| conclusion on philosophy of education: Creative Clinical Teaching in the Health Professions Sherri Melrose, Caroline Park , Beth Perry, 2021-08-30 For healthcare professionals, clinical education is foundational to the learning process. However, balancing safe patient care with supportive learning opportunities for students can be challenging for instructors and the complex social context of clinical learning environments makes intentional teaching approaches essential. Clinical instructors require advanced teaching knowledge and skills as learners are often carrying out interventions on real people in unpredictable environments. Creative Clinical Teaching in the Health Professions is an indispensable guide for educators in the health professions. Interspersed with creative strategies and notes from the field by clinical teachers who offer practical suggestions, this volume equips healthcare educators with sound pedagogical theory. The authors focus on the importance of personal philosophies, resilience, and professional socialization while evaluating the current practices in clinical learning environments from technology to assessment and evaluation. This book provides instructors with the tools to influence both student success and the quality of care provided by future practitioners. |
| conclusion on philosophy of education: Philosophy of Education , 2018 |
| conclusion on philosophy of education: Philosophical Foundations of Adult Education John L. Elias, Sharan B. Merriam, 1995 This is a comprehensive and critical analysis of the philosophical foundations of adult education. Six major systems of educational thought -- liberal education, progressivism, behaviorism, humanistic education, radicalism, and conceptual analysis -- provide the framework for an examination of the views of prominent adult educators and major programs in adult education. This much-needed work contributes to our understanding of the personalities, issues, and programs in the field of education; it also stimulates readers to clarify their own personal philosophy of education. A bibliographic essay presents the developments in each of the six systems over the past 15 years. Three major areas -- phenomenology, critical theory, and feminist theory -- are discussed within this framework. |
| conclusion on philosophy of education: Some Thoughts Concerning Education John Locke, 1693 A work by John Locke about education. |
| conclusion on philosophy of education: An Introduction to Philosophy of Education Robin Barrow, Ronald Woods, 2006-09-27 This introductory text, now in its fourth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests and learning by discovery. In this new updated edition, the authors draw on the latest research in genetics to argue that education is uniquely human and is essentially what develops us as humans. Resisting modern tendencies to equate knowledge with opinion, and value judgements with taste, this book leads the reader into the business of philosophising and champions the cause of reason in education. |
| conclusion on philosophy of education: Educational Philosophy for a Post-secular Age David Lewin, 2016-10-04 Educational Philosophy for a Post-secular Age reinterprets post-secular insights for educational theory by recognising that the persistence of religion in contemporary life raises new questions about the place of religion in education. Two common assumptions are critically examined: first, that the better educated a society becomes, the more secular it becomes, and second, that religion can and should be separated from public education. For too long, religion has had an uneasy relationship with education, being seen either as a foreign invader, a problem to be solved, or as a mechanism by which to reinforce particular religious, cultural or national identities. In order to move educational theory beyond the debates about indoctrination and competing rights between parents, children and nation states, the argument undercuts rationalist conceptions of religion and education that tend to frame the debates in terms of competing truth claims or worldviews. Drawing on a diverse range of theological, philosophical and educational sources, this book demonstrates the continuing significance of the Christian mystical tradition to educational theory. It proposes an exploration of democratic education that brings together two apparently irreconcilable poles: the meaning of religion in education and contemporary life, and the need for a deliberative democratic process that is fit for the post-secular age. It argues that religious literacy can be served by democratic encounters in public religious education. Educational Philosophy for a Post-secular Age will be of interest to researchers, academics and postgraduate students in the fields of the philosophy of education, philosophy of religion, education policy, politics, anthropology and cultural theory. It will particularly appeal to those, of both secular and religious persuasions, interested in the place of religion in education and public life. |
| conclusion on philosophy of education: The Philosophy of Education: An Introduction Richard Bailey, 2014-10-28 The Philosophy of Education: An Introduction encourages the reader to actively engage with the philosophy of education and the carefully selected contributors bring the philosophy of education to life for the reader. Each chapter: focuses on a particular area of debate and explains the main concepts includes extracts from philosophical writing, followed by questions that guide the reader to critically and actively engage with the text guides the reader towards further reading and suggests next steps and more challenging sources or counter-pointed arguments. The Philosophy of Education: An Introduction is essential reading for education students and for trainee teachers on undergraduate and postgraduate programmes. It will also appeal to practicing teachers and educationalists who wish to engage with philosophical approaches to contemporary educational issues. |
| conclusion on philosophy of education: Encyclopedia of Educational Philosophy and Theory Michael A. Peters, 2017-09-18 This encyclopaedia is a dynamic reference and study place for students, teachers, researchers and professionals in the field of education, philosophy and social sciences, offering both short and long entries on topics of theoretical and practical interest in educational theory and philosophy by authoritative world scholars representing the full ambit of education as a rapidly expanding global field of knowledge and expertise. This is an encyclopaedia that is truly global and while focused mainly on the Western tradition is also respectful and representative of other knowledge traditions. It professes to understand the globalization of knowledge. It is unique in the sense that it is based on theoretical orientations and approaches to the main concepts and theories in education, drawing on the range of disciplines in the social sciences. The encyclopaedia privileges the theory of practice, recognizing that education as a discipline and activity is mainly a set of professional practices that inherently involves questions of power and expertise for the transmission, socialization and critical debate of competing norms and values. |
| conclusion on philosophy of education: The Professor Is In Karen Kelsky, 2015-08-04 The definitive career guide for grad students, adjuncts, post-docs and anyone else eager to get tenure or turn their Ph.D. into their ideal job Each year tens of thousands of students will, after years of hard work and enormous amounts of money, earn their Ph.D. And each year only a small percentage of them will land a job that justifies and rewards their investment. For every comfortably tenured professor or well-paid former academic, there are countless underpaid and overworked adjuncts, and many more who simply give up in frustration. Those who do make it share an important asset that separates them from the pack: they have a plan. They understand exactly what they need to do to set themselves up for success. They know what really moves the needle in academic job searches, how to avoid the all-too-common mistakes that sink so many of their peers, and how to decide when to point their Ph.D. toward other, non-academic options. Karen Kelsky has made it her mission to help readers join the select few who get the most out of their Ph.D. As a former tenured professor and department head who oversaw numerous academic job searches, she knows from experience exactly what gets an academic applicant a job. And as the creator of the popular and widely respected advice site The Professor is In, she has helped countless Ph.D.’s turn themselves into stronger applicants and land their dream careers. Now, for the first time ever, Karen has poured all her best advice into a single handy guide that addresses the most important issues facing any Ph.D., including: -When, where, and what to publish -Writing a foolproof grant application -Cultivating references and crafting the perfect CV -Acing the job talk and campus interview -Avoiding the adjunct trap -Making the leap to nonacademic work, when the time is right The Professor Is In addresses all of these issues, and many more. |
| conclusion on philosophy of education: Socrates: A Very Short Introduction Christopher Taylor, 2000-10-12 Socrates has a unique position in the history of philosophy. It is no exaggeration to say that had it not been for his influence on Plato, the whole development of Western philosophy might have bee unimaginably different. Yet Socrates wrote nothing himself, and our knowledge of him is derived primarily from the engaging and infuriating figure who appears in Plato's dialogues. In this book, Christopher Taylor explores the relationship between the historical Socrates and the Platonic character, and examines the enduring image of Socrates as the ideal exemplar of the philosophic life - a thinker whose moral and intellectual integrity permeated every detail of his life, even in the face of betrayal and execution by his fellow Athenians. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable. |
| conclusion on philosophy of education: Democracy and Education John Dewey, 1916 . Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word control in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment. |
| conclusion on philosophy of education: Philosophers in the Classroom Steven M. Cahn, Alexandra Bradner, Andrew P. Mills, 2018-09-15 In these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more practical pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline. |
| conclusion on philosophy of education: My Idea of Education Swami Vivekananda, 2008 Swami Vivekananda, a great spiritual luminary, a thinker, and a patriot-prophet of our times, had many deep and insightful ideas on education. As time rolls by, his far-reaching vision of education is influencing an increasing number of thoughtful people the world over. Recognizing this contribution of his, UNESCO has identified Swami Vivekananda as one of the eminent educationists of the world. This book published by Advaita Ashrama, a publication branch of Ramakrishna Math, Belur Math, is a compilation of the great Swami’s ideas on education. It is our earnest hope that this book will serve as a handbook for students, teachers, parents and educationists, and inspire them to imbibe and impart real education in our society. |
| conclusion on philosophy of education: The Philosophy of Physical Education Steven Stolz, 2014-07-11 The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly thirty years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than relegating the body to “un-thinking” learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice. Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport or the philosophy of education. |
| conclusion on philosophy of education: The Oxford Handbook of Philosophy of Education Harvey Siegel, 2009-11-12 A general introduction to key issues in the philosophy of education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains. |
| conclusion on philosophy of education: The Philosophy of Education Thomas Tate, 1885 |
| conclusion on philosophy of education: The Concept of Education (International Library of the Philosophy of Education Volume 17) R.S. Peters, 2010-02-25 A series of public lectures given at the Institute of Education, University of London provides the nucleus around which this collection, originally published in 1967, is gathered. This collection provides comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike. Topics covered include:the logical and psychological aspects of learning, the concept of play, rule and routines, teaching and training, philosophical models of teaching. |
| conclusion on philosophy of education: The Curriculum Studies Reader David J. Flinders, Stephen J. Thornton, 2004 Grounded in historical essays, this volume provides context for the growing field of curriculum studies, reflecting on dominant trends in the field & sampling the best of current scholarship. |
| conclusion on philosophy of education: The Analysis of Intelligence Joy Paul Guilford, Ralph Hoepfner, 1971 |
| conclusion on philosophy of education: Philosophy, a School of Freedom Unesco, 2007 Originally published in French as La Philosophie, une Ecole de la Liberte. Enseignement de la philosophie et apprentissage du philosopher : Etat des lieux et regards pour l'avenir. - This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow. |
| conclusion on philosophy of education: Of Human Potential Israel Scheffler, 2010 The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists. |
| conclusion on philosophy of education: Education, Society and Human Nature Anthony O'Hear, 2011 Intended primarily for education students this book provides an introduction to the philosophy of education that tackles educational problems and at the same time relates them to the mainstream of philosophical analysis. Among the educational topics the book discusses are the aims of education, the two cultures debate, moral education, equality as an ideal and academic elitism. It examines the limitations of a purely technological education, and suggests the shape of a balanced curriculum. It critically analyses important educational theses in the work of Rousseau, Dewey, R S Peters, P H Hirst, F R Leavis, Ronald Dworkin and G H Bantock, among many others, and considers the philosophical copics of relativism, the nature of knowledge, the basis of moral choice, the value of democracy and the status of religious claims. |
| conclusion on philosophy of education: Philosophy of Educational Knowledge W. Brezinka, 2012-12-06 For two reasons, we are particularly proud to include Wolfgang Brezinka's Philosophy of Educational Knowledge in this series of books on Philosophy of Education. Thefirst is the philosophicalinterestoftheworkitself-its remarkablescholarship and the importance ofthe philosophical positionswill beobvious to allreaders. The secondisthat it brings to the English-speaking world a wonderful example ofeducational philosophy as now being practiced in the German-speaking world. All too often philosophers in the Anglo-American tradition have not seen the sort of perspective on educational thinking that infuses this work. And since this book has been widely read in its original version, it has had a considerable impactupon philosophy ofeducational research and science in the German-speaking countries. An understanding of this may help in the development of evenmore cooperativerelations amongstudentsofeducationin all countries. C. 1. B. Macmillan D. C. Phillips PREFACE TO THE ENGLISH EDmON '1 am not unmindful how little can be done... in a mere treatise on Logic, or howvague and unsatisfactory all precepts of Method must necessarily appear, when not practically exemplified in the establishment of a body of doctrine. Doubtless, the most effectual mode of showing how the sciences... maybe constructed,would be to construct them. JOHNSTUARTMILL (1843)1 Parents have a duty to educate their children, teachers to educate their pupils. For this reason there is widespread interest in education. Knowledge of education has long beenoffered under names likepedagogics, pedagogyoreducational theory. Originally this meant practical knowledge based on common sense. Since the Enlightenment, however, attempts have been made to acquire scientific knowledge of education. |
| conclusion on philosophy of education: Educational Philosophy for 21st Century Teachers Thomas Stehlik, 2018-04-20 This book explores education in the 21st century in post-modern Western societies through a philosophical lens. Taking a broad perspective of education and its attendant terminology, assumptions, myths and influences; the author examines why we teach as opposed to how. In doing so, he includes not only teachers, but all adults who are involved in bringing up children. Applying philosophical theories throughout history to present day practice, this volume is sure to be a useful resource not only for teachers who are just starting out, but those with an interest in education in the past, present and future. This wide-ranging book will be valuable for educators, parents and educational policy makers, and all those who believe it takes a village to raise a child. |
| conclusion on philosophy of education: Authentic Democracy DaN McKee, 2020 Show me what democracy looks like. This is what democracy looks like. In recent years, such chants - in the main aimed at democratically-elected governments by free citizens - have become common in anti-government protests across the world. Something is clearly amiss with democracy. In Authentic Democracy, this democratic deficit is exposed. By unpacking the underlying arguments and assumptions which justify the current political order, Authentic Democracy shows that the existing democracies are in fact highly undemocratic; and that anarchism is what authentic democracy looks like. Dan McKee offers an engaging and accessible case for anarchism, deeply rooted in ethics and powerfully responding to conventional defences of authority. This book is an original and valuable contribution which deserves a wide audience. - Uri Gordon, author of Anarchy Alive! |
| conclusion on philosophy of education: Nietzsche’s Philosophy of Education Mark E. Jonas, Douglas W. Yacek, 2018-07-11 Nietzsche’s Philosophy of Education makes the case that Nietzsche’s philosophy has significant import for the theory and contemporary practice of education, arguing that some of Nietzsche's most important ideas have been misunderstood by previous interpreters. In providing novel reinterpretations of Nietzsche's ethical theory, political philosophy and philosophical anthropology and outlining concrete ways in which these ideas can enrich teaching and learning in modern democratic schools, the book sets itself apart from previous works on Nietzsche. This is one of the first extended engagements with Nietzsche’s philosophy which attempts to determine his true legacy for democratic education. In its engagement with both the vast secondary literature on Nietzsche's philosophy and the educational implications of his philosophical vision, this book makes a unique contribution to both the philosophy of education and Nietzsche scholarship. In addition, its development of four concrete pedagogical approaches from Nietzsche's educational ideas makes the book a potentially helpful guide to meeting the practical challenges of contemporary teaching. This book will be of great interest to Nietzsche scholars, researchers in the philosophy of education and students studying educational foundations. |
| conclusion on philosophy of education: The Importance of Philosophy in Teacher Education Andrew Colgan, Bruce Maxwell, 2019-08-29 The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development. Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed attitudes towards a discipline which was once assigned such a central place in teacher education. Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals’ professional development and on the evolution of the teaching profession more broadly. With this in mind, the text focusses on the future of teacher education and considers how we can ensure that philosophy of education feeds into the excellence of teaching today. This book will be of great interest to graduate, postgraduate students as well as research scholars in the field of educational philosophy and history of education. In addition, it will be useful for those involved in teacher education, and in particular, course, module and program development. |
| conclusion on philosophy of education: Philosophy of Education T. W. Moore, 2009-12-01 This volume provides an introduction to the philosophy of education, which will enable students meeting the subject for the first time to find their way among the many specialized volumes. It deals in a non-technical way with the more important issues raised in a philosophical approach to education, and gives a clear idea of the scope of the subject. After discussing different theories of the aims of education, whether mechanistic or organic, the author addresses practical issues - for example, about the curriculum, the distinction between education and indoctrination, the role of authority and discipline, and the place of religious and moral teaching. Finally he deals with some important aspects of education and the influence of different political structures on the philosophy of education. |
| conclusion on philosophy of education: Experience And Education John Dewey, 2007-11-01 Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both traditional and progressive education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive ism about education, even such an ism as progressivism. His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic. |
| conclusion on philosophy of education: General Theory Of Employment , Interest And Money John Maynard Keynes, 2016-04 John Maynard Keynes is the great British economist of the twentieth century whose hugely influential work The General Theory of Employment, Interest and * is undoubtedly the century's most important book on economics--strongly influencing economic theory and practice, particularly with regard to the role of government in stimulating and regulating a nation's economic life. Keynes's work has undergone significant revaluation in recent years, and Keynesian views which have been widely defended for so long are now perceived as at odds with Keynes's own thinking. Recent scholarship and research has demonstrated considerable rivalry and controversy concerning the proper interpretation of Keynes's works, such that recourse to the original text is all the more important. Although considered by a few critics that the sentence structures of the book are quite incomprehensible and almost unbearable to read, the book is an essential reading for all those who desire a basic education in economics. The key to understanding Keynes is the notion that at particular times in the business cycle, an economy can become over-productive (or under-consumptive) and thus, a vicious spiral is begun that results in massive layoffs and cuts in production as businesses attempt to equilibrate aggregate supply and demand. Thus, full employment is only one of many or multiple macro equilibria. If an economy reaches an underemployment equilibrium, something is necessary to boost or stimulate demand to produce full employment. This something could be business investment but because of the logic and individualist nature of investment decisions, it is unlikely to rapidly restore full employment. Keynes logically seizes upon the public budget and government expenditures as the quickest way to restore full employment. Borrowing the * to finance the deficit from private households and businesses is a quick, direct way to restore full employment while at the same time, redirecting or siphoning |
| conclusion on philosophy of education: Philosophy in Education Jana Mohr Lone, Michael D. Burroughs, 2016-02-11 Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform. |
| conclusion on philosophy of education: Thomas Jefferson's Philosophy of Education M. Andrew Holowchak, 2014-05-30 Thomas Jefferson had a profoundly advanced educational vision that went hand in hand with his political philosophy - each of which served the goal of human flourishing. His republicanism marked a break with the conservatism of traditional non-representative governments, characterized by birth and wealth and in neglect of the wants and needs of the people. Instead, Jefferson proposed social reforms which would allow people to express themselves freely, dictate their own course in life, and oversee their elected representatives. His educational vision aimed to instantiate a progressive social climate only dreamed of by utopists such as Thomas More, James Harrington and Louis-Sébastian Mercier. This book offers a critical articulation of the philosophy behind Jefferson’s thoughts on education. Divided into three parts, chapters include an analysis of his views on elementary and higher education, an investigation of education for both the moral-sense and rational faculty, and an examination of education as lifelong learning. Jefferson’s educational rationale was economic, political and philosophical, and his systemic approach to education conveys a systemic, economic approach to living, with strong affinities to Stoicism. Thomas Jefferson’s Philosophy of Education will be key reading for philosophers, historians and postgraduate students of education, the history of education and philosophy. |
| conclusion on philosophy of education: Paulin Hountondji Franziska Dübgen, Stefan Skupien, 2018-12-18 Paulin J. Hountondji is one of the most important and controversial figures in contemporary African philosophy. His critique of ethnophilosophy as a colonial, exoticising and racialized undertaking provoked contentious debates among African intellectuals on the proper methods and scope of philosophy and science in an African and global context since the 1970s. His radical pledge for scientific autonomy from the global system of knowledge production made him turn to endogenous forms of practising science in academia. The horizon of his philosophy is the quest for critical universality from a historical, and situated perspective. Finally, his call for a notion of culture that is antithetical to political movements focused on a single identitarian doctrine or exclusionary norms shows how timely his political thought remains to this day. This book gives a comprehensive overview of Hountondji’s philosophical arguments and provides detailed information on the historical and political background of his intellectual oeuvre. It situates Hountondji in the dialogue with his African colleagues and explores links to current debates in philosophy, cultural studies, postcolonialism and the social sciences. |
| conclusion on philosophy of education: Death and Mortality in Contemporary Philosophy Bernard N. Schumacher, 2010-09-30 This book contributes to current bioethical debates by providing a critical analysis of the philosophy of human death. Bernard N. Schumacher discusses contemporary philosophical perspectives on death, creating a dialogue between phenomenology, existentialism and analytic philosophy. He also examines the ancient philosophies that have shaped our current ideas about death. His analysis focuses on three fundamental problems: (1) the definition of human death, (2) the knowledge of mortality and of human death as such, and (3) the question of whether death is 'nothing' to us or, on the contrary, whether it can be regarded as an absolute or relative evil. Drawing on scholarship published in four languages and from three distinct currents of thought, this volume represents a comprehensive and systematic study of the philosophy of death, one that provides a provocative basis for discussions of the bioethics of human mortality. |
| conclusion on philosophy of education: Routledge Library Editions: Philosophy of Education Various Authors, 2022-07-30 This set of 21 volumes, originally published between 1955 and 1997, amalgamates several topics on the philosophy of education, with a particular focus on religious education, curriculum studies, and critical thinking. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of philosophy, education and those undertaking teaching qualifications. |
| conclusion on philosophy of education: Philosophy in Education KHRITISH SWARGIARY, 2023-10-01 Philosophy in Education: Shaping the 22nd Century Minds offers a comprehensive exploration of the evolving landscape of education in the 22nd century. As society faces unprecedented challenges and opportunities, the philosophy of education remains a guiding force in nurturing the minds that will shape the future. This book provides insights into the philosophical underpinnings of 22nd-century education and encourages critical thinking about the role of education in shaping a better world for generations to come. |
| conclusion on philosophy of education: The Philosophy of Education Harry Schofield, 1973 |
| conclusion on philosophy of education: Problems in Philosophy of Education James Scott Johnston, 2019-02-07 Problems in Philosophy of Education canvasses several of the leading issues in philosophy of education. These include the disconnect between the disciplines of philosophy and philosophy of education, the strained relationship between educational practice and philosophy of education, the role of educational research in philosophy of education, and the lack of an independent scholarship for philosophy of education. James Scott Johnson argues for a philosophy of education separate and distinct from both the disciplines of philosophy and education and claims that philosophy of education should raise and address its own questions and concerns. Supporting this is a model of how philosophy of education should originate basic questions, together with a set of philosophic presuppositions regarding the model's logic, ethics, politics, and relationship to science and social science. |
| conclusion on philosophy of education: Philosophy of Microbiology Maureen O'Malley, 2014-08-28 Filling a major gap in the philosophy of biology by examining central philosophical issues in microbiology, this book is aimed at philosophers and scientists who wish to gain insight into the basic philosophical issues of microbiology. Topics are drawn from evolutionary microbiology, microbial ecology, and microbial classification. |
| conclusion on philosophy of education: Philosophy of Education Philosophy of Education Society (U.S.), 2002 |
MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF …
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Conclusion: The philosophy of education proposes the principle of anthropocentrism as a correlative element between education and other spheres of social activity. Human …
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The main conclusion of the conducted research is the proof that philosophy of education in its new interpretation is not only theoretical understanding of foundations and manifestations of …
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Apr 25, 2015 · Plato's Philosophy of Education In The Republic , Plato sets up a theory of what education means for both the individual and the state, focusing on the important role of those …
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CONCLUSION Philosophy of education is the reflection of academic values and beliefs about the whole educational system. A clear educational philosophy will provide a framework for …
An Introduction to Philosophy of Education; Fifth Edition
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Conclusion : In Plato's philosophy, education plays a crucial role in shaping individuals and society. It is seen as a means to attain the ultimate goal of the philosopher-king. Plato believes …
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used to form a narrative describing his philosophy of education. The study identified truth, morality, instruction, and teacher authority as the primary themes of his philosophy of …
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This paper offers a critical analysis of Paulo Freire’s philosophy on contemporary education which implies his ideas on reforming education through applying a radical change in the aims of …
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explain the concept of philosophy and education; differentiate between the Indian and Western concepts of philosophy; analyse different branches of philosophy and its role in understanding …
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Conclusion Philosophy and Education, the Ultimate Help for Innovation “I think the role of a philosopher is to disturb.” Interview with Michel Foucault on April 21, 1971 on Radio Canada …
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Philosophy of Education, as it slowly disappears as a subject from our degrees, and its foundations are no longer valued by managers and educational leaders (or are valued only if …
The Philosophy of Education: An Introduction
Judith Suissa is Senior Lecturer in Philosophy of Education at the Institute of Education, University of London. Her research interests include radical and libertarian education,
Philosophy of Education - JSTOR
A review of Ulich's (1961) Philosophy of Education by D. J. O'Connor (O'Connor and others, 1963) was the starting point for what may be viewed as a symposium on the discipline of philosophy …
Philosophical Foundation of Education - JETIR
The philosophical foundation of education is a crucial aspect of the field of education. Philosophical inquiry has played a significant role in shaping educational theories, practices, …
PHILOSOPHY OF EDUCATION - University of Calicut
Various fields of philosophy like the political philosophy, social philosophy and economic philosophy have great influence on the various aspects of education like educational …
What Is “Philosophy of Education”? - Springer
Abstract Philosophy of education refers to the systematic process of understanding and explicating key concepts related to educational prac-tice. Analytic philosophy of education is a …
AFRICAN PHILOSOPHY OF EDUCATION IN A WORLD OF …
Using the method of critical appreciation and analysis, the researcher finds out that Africans need a Philosophy of education that is African based and oriented while contributing significantly to …
is the application of philosophy to the study of the problems …
Conclusion Philosophy and education are two different fields of studies but they are closely linked together. The common subject for both philosophy and education is man. education which is …
MEANING, SCOPE & FUNCTIONS OF PHILOSOPHY OF …
• Discuss the meaning of philosophy of education, • explain the unlimited scope of philosophy of education. • enumerate the various functions of philosophy of education. State the various …
Education in the 21st century: philosophical ... - Futurity …
Conclusion: The philosophy of education proposes the principle of anthropocentrism as a correlative element between education and other spheres of social activity. Human …
Interaction Between Philosophy of Education and Teaching …
The main conclusion of the conducted research is the proof that philosophy of education in its new interpretation is not only theoretical understanding of foundations and manifestations of …
Plato’s Philosophy of Education and the Common Core
Apr 25, 2015 · Plato's Philosophy of Education In The Republic , Plato sets up a theory of what education means for both the individual and the state, focusing on the important role of those …
WESTERN SCHOOLS OF PHILOSOPHY IN EDUCATION
CONCLUSION Philosophy of education is the reflection of academic values and beliefs about the whole educational system. A clear educational philosophy will provide a framework for …
An Introduction to Philosophy of Education; Fifth Edition
This book is intended as an introduction to philosophy of education for students in colleges and university departments of education who have had little or no previous instruction in …
Plato’s Philosophy On Education [A Study] - IJCRT
Conclusion : In Plato's philosophy, education plays a crucial role in shaping individuals and society. It is seen as a means to attain the ultimate goal of the philosopher-king. Plato believes …
Relationship between education and philosophy - Pen2Print
“Philosophy is the theory of education in its most general phase and Education is a laboratory in which philosophical distinction become concrete and tested. All the problems of education are …
A QUALITATIVE ANALYSIS OF AUGUSTINE S PHILOSOPHY …
used to form a narrative describing his philosophy of education. The study identified truth, morality, instruction, and teacher authority as the primary themes of his philosophy of …
Paulo Freire’s Philosophy on Contemporary Education
This paper offers a critical analysis of Paulo Freire’s philosophy on contemporary education which implies his ideas on reforming education through applying a radical change in the aims of …
Education and Philosophy UNIT 5 EDUCATION AND …
explain the concept of philosophy and education; differentiate between the Indian and Western concepts of philosophy; analyse different branches of philosophy and its role in understanding …
Conclusion: Philosophy and Education, the Ultimate Help …
Conclusion Philosophy and Education, the Ultimate Help for Innovation “I think the role of a philosopher is to disturb.” Interview with Michel Foucault on April 21, 1971 on Radio Canada …
Philosophy of Education in a New Key: Future of Philosophy …
Philosophy of Education, as it slowly disappears as a subject from our degrees, and its foundations are no longer valued by managers and educational leaders (or are valued only if …
The Philosophy of Education: An Introduction
Judith Suissa is Senior Lecturer in Philosophy of Education at the Institute of Education, University of London. Her research interests include radical and libertarian education,
Philosophy of Education - JSTOR
A review of Ulich's (1961) Philosophy of Education by D. J. O'Connor (O'Connor and others, 1963) was the starting point for what may be viewed as a symposium on the discipline of …
Philosophical Foundation of Education - JETIR
The philosophical foundation of education is a crucial aspect of the field of education. Philosophical inquiry has played a significant role in shaping educational theories, practices, …
PHILOSOPHY OF EDUCATION - University of Calicut
Various fields of philosophy like the political philosophy, social philosophy and economic philosophy have great influence on the various aspects of education like educational …
What Is “Philosophy of Education”? - Springer
Abstract Philosophy of education refers to the systematic process of understanding and explicating key concepts related to educational prac-tice. Analytic philosophy of education is a …
AFRICAN PHILOSOPHY OF EDUCATION IN A WORLD OF …
Using the method of critical appreciation and analysis, the researcher finds out that Africans need a Philosophy of education that is African based and oriented while contributing significantly to …
