sociale et la démocratie? Quelle est sa place dans la culture, à côté de la philosophie? Comment le chrétien se situe-t-il dans ce monde scientifique et technique? Par une étude raisonnée de ces questions, l'AES souhaite délivrer un message d'espoir et de confiance, et contribuer à mettre le développement scientifique et technique au service de l'homme, suivant la parole de l'Ecclésiastique : " Le Très-Haut a donné à l'homme le savoir pour être glorifié dans ses merveilles " (17,8). (shrink)

Introduction: education, philosophy and politics -- Writing the self: Wittgenstein, confession and pedagogy -- Nietzsche, nihilism and the critique of modernity: post-Nietzschean philosophy of education -- Heidegger, education and modernity -- Truth-telling as an educational practice of the self: Foucault and the ethics of subjectivity -- Neoliberal governmentality: Foucault on the birth of biopolitics -- Lyotard, nihilism and education -- Gilles Deleuze's 'societies of control': from disciplinary pedagogy to perpetual training -- Geophilosophy, education and the (...) pedagogy of the concept - Humanism, Derrida and the new humanities -- Politics and deconstruction: Derrida, neoliberalism and democracy -- Neopragmatism, ethnocentrism and the politics of the ethnos: Rorty's 'postmodernist bourgeois liberalism' -- Achieving America: postmodernism and Rorty's critique of the cultural left -- Deranging the investigations: Cavell on the philosophy of the child -- White philosophy in/of America. (shrink)

This collection concerns educational philosophy and post-apocalyptical survival. It is based on a series of editorials and articles written by Michael A Peters as the Editor of Educational Philosophy and Theory journal, together with colleagues in a couple of co-authored chapters, to explore the concept of global apocalypse from the educational philosophy lens. This fourteenth volume in the Editor's Choice series provides insights into the philosophy of education as it relates to the concepts of civilizational collapse, discourses of decline, (...) educating for survival amid climate emergency, cultural apocalypse and the pandemic. It will be of interest to scholars in philosophy of education and anyone who is working in the field of post-apocalyptic studies. (shrink)

This is a philosophical study by Lithuanian authors on issues related to how to teach philosophy, especially moral philosophy, through films, paintings, images, etc. The topics include multimodality as a synthesis; semiotics and language and image; cinema and philosophical education; postructuralism; film education; value education through spiritual cinema; Eastern Ethics for Western students through multimodal education; philosophy for children; sound and multimodality; Pedagogy of aesthetic to eco-pedagogy, etc.

John White is one of the leading philosophers of education currently working in the Anglophone world. Since first joining the London Institute of Education in 1965, he has made significant contributions to the landscape of the discipline through his teaching, research and numerous publications. His academic work encompasses a broad range of rich philosophical issues, ranging from questions surrounding the child's mind, through the moral and pedagogical obligations of teachers and schools, to local and national questions of educational (...) policy. In this volume, international contributors address key issues in the philosophy of education, touching on significant contemporary concerns and demonstrating the breadth and influence of John White's work. Each chapter critically examines, builds on, and pays tribute to John White's unique contribution, considering how his work has impacted on the discipline of education as we know it today. Topics covered include: - policy and the role of philosophy of education - liberal education - the aims of education - moral education - leadership. Education, Philosophy and Wellbeing will appeal to postgraduate students and academics in the fields of history, policy, education studies, and philosophy, as well as to policy-makers, educational administrators and teachers. (shrink)

This book highlights the philosophical and creative basis of knowledge co-production by all citizens regardless of socio-economic background in contrast with neoliberal ideology. Exploring beginning, transitional and theorised practices, the book is a memoir of the author's extensive personal and educational experience. Each topic is discussed in relation to a number of pragmatist themes that run throughout to illustrate how the process of dialectical emergence underpins and substantiates meaningful human living. Building on the work of American Pragmatism, this is a (...) systematic and detailed reintroduction of pragmatism to educators worldwide for progressive educational change. (shrink)

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a (...) prescriptive theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind‐sets to comprehend fully its significance. (shrink)

Educational philosophies of self-cultivation as the foundation and cultural ethos for education have a strong and historically effective tradition stretching back to antiquity in the classical ‘cra...

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning.

Cover -- Title -- Copyright -- Contents -- Citation Information -- Introduction -- 1 Philosophy and Performance of Neoliberal Ideologies: History, Politics and Human Subjects -- 2 Neo-Liberal Education Policy and the Ideology of Choice -- 3 Varieties of Neo-Liberalism: a Foucaultian Perspective -- 4 The Labouring Sleepwalker: Evocation and Expression as Modes of Qualitative Educational Research -- 5 The Learning Society, the Unfinished Cosmopolitan, and Governing Education, Public Health and Crime Prevention at the Beginning of the Twenty-First (...) Century -- 6 What Were You Thinking? A Deleuzian/Guattarian Analysis of Communication in the Mathematics Classroom -- 7 (Re)Visioning the Centre: Education Reform and the 'Ideal' Citizen of the Future -- 8 Biopolitical Utopianism in Educational Theory -- 9 A Place Pedagogy for 'Global Contemporaneity' -- 10 Antonio Gramsci and Feminism: The Elusive Nature of Power -- 11 Foucault, Educational Research and the Issue of Autonomy -- Index. (shrink)

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a (...) prescriptive theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind‐sets to comprehend fully its significance. (shrink)

Why has thinking about politics over the centuries been quite so intertwined with thinking about educational theory and practice? This book draws together a fascinating mix of educational pioneers and thinkers to answer this question and more.

This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory. In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics. This book covers questions of genealogy, ontology, the body and the institution, giving examples (...) of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education. Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education. (shrink)

The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical (...) knowledge. Soon, public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy's antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index. (shrink)

This book offers a critical and thought-provoking analysis of some of the fundamental questions about the nature and purpose of education. It includes ideas such as the demands of pluralism and the liberal fear of indoctrination.

This chapter contains sections titled: What is Complexity Theory? Complexity Theory and Education Ten Challenges to Complexity Theory for the Philosophy of Education Conclusion References.

Chapter The Making of Elijah Muhammad In order to understand the profoundness of the educational philosophy of Elijah Muhammad, I must examine a brief ...

In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.

Ruth Jonathan; Education, Philosophy of Education and Context, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 13–25, https://doi.org.

The article discuses the education issue as a central and decisive factor inshaping, reproducing and representing individual and collective identity.I present the Palestinian case study because the Palestinian people are atthe present in a very critical period of constructing their national identityand education is part of the nation-building project. I have chosen to studytwo periods in the life of Palestinians, 1972 during the revolution and thepresent 1999 the start of the establishment of an independent Palestinianentity and to examine (...) how the economic, social, political conditions etc.affect the formation of the educational philosophy of those periods; aneducational philosophy that will affect the formation of education and theformation of private and collective consciousness. (shrink)

Educational philosophy helps to orient the educational development process of each country and develop the capacity of each individual in society. In the educational history of each country, there is always a process of preserving and transferring social heritages. The educational system prepares the next generation to enter society and imparts ideas, values, and beliefs that will shape young people’s thinking and behavior for the rest of their lives. Therefore, this article wishes to clearly and vividly clarify the importance of (...) studying Pragmatism’s educational philosophy to realize its present influence. At the same time, it is crucial to deeply understand the educational process of Pragmatism to derive meaning and clarify the primary function of educating Vietnamese people in the context of current global integration. The article uses the materialist dialectic method with broad and specific historical principles to evaluate Vietnamese education with opportunities and challenges in the current integration process by studying Pragmatism’s philosophical education. The article found that the theory of education by Pragmatism clarifies the role of social educational institutions – schools in the educational process. In parallel, it is a teacher with educational methods and programs that are the basis for educating learners to become comprehensive citizens in the future. And students are the goal and the product that the educational philosophy needs to implement. Research results, the article clarifies the need to develop an educational philosophy for Vietnamese people to build comprehensively in the socialist orientation in the current globalization context. (shrink)

Biography of Swami Dayananda Sarasvati, 1824-1883, founder of the Arya Samaj.