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We survey some of the consequences of the managerialism of science and education as practiced in European countries and its main results: the Bologna declaration and the Bologna process. One notable feature of this process is the gradual introduction of currently fashionable management terms into school curricula. These linguistic changes are the direct result of the neoliberal philosophy behind the concept of knowledge economy, namely, that all sciences must justify their economic value; moreover, the introduction of such terms is via government “strategic documents” that are never the result of a democratic public debate. As a case in point, we examine two such strategic documents issued by the Bulgarian ministry of education.
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Based on the transcript of a fragment from a philosophical practice session carried by Oscar Brenifier, I flesh out several aspects of this dialogical form of philosophical practice. First, it is a form of interaction grounded in the interlocutors’ interaffection. Second, the main mechanism of carrying through the dialogic interaction is the practitioner’s repeating the other’s words, writing them down, and then questioning them, thus extracting them from the other’s discursive flow and making them shared objects for an intersubjective gaze. Third, this form of dialogue is asymmetrical: while the other is providing the “content”, the practitioner is responsible for explicating it.
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The paper presents a concise history of enactivism in education, especially in mathematics education. Cases described by Davis’s, Proulx and Simmt’s work showcase the idea that enactivism is a viable alternative to constructivism or to classical views both in terms of practical teaching and theoretical models related to the process of learning. The idea that the student should solve a fixed problem, discover the universally correct solution, and eventually store that correct solution to find many other universally correct solutions to other fixed problems reduces the student to a very simple mechanism aimed at informational efficiency. This problem is met by the enactivistic tradition that began with Varela and Maturana’s work, now updated to the aforementioned researchers. Contra the classical perspective, enactivism proposes the idea that the student collaboratively produces the problem, being able to see multiple solutions, and eventually becoming a performer of knowledge. The article takes these ideas developed in mathematics education and finds their use in philosophical education. The article especially focuses on the student’s problem of being unable to link a new philosophical text discussed in class with their intuition. The last part of the article offers a lesson design example. The philosophical design focuses on making the students explore their own thinking regarding the topic about to be discussed by using a philosophy text before introducing the text.
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The divorce of technical education from philosophy and humanism leads to the loss of critical thinking and the edification of the one-dimensional man. My article aims to indicate the main points of connection between these two spheres and to outline the fertile, organic way in which the work of the engineer could be integrated in a value-oriented approach and put in the service of humanity.
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The paper observes and critically analyzes the implications of neoliberal ideology in the field of higher education. In recent years neoliberalism is dominating in social, economic, political, cultural, and educational institutions around the world. Starting thesis is that neoliberalism has changed the purpose, structure, identity and priorities of higher education. While in the past the humanistic purpose of higher education prevailed, today economic terms such as efficiency, mobility, competitiveness, and the market are often used to define educational goals. Knowledge is understood as a product in the market, and students as consumers. The influences of neoliberal ideology in higher education needs to be critically considered. Questions are asked: What should be the purpose of higher education? What is the value of knowledge? Should knowledge be equally accessible to all according to ability? What values should be promoted in our education systems? Reducing educational goals only to economic ones diminishes the quality of education and question the humanistic ideal of education. If we want to have a society in which individuals will be self-actualized people who think critically and who are willing to actively participate in creating benefits for all citizens, educational policies in the field of higher education should align humanistic and economic goals.
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In all times and regions the knowledge is one of the greatest blessings of Allah and the pursuit of knowledge is an imperative for all the faithful prescribed in two fundamental sources of Islam: Qur’an and the Hadith. Knowledge is a fortune and the power. According to the teachings of Islam it is also a form of ibadat, which if joined with correct intentions, places the pursuers of it, the learned, upon a very high pedestal in this world and in hereafter. In this article the author attempts to relate about the two-ways relations that emerge in the journey of attaining the knowledge since it is a process that can never be of one-way character. In this regard the author stresses: the relation of a student towards learning and towards the object of learning as well as his relation towards those who assist him in that path; relation towards the learner and towards the learned regardless of the particular field of their learning. The author presents a selection of the ayahs from the Qur’an and the Hadith which teach us how to properly regard these relations and warn us of ill consequence if we fail to do so.
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Hygge Philosophies: Between Cultural Heritage and Personal Development in the Face of the Hypermodern Quest for Individual Well-Being. In this article, we are interested in hygge, often presented as a Danish philosophy of life. We question hygge as it is portrayed and listed in personal development literature (1). We suggest that, in the contemporary Western democratic context, hygge touches on both a part of Danish cultural heritage and a sphere of concerns typical of Western democratic hypermodernity (2). A concluding section will allow us to make some generalizations about the stakes of intellectual work in our societies in the XXIst century and the contributions that philosophers can make (3).
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Philosophy in Dialogue. Today one of the modalities of the pedagogical practice in college and high school is the use of Discussions with Philosophical Aim. In the following we would simply like to specify what kind of philosophy can be practiced in such contexts and what it can bring to pupils and high school students in terms of methods and content.
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What Abduction Can Do in Philosophical Dialogue? According to Peirce, abduction is a hypothetic-forming process that is necessary to explore unknown areas of knowledge, but also a real scientific method associated with the enquiry. If there is philosophical enquiry, could abduction serve as an appropriate method for such an approach? If so, how can it be used and with a view to what result(s)? We ask whether abduction can bring a potential both for discovery and a logical requirement to the philosophical questioning. In this paper we focus on a philosophy that "is done", in the form of a common enquiry, the "community of philosophical inquiry". The present research explores the advantages and limitations of requiring such a method, in the context of the practice under study.
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Emotional Grasping of the Kairos in Children’s Talk: between Philosophical Act and Didactical Gesture. An essential gesture of animating a philosophical dialogue with children consists in grasping within their talk, an opportune word or turn of phrase, the kairos, and bouncing off it to advance reasoning. Based on the analysis of expert practices, we propose a typology of the emotional grasp of Kairos that reflects the tension between investigative and educational aims in these exchanges. Beyond the effect of surprise, regulation makes it possible to welcome and share one's emotions and to make them evolve into wonder, astonishment or doubt. Such trajectories are decisive for the future of the new idea. But other reactions are frequent, offering other opportunities for the current activity and children training in the long term.
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Could Plato be Convinced by the Merits of Philosophy for Children? The exclusion of childhood from the realm of philosophy traditionally dates back to the work of Plato. In his dialogues Gorgias and Republic, the founder of the Western philosophical tradition argues against a childish practice of philosophy: the search for truth is too serious and complex an undertaking for young people. This has led to a persistent presupposition that still hinders the implementation of the practice of philosophy with children. Our objective with this paper is to show that there is in fact a continuity between P4C and philosophy according to Plato. We present another reading of these Platonic reasons to show that they leave an opening for a playful and democratic approach to philosophy.
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The objectives, target behaviors, teaching situations, testing - measurement and evaluation processes, which are the primary steps in the creation and implementation of the education and training programs prepared for our institutions providing music education in our country, vary in parallel with the philosophy of education. It is thought that music teacher candidates who do not question the place and function of music in education from a philosophical point of view will not be successful in the education and training programs which are prepared and applied in a consistent - efficient and efficient way. This study was carried out to determine the perspectives of music teacher candidates on educational philosophies and to determine whether there is a significant difference between educational philosophies in terms of some variables. Research is a descriptive research. The Department of Music Education consists of 90 pre-service teachers. The data of the study was obtained by applying a Likert scale (Educational Philosophy Scale) prepared by Semerci, Semerci and Çerçi, 2002).
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In the second half of the 20th century, Israel Scheffler, the most important representative of education philosophy in the United States highlighted the necessity of conceiving and organising educational activities on a foundation of critical thinking of the analytic type. His entire work demonstrated the idea that educational practice can be enriched through efforts in philosophy to research its foundations. However, just as practice can be validated through theoretical reflection, the philosophical understanding can also broaden in contact with pedagogic activity.
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The ideas for educating the world to apear repeatedly throughout history, have beanin again formulated different modifications recently. The mankind is becoming powerless due to the loss of general ideas while solving global problems, the problems connected with the spead of sustainable development overal moral devastation, the growth of ecological and ethical global problems. The dictum of commerce has been quite recklessly penetraiding through all the spheres of social life and preventing to solve the problems such as poverty and famine, homelessness, une, unemployment, xenophobia, lokal wors, etc. The stimulus for considering global education and education as one of the significant instruments for solving global problems could be seen not only in helplessness in finding other solutions but also in the succesful design of life-long learning conception. The conception becam a prevailing philosophy in the sphere of education within the last two decades – especially in the sphere of educating the adults – and started to acquire quite particular forms ad different modifications such as the learning enterprise, learning city, learning society. The idea results from the fact that peaple have been living in social relations since the begenning of their existence and the condition for the existence, course of life and happiness could be viewed as their involvement in human community. The proces sis conditioned by the ability of socialization, i.e. the ability of learning and education.
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The primary/primary education programs implemented in Turkey from the proclamation of the Republic to the present (2021), in chronological order, are as follows: 1924, 1926 Primary School Program, 1936 Primary School Program, 1948 Primary School Program, 1968 Primary School Program, 1998 Primary Education Program, 2005 Primary Education Program and 2018 Primary School program. Apart from these, there are also Primary School Program Drafts prepared in 1962 and 2015. Some of these were put into effect in the following years. The mentioned programs have been studied in the literature in various dimensions, but no study has dealt with the said programs from a holistic perspective and explains the philosophical foundations underlying them. Based on this shortcoming, in the study, the philosophies affected in the preparation of primary school programs in Turkey were determined, and evaluations were made on the reasons for the preference of these philosophies. In this direction, the study aims to evaluate the primary school/primary education programs that have been implemented in Turkey since the proclamation of the Republic by analyzing them in terms of philosophical foundations. The historical research method was used in the study, and the data were collected by the document analysis method. The descriptive analysis method was preferred in the analysis of the data. Realism, pragmatism and naturalism on the programs in question; In the first two programs, which were prepared in the 2000s, it was seen that there were the effects of the constructivist approach in addition to the mentioned philosophical movements.
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The existential enlightenment, which by and large remains untouched in the context of the later reason- and world-philosophical themes of Jaspers’ work, is one of the most important concepts in his philosophy. In my essay, I would like to show the methodological yield of the existential enlightenment for university education and training.
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This paper aims to analyze the current situation with EMI (English as a medium of instruction) teaching in Ukrainian universities. The author outlines the main challenges that teachers and students face and provides certain suggestions on how to address the existing challenges, preserve and improve the efficiency of EMI teaching in Ukraine. In the course of the research, the author relies on his own EMI teaching experience and describes and generalises the experience and solutions offered by the colleagues. The author claims that EMI teaching nowadays has become one of the key elements of the strategy for the internationalization of higher education in Ukraine. More and more Ukrainian universities offer EMI bachelor and master programs which are very popular among international students from various countries. However, effective and rapid switch to EMI teaching turns out to be problematic for most of the universities because they are lacking in teachers with sufficient English proficiency and academic mobility experience. To improve the quality of EMI teaching in the nearest future mentioned two features have to be prioritised and supported by the respective higher education institutions. The author also claims that another important factor that significantly influences the efficiency of EMI teaching is the low English proficiency of the international students. Most of the international students have CEFR level B1, which is consistent with the current enrollment requirements of most universities but turns out to be insufficient for the comprehension of most study materials. The author suggests that changing enrollment requirements to CEFR B2 and adding international language certification to it could help to avoid numerous challenges and complications. As the practical suggestion for teaching philosophical subjects in English, the author, generalizing his own EMI teaching experience, describes the possible strategy of curriculum development and provides some recommendations on topic choice and strategies for teaching philosophical courses in English.
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The article consists of various notes and shared perspectives on the complex relation between philosophy and the history of philosophy. The author outlines a certain domain of understanding and he draws attention to some important moments of the debate concerning the importance of the history of philosophy to the philosophy itself. Apart from its purely theoretical meaning, the debate has also a practical aspect related to its impact over the philosophy education. Therefore, it is important to consider the specific situation in which it occurs and the ways philosophy and its history fit into it, as well as the philosophical and educational tasks that could be solved through it. The author focuses his exploration on the Bulgarian context without going further to a broader field of reference. He draws examples and understanding largely from his own experience and from the ways in which these questions have emerged and stood in the field of his personal pursuits in philosophy.
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Uvjeti iskoraka u odgoju i obrazovanju, iz pedagogijske perspektive, razvoj su pedagogijske teorije – umjesto teorija, pojmova i modela, koje pedagogija preuzima od drugih društvenih i humanističkih znanosti (1), primjerenije razmatranje odnosa između pedagogijske teorije i empirijskog istraživanja u pedagogiji – umjesto pukog preuzimanja metoda empirijskog istraživanja od drugih znanosti (2) i oblikovanje pedagoške prakse sukladno pedagogijskoj teoriji („domaćim pojmovima“) i poduprto specifičnim pedagogijskim empirijskim pristupom – umjesto oblikovanja zatečene pragme uz pomoć „stranih pojmova“ (3). Ova se pitanja tematiziraju u radu. Za sva tri pitanja navode se primjereni argumenti proizašli iz meta-teorijskih analiza i vlastitih empirijskih istraživanja autora teksta. Zaključak rada upućuje na – djelomice već razvijen i / ili se nalazi u procesu daljeg razvoja – specifičan (differentia specifica) pedagogijski pristup odgoju i obrazovanju. Samo na ovaj način, gledano iz pedagogijske perspektive (prema našem mišljenju), mogući su daljnji iskoraci u odgoju i obrazovanju.
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