Results for 'On Education'

999 found
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  1.  4
    Guidelines for Logic Education.Asl Commitee on Logic And EducatiOn - 1995 - Bulletin of Symbolic Logic 1 (1):4-7.
  2.  3
    From political correctness to reflexivity: A norm‐critical perspective on nursing education.Ellinor Tengelin, Elisabeth Dahlborg, Ina Berndtsson & Pia H. Bülow - 2020 - Nursing Inquiry 27 (3):e12344.
    Education is important in shaping professional identity, including how one approaches norms and normalisation. In the analysis presented in this study, nursing students' own constructions of norms and normality from the outlook of their education are highlighted and problematised. To deepen the understanding of these matters, the aim of this study was to explore constructions of norms and normality among students in nursing education. Students studying in a nursing department at a Swedish university college were approached and (...)
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  3. A Guide to Further Reading.On Education, C. Adelman, Croom London & Inner London Education Authorit - 1989 - In Robert G. Burgess (ed.), The Ethics of educational research. New York: Falmer Press. pp. 224.
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  4.  23
    Is there a place for friendship in education? Thinking with Arendt on friendship, politics, and education.Ivan Zamotkin & Anniina Leiviskä - forthcoming - Journal of Philosophy of Education.
    In this article, we examine the political and educational relevance of Hannah Arendt’s account of friendship. Drawing from Arendt’s central works on friendship, we offer a novel interpretation of the concept by connecting the notion with the idea of educational ‘love for the world’, amor mundi. With this interpretation, we seek to demonstrate that the concept of friendship has both direct educational and indirect political significance. Thereby, we distinguish our interpretation from two previous understandings of the educational relevance of the (...)
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  5. 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 (...)
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  6. Philosophers on Education: New Historical Perspectives.Amélie Rorty (ed.) - 1998 - New York: Routledge.
    Philosophers on Education offers us the most comprehensive available history of philosopher's views and impacts on the directions of education. As Amelie Rorty explains, in describing a history of education, we are essentially describing and gaining the clearest understanding of the issues that presently concern and divide us. The essays in this stellar collection are written by some of the finest comtemporary philosophers. Those interested in history of philosophy, epistemology, moral psychology and education, and political theory (...)
     
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  7.  4
    On Education: Conversations with Riccardo Mazzeo.Zygmunt Bauman & Riccardo Mazzeo - 2012 - Malden, MA: Polity. Edited by Riccardo Mazzeo.
    What is the role of education in a world where we no longer have a clear vision of the future and where the idea of a single, universal model of humanity seems like the residue of a bygone age? What role should educators play in a world where young people find themselves faced with deep uncertainty about their future, where the prospects of securing a stable, long-term career seem increasingly remote and where intensified population movements have created more diverse (...)
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  8. Locke on Education, Persons, and Moral Agency.Ruth Boeker - 2023 - International Journal of Philosophical Studies 31 (2):1-9.
    In her book Experience Embodied Anik Waldow devotes a chapter to “Locke’s Experimental Persons.” Her chapter aims to show how Locke’s views on persons, personal identity, and moral agency in his Essay concerning Human Understanding build on his esteem-based approach to education that he develops in Some Thoughts concerning Education. After outlining main contributions that Waldow makes in her chapter, I turn to three issues that in my view deserve further consideration. First, I draw attention to the question (...)
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  9.  3
    Moral thought: evaluation on the moral education and virtue cultivation of traditional Chinese music.Hao Wang - 2024 - Trans/Form/Ação 47 (5):e02400167.
    Resumo: Sendo um dos tesouros da cultura chinesa, a música tradicional chinesa tem carregado ricos pensamentos morais desde os tempos antigos. sendo uma parte importante do sistema de valores da cultura tradicional chinesa. No entanto, com o desenvolvimento da sociedade e a diversificação da cultura, o rápido ritmo social e a popularidade da música popular trouxeram grande impacto à música tradicional, que foi gradualmente esquecida devido ao seu abandono. Ao explorar a aplicação e o valor da música tradicional chinesa na (...)
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  10.  21
    Kant on education and improvement: Themes and problems.Martin Sticker & David Bakhurst - 2021 - Journal of Philosophy of Education 55 (6):909-920.
  11.  3
    Mill on Education and Schooling.Graham Finlay - 2016 - In Christopher Macleod & Dale E. Miller (eds.), A Companion to Mill. Hoboken: John Wiley & Sons, Inc.. pp. 504–517.
    John Stuart Mill's thought on education and schools reflects his wider educational project for individuals and society. As a writer, activist and Member of Parliament, he contributed to the educational debates of his day regarding the form that the new institutions of mass education should take and how they should be funded. He argues that schools should be funded by the state but not controlled by it and advocates a system of competing experiments, monitored by competitive examinations based (...)
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  12.  5
    Locke on Education.Ruth W. Grant & Benjamin R. Hertzberg - 2015 - In Matthew Stuart (ed.), A Companion to Locke. Chichester, West Sussex, UK: Blackwell. pp. 447–465.
    John Locke's Some Thoughts Concerning Education began as a series of letters to his friend, Sir Edward Clarke. Written during the same period he was writing the final draft of An Essay Concerning Human Understanding, the Thoughts was first published in 1693. Locke was as concerned with cultivating the minds of adults as he was with childhood education. Of the Conduct of the Understanding addresses this concern. Locke's thoughts on education are part of his comprehensive epistemological, moral, (...)
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  13.  6
    On Education.Harry Brighouse - 2005 - Routledge.
    What is education for? Should it produce workers or educate future citizens? Is there a place for faith schools - and should patriotism be taught? In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range of (...)
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  14.  4
    James Mill on philosophy and education.W. H. Burston - 1973 - London,: Athlone Press.
  15. On education: a philosophical dialogue.Nicholas J. Pappas - 2018 - New York: Algora Publishing.
    Three characters with different skills and outlooks explore the idea of education, exploring what true education is, challenging common conceptions and putting forward rich definitions of education and what it ideally would be.
     
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  16. Examining the influence of generalized trust on life satisfaction across different education levels and socioeconomic conditions using the Bayesian Mindsponge Framework.Tam-Tri Le, Minh-Hoang Nguyen, Ruining Jin, Viet-Phuong La, Hong-Son Nguyen & Quan-Hoang Vuong - manuscript
    Extant literature suggests a positive correlation between social trust (also called generalized trust) and life satisfaction. However, the psychological pathways underlying this relationship can be complex. Using the Bayesian Mindsponge Framework (BMF), we examined the influence of social trust in a high-violence environment. Employing Bayesian analysis on a sample of 1237 adults in Cali, Colombia, we found that in a linear relationship, generalized trust is positively associated with life satisfaction. However, in a model including the interactions between trust and (...) level as well as between trust and socioeconomic status, generalized trust is found to be negatively associated with life satisfaction. In this non-linear relationship, both education level and socioeconomic status have moderating effects against the negative association between generalized trust and life satisfaction. In other words, less educated people living in worse socioeconomic conditions are more likely to have lower life satisfaction when they have higher levels of social trust. In contrast, highly educated people living in better socioeconomic conditions are more likely to have higher life satisfaction when they have higher levels of social trust. Due to the facilitating function of trust in information processing, lowering the rigor of the filtering system in a high-violence social environment will likely put an individual at risk. Based on our findings, we suggest that policymakers should consider the impacts of social contexts when advocating for increasing social trust. We also recommend that researchers carefully examine the psychological mechanism underlying an observed association before making suggestions for policymaking. (shrink)
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  17.  14
    On Education and Writing: Toward an Integrated Pedagogy.Ryan Wasser - 2023 - The Peerless Review 1.
    There is a troubling trend in contemporary writing pedagogy to construe classical approaches to writing instruction "as fixed, static entities . . . produced by asymmetrical power relations that . . . reinforce oppressive or stereotypical attitudes and ideologies" (Mutnick and Lamos 25). In place of the classical tradition, progressive educators, following the lead of Paulo Freire, have championed student-centered approaches to education, in effect developing students in the service of themselves as opposed to in the service of knowledge (...)
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  18. Considerations for Effective Use of Moral Exemplars in Education: Based on the Self-Determination Theory and Data Syntheses.Hyemin Han & Marja Graham - forthcoming - Theory and Research in Education.
    The present study aimed to examine how to improve the effectiveness of moral exemplar-applied interventions based on the pillars of the Self-Determination Theory (SDT) framework, autonomy, competence, and relatedness. Past research has mainly focused on the relatedness and attainability of moral exemplars for predicting motivation outcomes. The data for this study consisted of synthesized data sets from previous studies examining the motivational impacts of distinct moral exemplars and intervention methods. The main syntheses for these data sets used Multilevel Modeling (MLM) (...)
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  19.  4
    Reflections on education in John Dewey's philosophy.Matea Subotić & Aleksandra Golubović - 2023 - Metodicki Ogledi 29 (2):11-33.
    The question of education is as old as life itself, and its elements, which have been questioned throughout history, still occupy the minds of many pedagogues, psychologists, philosophers and sociologists today. There are many different experts dealing with education, but one name is particularly important, the name that links the notion of contemporary education and education reform – John Dewey. The aim of this paper is to present his theory and its application in the domain of (...)
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  20.  13
    Facts are Meaningless Unless You Care: Media Literacy Education on Conspiracy Theories.Yuya Takeda - 2022 - Philosophy of Education 78 (2):153-166.
    The aim of this paper is to propose an antithesis to the overreliance on scientific facts and objectivity to counter mis- and disinformation in media literacy education. Through conceptual examination of meaning, care, and facts, I demonstrate the ontological priority of meaning and values in the life-world. I then discuss conspiracy theories as a textual genre in which the crisis of meaning manifests as a prominent factor. Given the centrality of meaning, I claim that literacy education needs to (...)
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  21.  13
    Aristotle on education, being extracts from the Ethics and Politics.John Burnet & Aristotle Aristotle - 1903 - Cambridge,: At the University press. Edited by John Burnet.
    This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...)
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  22.  84
    Impact Evaluation of the Specific Regulations for Bachelors in Education (2015-2017) on the Results of the Saber Pro tests.Alejandro Farieta - 2024 - Documentos de Trabajo Saber Investigar, No. 13.
    This paper presents an impact evaluation of the policies for teacher education programs within the framework of the National Development Plan 2014-2018. The programs were compelled to obtain high-quality accreditation, increase the credits in school practices, and the English level, among other requirements. Relying on multivariable regression, it shows that, for the year 2021, there is no association between high-quality accreditation in most modules of the Saber Pro tests, or it is negative in the global score and quantitative reasoning. (...)
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  23.  2
    Islamic education, depression, religiosity, and the effects of religion moderation of Muslim students.Watni Marpaung, Noor Azizah & Putra Apriadi Siregar - 2024 - HTS Theological Studies 80 (1):8.
    The need for religious moderation in North Sumatra province arises as a result of burning worship [Vihara and Klenteng], exploding bombs and stabbing attempts at churches during worship. This study examines the effect of Islamic education, depression and religiosity on religious moderation in students at state Islamic universities. This study used a cross-sectional design in North Sumatra province with 1125 Muslim students over a period from February 2023 to May 2023. This study used a closed questionnaire involving Islamic (...), depression, religiosity and religious moderation using linear regression with 95% CI using JASP version 19. With regard to the notions of depression, religious ideology, religious experiences and religious studies, this research demonstrates that students who have received education in Muslim schools affect religious moderation in students of state Islamic universities. Religious moderation among Islamic students will be improved by providing increased information on religious studies that contain religious moderation.Contribution: This article will provide new information about religious moderation carried out by Muslim students in Islamic universities that are often associated with intolerance, terrorism, fanaticism and religion-based violence. (shrink)
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  24.  4
    Education and the Professions.History of Education Society - 1973 - Routledge.
    Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...)
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  25.  1
    Perspectives on Education As Educology.James Christensen - 2018 - Createspace Independent Publishing Platform.
    Perspectives on Education as Educology provides a discussion, from many points of view, of the justification for the use of the term educology to name knowledge about education and of the distinguishing characteristics, applications and utility of educology. Questions addressed include (1) What is education? (2) What is knowledge about education? (3) What is an appropriate name for knowledge about education? (4) What kinds of knowledge about education can be distinguished? (5) How is knowledge (...)
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  26.  5
    On a University education.Francis Anderson - 1930 - Australasian Journal of Psychology and Philosophy 8 (4):241-246.
  27.  3
    On freedom, being and transcendence: the quest for relevance in higher education.Catarina Antunes Gomes - 2017 - Kronos 43 (1).
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  28.  2
    Analysis on Contents Structure Composition and Characteristics of 2015 Revised Elementary Moral Education Curriculum. 최미영 & Lee WangJoo - 2017 - Journal of Ethics: The Korean Association of Ethics 1 (115):363-387.
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  29.  12
    A Study On Possible Utility of Korean Traditional Thoughts and Educational Practice In Contemporary Moral Education. 함규진, Changho Shin, 임홍태 & 지준호 - 2016 - THE JOURNAL OF KOREAN PHILOSOPHICAL HISTORY 50:363-389.
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  30.  16
    On education.Immanuel Kant - 1899 - Mineola N.Y.: Dover Publications.
    "One of the greatest problems of education," Kant observes, "is how to unite submission to the necessary restraint with the child's capability of exercising his free will." The famous philosopher explores potential solutions to this dilemma, stressing the necessity of treating children as children and not as miniature adults. Rather than a systematic study of theories, this succinct treatise encompasses Kant's thoughts on the subject of education. His positive outlook includes a conviction that human nature can be continually (...)
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  31. Thoughts on education.J. C. Aggarwal - 1967 - New Delhi,: Arya Book Depot.
     
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  32. Kant on Education and evil—Perfecting human beings with an innate propensity to radical evil.Klas Roth & Paul Formosa - 2018 - Educational Philosophy and Theory 51 (13):1304-1307.
    Kant begins his Lectures on Pedagogy by stating, “[t]he human being is the only creature that must be educated” (Kant, 2007, 9:441), and he argues that it is through education that we can transform our initial “animal nature into human nature” (ibid. 2007, 9:441). Kant understands education as involving an ordered process of care, discipline, instruction and formation through enculturating, civilizing and moralizing (Formosa 2011). Further, Kant envisages that we should pursue as a species the “moral perfection” that (...)
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  33.  4
    Adorno on Education or, Can Critical Self-Reflection Prevent the Next Auschwitz?Daniel Cho - 2009 - Historical Materialism 17 (1):74-97.
    This article presents Theodor W. Adorno's concept of education, the basis of which is critical self-reflection. It argues that a close reading of Adorno's various writings on education yields a theory of critical self-reflection that is not simply introspection but an analysis of the social totality. Beginning with Adorno's assessment of education within capitalism – which is always a critique of capitalism itself – the article moves through his concept of critical self-reflection, and concludes by reassessing his (...)
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  34.  1
    11th International Conference on Ethics Education.Henk ten Have - 2023 - International Journal of Ethics Education 8 (1):243-243.
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  35. Philosophical Beliefs on Education and Pedagogical Practices Among Teachers in San Roque, Mabini, Bohol.Joshua Relator - 2024 - Psychology and Education: A Multidisciplinary Journal 17 (1):49-58.
    The philosophies of education serve as the guide of the teachers in handling the teaching-learning process. However, a belief will remain as a belief unless it is practiced. This study aimed to find the relationship between the philosophical beliefs and practices of the 30 teachers of the schools in San Roque, Mabini, Bohol - San Roque Elementary School and San Roque National High School, S.Y. 2019-2020. The study utilized a quantitative method descriptive survey research design. The research instrument used (...)
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  36.  17
    Transhumanism and Posthumanism(s) on Education.Allen C. Porter - 2023 - International Journal of Philosophical Studies 31 (4):475-500.
    This paper provides a philosophically informed survey of transhumanism and ‘posthumanism(s)’ on education. It has two primary aims: (1) bringing clarity to the widespread confusion surrounding even the most basic theoretical contents and terminology of transhumanism (TH) and ‘critical posthumanism’ (CPH), the two dominant forms of posthumanism in academic and popular discourse, and (2) descriptively surveying the discourses of TH and CPH on education. The first section contains description of TH’s and CPH’s basic theoretical contents, brief histories of (...)
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  37. Why do We Need to Employ Exemplars in Moral Education? Insights from Recent Advances in Research on Artificial Intelligence.Hyemin Han - forthcoming - Ethics and Behavior.
    In this paper, I examine why moral exemplars are useful and even necessary in moral education despite several critiques from researchers and educators. To support my point, I review recent AI research demonstrating that exemplar-based learning is superior to rule-based learning in model performance in training neural networks, such as large language models. I particularly focus on why education aiming at promoting the development of multifaceted moral functioning can be done effectively by using exemplars, which is similar to (...)
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  38.  23
    Shadow Education Uptake in Ireland: Inequalities and Wellbeing in a High-Stakes Context.Selina McCoy & Delma Byrne - forthcoming - British Journal of Educational Studies.
    This paper assesses the role of shadow education (SE), i.e., organised learning activities outside formal schooling, in the lives of secondary school students of different social backgrounds and in different school settings, in a high-stakes context. It draws on multilevel analysis of longitudinal Growing Up in Ireland data, alongside narratives from in-depth case study research in 10 schools. Framed within a social reproduction approach, we show how access to SE as an educational resource is socially stratified, accessible to those (...)
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  39.  4
    On Education and Initiation.Michael Luntley - 2011-09-16 - In Stefaan E. Cuypers & Christopher Martin (eds.), Reading R. S. Peters Today. Wiley‐Blackwell. pp. 38–53.
    This chapter contains sections titled: Initiation Philosophy, Pedagogy and Methodology Details of a Pedagogy Peters and beyond Notes References.
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  40.  1
    On education: articles on educational theory and pedagogy, and writings for children from The age of gold.José Martí - 1979 - New York: Monthly Review Press. Edited by Philip Sheldon Foner & José Martí.
    Writings on educational theory, pedagogy, and the relationship between education and popular democracy.
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  41.  4
    On the aesthetic education of man.Friedrich Schiller - 1954 - Mineola, N.Y.: Dover Publications. Edited by Reginald Snell.
    A classic of 18th-century thought, Schiller’s treatise on the role of art in society ranks among German philosophy’s most profound works. An important contribution to the history of ideas, it employs a political analysis of contemporary society—and of the French Revolution, in particular—to define the relationship between beauty and art. Schiller’s proposal of art as fundamental to the development of society and the individual remains an influential concept, and this volume offers his philosophy’s clearest, most relevant expression. Translated and with (...)
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  42.  23
    Philosophers on education.John White - 1999 - Journal of Philosophy of Education 33 (3):485–500.
    John White; Philosophers on Education, Journal of Philosophy of Education, Volume 33, Issue 3, 16 December 2002, Pages 485–500, https://doi.org/10.1111/1467-975.
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  43. Reflections on Education, Hermeneutics, and Ambiguity : Hermeneutics as a Restoring of Life to Its Original Difficulty.David WJardine - 2016 - In William F. Pinar & William M. Reynolds (eds.), Understanding curriculum as phenomenological and deconstructed text. Kingston, NY: Educators International Press.
     
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  44.  8
    Philosophers on Education.John White - 1999 - Journal of Philosophy of Education 33 (3):485-500.
    John White; Philosophers on Education, Journal of Philosophy of Education, Volume 33, Issue 3, 16 December 2002, Pages 485–500, https://doi.org/10.1111/1467-975.
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  45.  4
    Plato on Education as the Development of Reason.Samuel Scolnicov - 1998 - The Paideia Archive: Twentieth World Congress of Philosophy 3:255-260.
    Socrates' great educational innovation was in ascribing moral worth to the intellectual activity reflectively directed at one's own life. His concept of eudaimonia was so different from the ordinary that talking about it took on sometimes a paradoxical air, as in Apology 30b3. For him, reason is not a tool for attaining goals independently thought worthwhile; rather, rationality itself, expressed in the giving of reasons and the avoidance of contradictions, confers value to goals and opinions. Persons are reasonable, but obviously (...)
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  46.  2
    Rousseau on Education, Freedom, and Judgment.Denise Schaeffer - 2014 - University Park, Pennsylvania: Pennsylvania State University Press.
    In R_ousseau on Education, Freedom, and Judgment_, Denise Schaeffer challenges the common view of Rousseau as primarily concerned with conditioning citizens’ passions in order to promote republican virtue and unreflective patriotic attachment to the fatherland. Schaeffer argues that, to the contrary, Rousseau’s central concern is the problem of judgment and how to foster it on both the individual and political level in order to create the conditions for genuine self-rule. Offering a detailed commentary on Rousseau’s major work on (...), Emile, and a wide-ranging analysis of the relationship between Emile and several of Rousseau’s other works, Schaeffer explores Rousseau’s understanding of what good judgment is, how it is learned, and why it is central to the achievement and preservation of human freedom. The model of Rousseauian citizenship that emerges from Schaeffer’s analysis is more dynamic and self-critical than is often acknowledged. This book demonstrates the importance of Rousseau’s contribution to our understanding of the faculty of judgment, and, more broadly, invites a critical reevaluation of Rousseau’s understanding of education, citizenship, and both individual and collective freedom. (shrink)
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  47. The Impact of Veritatis Splendor on Catholic Education at the University and Secondary Levels.Cardinal Pio Laghi - 1996 - The Thomist 60 (1):1-18.
    In lieu of an abstract, here is a brief excerpt of the content:THE IMPACT OF VER/TATIS SPLENDOR ON CATHOLIC EDUCATION AT THE UNIVERSITY AND SECONDARY LEVELS* CARDINAL PIO LAGHI Prefect of the Sacred Congregationfor Catholic Education INTRODUCTION T HE TOPIC which has been proposed to me, "The Impact of Veritatis Splendor on Catholic Education at the University and Secondary Levels,'' requires a note of clarification with regard to the word impact. When this Encyclical Letter of Pope John (...)
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  48.  2
    The Meaning of Philosophical Education from the Death of a Philosopher—An Examination Focusing on the Plea of Socrates.焦 婷 - 2023 - Advances in Philosophy 12 (2):323.
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  49.  2
    Tolstoy on education.Leo Tolstoy - 1967 - Chicago,: University of Chicago Press.
  50.  6
    Krishnamurti on education.Jiddu Krishnamurti - 1974 - New York: Harper & Row.
    In his talks with students and teachers, Krishnamurti reveals his views on education as he discusses such topics as knowledge, freedom, violence, fear, and meditation.
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