This paper traces the changing status of the school as a counter culture in the anthropological and historical literature, in particular from the moment when compulsory mass schooling assumed the function of ideological state apparatus in the post-revolutionary 19th century West. It then focuses attention on what may be called the New School, which could be said to represent an evolved, postmodern embodiment of the social archetype of the school as interruption of the status quo. It emerged (...) in the form of schools initially associated with Romanticism and with socialist libertarian or ‘anarchist’ impulses, and moved, if temporarily, into the educational mainstream in the late 19th and early 20th centuries in the left sector of the Progressive Education movement, proliferated in the 1960s and 70s in various school reform movements, and is a constant presence today in the theory and practice of those schools that identify themselves as ‘democratic’. It is based on principles of adult–child dialogue and direct democratic practice. Examples that we have of the New School tend to be characterised by material and activity environments that value variety, emergence, choice, emotional safety, self-initiation and self-organisation; that are multi-sensorial and polysymbolic; and that are organised on the principles associated with mastery learning, social learning theory and play theory—that is, moderate complexity and optimal cognitive arousal as exemplary conditions for learning. (shrink)

Climate and evolution represents an important contribution to evolutionary biogeography, that influenced several authors, notably Karl P. Schmidt, George S. Myers, George G. Simpson, Philip J. Darlington, Ernst Mayr, Thomas Barbour, John C. Poynton, Allen Keast, Léon Croizat, Robin Craw, Michael Heads, and Osvaldo A. Reig. Authors belonging to the “New York School of Zoogeography” –a research community including Matthew, Schmidt, Myers and Simpson– accepted Matthew’s “Holarcticism” and the permanence of ocean basins and continents, whereas others, especially panbiogeographers and (...) cladistic biogeographers, were extremely critical and reacted against these ideas. “Holarcticism” has been falsified and rejected by dispersalists and the “New York School of Zoogeography” disappeared in the 1970s. Matthew, however, continues being identified by panbiogeographers and cladistic biogeographers as a key representative of classic dispersalism, helping provide some cohesion to their research communities. (shrink)

The crisis of the outdated education system in Ukraine has led to radical changes at all levels. One of such vital changes in 2016 was the New Ukrainian School reform introduced by the Ministry of Education and Science of Ukraine. It relies on critical theories of the postmodern philosophy of education. They are as follows: toleration of difference, rejection of stereotypes and child-centeredness; transformation of teacher’s authority and roles; individualization of the educational process. Importantly, the New Ukrainian School (...) reform has been launched in primary school as a fundamental part of the whole education system. In this regard, it is crucial to train primary school teachers of the new generation who will be able to implement the ideas of the New Ukrainian School. Consequently, it is extremely essential to update the system of corresponding training in higher education institutions in Ukraine. Therefore, the article aims to justify how future primary school teachers are trained for purposes of the New Ukrainian School in the postmodern era. (shrink)

When painter Fritz Janschka arrived from Vienna to teach at Byrn Mawr College in October, 1949, he entered a culture seemingly as alien to his art as one can imagine. Janschka is one of the co­founders of the Vienna School of Fantastic Realism, a group of painters who studied at the Academy of Fine Arts in Vienna shortly after World War Two. The fantastic realists cultivated a precisely controlled craft informed by traditional methods and modernist sensibilities, incorporating collectively the (...) entire range of Western painting, past and present, in their attempts to come to grips with a shattered world. New York Abstract Expressionism and Viennese Fantastic Realism, two mid-twentieth century art movements, represent diametrically opposed ways of painting, yet both schools sprang out of surrealism. The Fantastic Realists were widely known in Europe and hardly known in America. Given the dominant abstractionist tendencies of post-World War Two art this is understandable. For these reasons Janschka’s openness to the techniques of the New York School in the early 1950s forms an unlikely meeting point of seemingly irreconcilable positions, one suggestive of possibilities for the meeting of abstraction and figuration, and more broadly, for addressing contemporary dehumanizing abstractionism, which I discuss in this essay. (shrink)

The New School Counselor provides school administrators and school counselor practitioners with a unified understanding of the new roles and functions of the school counselor by introducing standards blending, a systems-focused, integrated, and student-centered approach that directly aligns school counseling programs with academic achievement missions. The included CD includes an innovative electronic school counseling data reporting system.

Todd A. Gooch - The New Hegelians: Politics and Philosophy in the Hegelian School - Journal of the History of Philosophy 45:4 Journal of the History of Philosophy 45.4 667-668 Muse Search Journals This Journal Contents Reviewed by Todd Gooch Eastern Kentucky University Douglas Moggach, editor. The New Hegelians: Politics and Philosophy in the Hegelian School. Cambridge-New York: Cambridge University Press, 2006. Pp. xiv + 345. Cloth, $75.00. Of the thirteen essays collected in this volume, several of which (...) discuss more than one thinker, approximately three are devoted to Marx, two to Feuerbach, two to Bruno Bauer, two to Max Stirner, and one each to Eduard Gans, Edgar Bauer, and Friedrich Engels. Underlying the diversity of their individual positions, these "New Hegelians" were united by a common interest in exploiting the conceptual resources of Hegelian.. (shrink)

Jakob Friedrich Fries (1773–1843) was the most prolific German philosopher of science in the nineteenth century who strived to synthesize Kant’s philosophical foundation of science and mathematics and the needs or practised science and mathematics in order to gain more comprehensive conceptual frameworks and greater methodological flexibility for those two disciplines. His original contributions anticipated later developments, to some extent, though they received comparatively little notice in the later course of the nineteenth century—a fate which partly can be explained by (...) the unfortunate development of the so-called ‘First Friesian School,’ founded by E. F. Apelt, M. J. Schleiden and O. X. Schlömilch. This situation changed temporarily when Leonard Nelson (1882–1927) arrived on the philosophical stage and founded a second, so-called, ‘New Friesian School’ in 1903. In the following two decades, Fries’ specific transformation of Kantian philosophy gained influence within the vigorous discussions about ‘new’ foundations of mathematics and, thus, also played a role within the Berlin Group surrounding Hans Reichenbach, though his work had no direct impact on the philosophy of physics being expounded therein. -/- This essay will first outline some characteristics of Fries’ development of the Kantian approach. Then it will point out the limited impact of the ‘New Friesian School’ on the Berlin Group, while highlighting some missed chances for fruitful exchange. As the originality of this school and its importance for the development of logic and philosophy of mathematics—by and large merits of its early members Walter Dubislav and Kurt Grelling —is dealt with in separate chapters of this volume, and elsewhere, this article will focus on what Fries called the ‘mathematical philosophy of nature’ (i. e. the philosophical foundations of physics). More specifically, it will show how the New Friesian School reacted to Einstein’s theories of relativity, in a way that contrasts with the approach of the Berlin Group. This discussion about relativity will also be used to reveal different understandings of the nature of ‘scientific philosophy’ in general, as well as different models of how philosophy and the empirical sciences should interact. (shrink)

The period leading up to the Revolutions of 1848 was a seminal moment in the history of political thought, demarcating the ideological currents and defining the problems of freedom and social cohesion which are among the key issues of modern politics. This 2006 anthology offers research on Hegel's followers in the 1830s and 1840s. With essays by philosophers, political scientists, and historians from Europe and North America, it pays special attention to questions of state power, the economy, poverty, and labour, (...) as well as to ideas on freedom. The book examines the political and social thought of Eduard Gans, Ludwig Feuerbach, Max Stirner, Bruno and Edgar Bauer, the young Engels, and Marx. It places them in the context of Hegel's philosophy, the Enlightenment, Kant, the French Revolution, industrialization, and urban poverty. It also views Marx and Engels in relation to their contemporaries and interlocutors in the Hegelian school. (shrink)

By means of a theoretical analysis from the point of view of phenomenology of the body, this essay tries to explain the views of Taizhou School on the body so as to apprehend the essence of Confucian thought, which is a philosophy that seeks to “establish oneself” and “cultivate oneself” rather than a “philosophy of consciousness.”.

In the middle of the 19th century the nation building elites using Slovak language have undergone an important political differentiation. One part of previously united emancipatory movment, which has arisen mainly under the influence of Hegel’s philosophy of history and its Štúrian interpretation, formed into a new political-philosophical alternative. Its program was based on the ideas of political philosophy of Ch. Montesquieu, J. S. Mill, J. G. Herders and others. This initiative, called New School, has introduced into the Hungarian (...) political thought a new conception of national equality, which, together with the transformation of political starting points brought about also a transformation of political strategy in attaining the ends of the nation-building. (shrink)

By means of a theoretical analysis from the point of view of phenomenology of the body, this essay tries to explain the views of Taizhou School on the body so as to apprehend the essence of Confucian thought, which is a philosophy that seeks to “establish oneself” and “cultivate oneself” rather than a “philosophy of consciousness.”.

Indigenous people (IP) have faced multiple difficulties in education. Indigenous students often do worse academically than non-indigenous student peers. These stated the low enrollment rates showed a dropout rate, absenteeism, repetition rates, literacy rate, and thus the educational outcomes, with retention and completion being two significant issues. Further, this study explores the lived experiences and challenges faced by indigenous high school students amidst the new normal education. Employing the Interpretative Phenomenological Analysis, the findings of this study were: (1) The (...) reason why IP learners were not satisfied with their performance is that they cannot understand some of the lessons due to the language barrier. (2) IP learners are committed to finishing their studies, however, some of the students lack resources for studying, like gadgets for researching, and they do not have cell phones. And the other students may have gadgets or cellphones, but their internet connection is low or not accessible in some places at their location. (shrink)

“The influence of [Kazimierz] Twardowski on modern philosophy in Poland is all-pervasive. Twardowski instilled in his students a passion for clarity [. . .] and seriousness. He taught them to regard philosophy as a collaborative effort, a matter of disciplined discussion and argument, and he encouraged them to train themselves thoroughly in at least one extra-philosophical discipline and to work together with scientists from other fields, both inside Poland and internationally. This led above all [. . .] to collaborations with (...) mathematicians, so that the Lvov school of philosophy would gradually evolve into the Warsaw school of logic [. . .]. Twardowski taught his students, too, to respect and to pursue serious research in the history of philosophy, an aspect of the tradition of philosophy on Polish territory which is illustrated in such disparate works as [Jan] Łukasiewicz’s ground-breaking monograph on the law of non-contradiction in Aristotle and [Władysław] Tatarkiewicz’s highly influential multi-volume histories of philosophy and aesthetics. [. . .] The term ‘Polish philosophy’ is a misnomer [. . .] for Polish philosophy is philosophy per se; it is part and parcel of the mainstream of world philosophy – simply because [. . .] it meets international standards of training, rigour, professionalism and specialization.”– Barry Smith, “Why Polish Philosophy does Not Exist”. (shrink)

When Flexner wrote about medical education at the beginning of the 20th century, he articulated and amplified the emerging view that medical education and the practice of medicine should be grounded in scientific method and that medical education belonged in the province of the university, an environment dedicated to original scholarship and investigation (Cooke et al. 2006; Flexner 1910; Ludmerer 2010). To learn to treat medical uncertainty the way a scientist frames hypotheses, medical students, he argued, required participatory, hands-on experience, (...) as well as a focus on the development of independent problem-solving and critical-thinking skills. The intimate linkage between research (which moves the frontier .. (shrink)

The new G?ndh?r? manuscript finds from Afghanistan and Pakistan, which date from approximately the first century BCE to the third or fourth century CE, are the earliest manuscript witnesses to the literature of the Indian Buddhist nik?yas or schools. They preserve texts whose parallels are found in the various Tripi?akas, or what remains of them, preserved in other languages and belonging to various nik?yas, including sections of?gamas such as the Ekottarik?gama and Vana-sa?yutta of the Sa?yutta-nik?ya/Sa?yukt?gama and anthologies of such s?tras, (...) besides many texts that are not generally classed as "canonical", such as commentaries. These very early collections of texts raise questions concerning canon-formation, such as whether the Gandh?ran communities that produced these manuscripts had fixed?gama collections and closed canons or whether this material witnesses a stage in which collections and canons were still relatively fluid and open, and whether these manuscripts, which span several centuries, witness a shift towards fixity. This paper addresses these issues and re-examines our understanding of the formation of the canons of the early Indian nik?yas in light of the new G?ndh?r? manuscript finds. (shrink)

This is not a work of mine. For some reason, I am unable to remove it from my page. It is a list of Dr. Reiner Schürmann's lecture notes for courses that he taught at the New School for Social Research (aka The New School).

Abstract: In this paper I consider the significant but generally overlooked role that the French Revolution played in the development of German Idealism. Specifically, I argue that Reinhold and Fichte's engagement in revolutionary political debates directly shaped their interpretation of Kant's philosophy, leading them (a) to overlook his reliance upon common sense, (b) to misconstrue his conception of the relationship between philosophical theory and received cognitive practice, (c) to fail to appreciate the fundamentally regressive nature of his transcendental argumentative strategy, (...) and, ultimately, (d) to seek to deduce his philosophy from a single first-principle, one grounded in the immediate awareness of the subject's mental life. (shrink)

As Bhaskar (1989:1) argues, we need to take philosophy seriously because it underwrites both what constitutes science and knowledge and which political practices are deemed legitimate. At present, the field of educational research internationally is witnessing a pragmatist trend, whereby practical education research is carried out without reference to ontological and epistemological concerns. For David Reynolds, a leading UK school effectiveness academic, '[p]recisely because we did not waste time on philosophical discussion or on values debates, we made rapid progress' (...) (1998:20). Equally, for Teddlie, '[t]he orientation of many in the US is to do rather than to reflect […] In reality many practitioners are currently interested in what could work at their school […rather…] than in ruminations about social inequalities associated with different socioeconomic classes' (Teddlie and Reynolds 2000:27). The purpose of this chapter is not only to reclaim critical realist social philosophy for educational research, but also to reclaim reality from the positivist and statistical methodology that underpins School Effectiveness Research (SER) and to make clear the difference that realism makes by virtue of its critical explanatory power in unmasking the ideological nature of SER and its adoption by New Labour. (shrink)

The number of new “Special-post teachers” has decreased considerably, especially at China’s rural schools in recent years. This study applies the semi-structured interview data of new “Special-post teachers” in China’s rural schools to explore their perceptions on the rural new teachers’ problems and challenges at nine developing rural provinces in China. It finds that the new rural teachers were confronted with severe challenges and difficulties for their professional adaptability in rural areas, such as the interpersonal relationship, heavy workload and dissatisfied (...) salary, and unqualified teaching capacities. Those interviewed new “Special-post teachers” also learned lots from those challenges in reality, such as the diversified personality characteristics, professional beliefs and career motivation. It also suggested that, Chinese government should offer sufficient and diversified educational policies to stimulate rural teacher development, especially for new “Special-post Teachers” at rural areas. Chinese central government plays a significant role to guarantee the sustainable funding support for the development of new “Special-post teachers”. In addition, the principals in rural schools should pay close attention to new Special-post Teachers’ personability characteristics, hobbies and needs to create a supportive teaching environment for them to move toward successful rural teacher development. (shrink)

The idea of Slavic solidarity served in the 19th century often as a means for rea-ching the cultural equality of particular Slavic nations. However, the representatives of the "New School" expanded its primarily cultural legacy also on the political collaboration of the Slavs. Their objective was a gradual national and civic emancipation within the given frontiers of Austria-Hungary. Its new meaning was the Hungarian patriotism as a uniting civic basis for national and cultural diversity. By including the anew articulated (...) idea of Slavic solidarity into their liberal political program they created favourable conditions for the collaboration of Slavic nations on a civic basis. This program was in clear opposition to the idea of the political panslavism proclaimed by Russia. (shrink)

Richard J. Bernstein is Vera List Professor of Philosophy at the New School for Social Research. The Essays: Philosophy, History, and Critique.

Schools worldwide have started opening doors to welcome back students who, for almost two years, have been stuck studying at home. This study looks at the standpoint of Filipino students on going back to regular face-to-face schooling. There were 2,274 students of different tiers of education (high school, collegiate, graduate) from different major island groups of the Philippines (Luzon, Visayas, Mindanao) who participated in the study. The study used a mixed-method of descriptive statistics to present the quantitative data gathered (...) and thematic analysis of qualitative responses from the subjects. The majority of all the respondents favored going back to the physical classroom, and little only favored staying using the distance mode. In the qualitative analysis, the recurring reasons of the students varied from personal, economic, and fear of getting the virus. It was concluded that Filipino students want to go back to schooling. Moreover, a sizeable amount preferred hybrid while a small number preferred to stay in online or distance mode. Educational institutions should always observe the covid 19 protocol when students go back. (shrink)

Recognizing newness is a difficult task in any intellectual history, and different cultures have gauged and evaluated novelty in different ways. In this paper we ponder the status of innovation in the context of the somewhat unusual history of one Sanskrit knowledge system, that of poetics, and try to define what in the methodology, views, style, and self-awareness of Sanskrit literary theorists in the early modern period was new. The paper focuses primarily on one thinker, Jagannātha Paṇḍitarāja, the most famous (...) and influential author on poetics in the seventeenth century, and his relationship with his important sixteenth-century predecessor, Appayya Dīkṣita. We discuss Jagannātha’s complex system of labeling of ideas as “new” and “old,” the new essay style that he used to chart the evolution of ideas in his tradition, his notion of himself as an independent thinker capable of improving the system created by his predecessors in order to protect its essential assets, and the reasons his critique of Appayya was so harsh. For both scholars what emerges as new is not so much their opinions on particular topics as the new ways in which they position themselves in relation to their system. (shrink)