From an informal group of a dozen faculty and graduate students at Temple University, the Jean Piaget Society grew in seven years to 500 members who have interests in the application of genetic epistemology to their own disciplines and professions. At the outset Piaget endorsed the concept of a society which bore his name and presented a major address on equilibration at the society's first symposium in May, 1971. Had he not done so the society would no doubt have remained (...) a small parochial group, like so many others throughout the country, interested in Piaget and his theory. With the encouragement of Genevans and the leadership of its first four presidents, Lois Macomber, Barbara Press eisen, Marilyn Appel, and John Mickelson, the society undertook a number of programs to collect and disseminate the results of scholarly work in genetic epistemology. Particular emphasis was placed upon applications of Piaget's theory to developmental psychology, philos ophy, and education. One of these programs was the publication of an annual series on the development of knowing, of which this volume is the first. In 1973, the society asked Hans Furth with the assistance of Willis Overton and Jeanette Gallagher to initiate and plan a series of yearbooks with the result that in addition to this volume, a second volume on education was commissioned, and a third one on the decalage issue was planned. (shrink)

“Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is (...) students and faculty in higher education institutions (HEIs), and the subject of this paper is data analytics in our own backyards. Higher education learning analytics (LA) is something that most of us involved in this symposium are familiar with. Students have encountered LA in their courses, in their interactions with their law school or with their undergraduate institutions, instructors use systems that collect information about their students, and administrators use information to help understand and steer their institutions. More importantly, though, data analytics in higher education is something that those of us participating in the symposium can actually control. Students can put pressure on administrators, and faculty often participate in university governance. Moreover, the systems in place in HEIs are more easily comprehensible to many of us because we work with them on a day-to-day basis. Students use systems as part of their course work, in their residences, in their libraries, and elsewhere. Faculty deploy course management systems (CMS) such as Desire2Learn, Moodle, Blackboard, and Canvas to structure their courses, and administrators use information gleaned from analytics systems to make operational decisions. If we (the participants in the symposium) indeed care about Individual and Informational Privacy in the Age of Big Data, the topic of this paper is a pretty good place to hone our thinking and put into practice our ideas. (shrink)

Higher education institutions are increasingly relying on learning analytics to collect voluminous amounts of data ostensibly to inform student learning interventions. The use of learning analytics, however, can result in a tension between the Council for the Advancement of Standards in Higher Education (CAS) principles of autonomy and non-malfeasance on the one hand, and the principle of beneficence on the other. Given the complications around student privacy, informed consent, and data justice in addition to the potential to do (...) harm, many current practices around learning analytics within higher education can be considered to be in violation of CAS standards. This paper aims to explore this tension in greater detail and argues that the student voice offers a promising way to ensure that students’ autonomy is respected, harm is reduced, and that higher education institutions can still fulfil the principle of beneficence. (shrink)

In this article Roland Sintos Coloma argues for the relevance of empire as an analytical category in educational research. He points out the silence in mainstream studies of education on the subject of empire, the various interpretive approaches to deploying empire as an analytic, and the importance of indigeneity in research on empire and education. Coloma examines three award-winning books, Lawrence Cremin's The Transformation of the School: Progressivism in American Education, 1876–1957, John Willinsky's Learning to Divide (...) the World: Education at Empire's End, and David Wallace Adams's Education for Extinction: American Indians and the Boarding School Experience, 1875–1928, in order to delineate the heuristic spectrum of the use of empire in educational research. These texts are put in conversation with the interdisciplinary fields of American, postcolonial, race/ethnic, and indigenous studies where questions of empire have received considerable attention. Ultimately, mobilizing empire as an analytical category will enable researchers, policymakers, and educators to establish new connections and dispute long-standing views about discursive, structural, and affective dynamics at local, national, and global levels. (shrink)

Concomitant with the rise of rationalizing accountability in higher education has been an increase in theoretical reflection about the forms accountability has taken and the ones it should take. The literature is now peppered by a wide array of distinctions (e.g. internal/external, inward/ outward, vertical/horizontal, upward/downward, professional/public, political/economic, soft/ hard, positive/negative), to the point that when people speak of ‘accountability’ they risk speaking past one another, having some of these distinctions in mind and not others. Furthermore, often these distinctions (...) are vague and cross-cut each other in ways that are as yet unclear. The field could benefit from having a comprehensive framework in which to place these distinctions and to view their relations. My aim in this article is to provide an analytical tool by which to classify important debate about what accountability in higher education has been and ought to be. Beyond organizing such debate, this schema will serve the purposes of revealing ambiguities in terms, conflations of ideas, assumptions that warrant questioning, and gaps in present research agendas. (shrink)

Education at all levels is increasingly augmented and enhanced by data mining and analytics, catalysed by the growing prevalence of automated distance learning. With an unprecedented capacity to scale both horizontally and vertically, data mining and analytics are set to be a transformative part of the future of education. We reflect on the assumptions behind data mining and the potential consequences of learning analytics, with reference to an issue brief prepared for the U.S. Department of Education entitled (...) Enhancing Teaching and Learning Through Educational Data Mining and Learning Analytics. We argue that the associated gains conceal subtle, but important risks. Data-ism, an underpinning paradigm, assigns unjustified veracity to data-driven science and the application of personalised analytics may compromise individual privacy, agency and inventiveness. This holds serious ethical implications, particularly when considering the impact on minors, rendering wholesale adoption premature. (shrink)

This chapter contains sections titled: The Early Decades of Analytical Philosophy Analytic Philosophy of Education Criticism Contemporary Practice.

Academia is a competitive environment. Early Career Researchers (ECRs) are limited in experience and resources and especially need achievements to secure and expand their careers. To help with these issues, this book offers a new approach for conducting research using the combination of mindsponge innovative thinking and Bayesian analytics. This is not just another analytics book. 1. A new perspective on psychological processes: Mindsponge is a novel approach for examining the human mind’s information processing mechanism. This conceptual framework is used (...) to construct models in studies. The framework is highly flexible and widely applicable for many different types of information processes. The mindsponge approach can help researchers discover interesting ideas or even formulate their very own theories when investigating psychosocial phenomena. This approach brings a fresh wind to the current landscape of social sciences and humanities (SSH). 2. Easy-to-follow analysis protocol: The Bayesian Mindsponge Framework (BMF analytics) is useful in terms of computing and visualizing power but also easy to learn and apply. Contrary to being intimidating, the Bayesian analytics section of this book is presented in a reader-friendly manner with a detailed yet clear step-by-step procedure. Examples are from published BMF articles, allowing readers to immediately practice the method and quickly create their own applications. With educational purposes in mind, the book is very suitable for ECRs who are looking to innovate their research methods. 3. Advocating for low-cost, high-quality research: Doing science can be very costly. Mindsponge innovative thinking and BMF analytics help produce impactful studies using openly available data on online repositories. This is based on the authors’ previous works and experiences. The book presents examples of employing the open R package bayesvl on secondary data from different sources. With less financial constraints, researchers can have more freedom of thought to pursue their curiosity and creativity. ECRs in low- and middle-income countries may find this aspect crucial in their careers. 4. Support and collaboration: The authors share their insights from experiences in the academic publishing system to help readers get through the processes of manuscript writing and peer-reviewing more easily. The authors are also ready to support other researchers with further inquiries and collaboration opportunities at the following website, mindsponge(dot)info. This book is for: a) ECRs whose only abundant resources are their innovation capacity and strength of will; b) Researchers in SSH who want to explore a novel approach to thinking and study conducting; c) Low- and middle-income countries’ researchers looking for a cost-effective research protocol; and, d) Innovative thinkers who want to turn their interesting thoughts into good publications. (shrink)

This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The model (...) is based on theories of communicative ethics and an ethics of dialogicity, drawing upon the work of Jürgen Habermas, Iris Marion Young, and Emmanuel Levinas. The analyses show that norms concerning whose perspective is prioritized and what ethical values are constituted in the classroom vary depending on how the program is organized and how the teacher chooses to use the program. The article also argues that the analytical model suggested might serve as a contribution to both teachers’ own professional,... (shrink)

In this paper, we explore how the development and affordances of predictive analytics may impact how teachers and other educational actors think about and teach students and, more broadly, how society understands education. Our particular focus is on the data dashboards of learning support systems which are based on Machine Learning. While previous research has focused on how these systems produce credible knowledge, we explore here how they also produce compelling, persuasive and convincing narratives. Our main argument is that (...) particular kinds of stories are written by predictive analytics and written into their data dashboards. Based on a case study of a leading predictive analytics system, we explore how data dashboards imply causality between the ‘facts’ they are visualising. To do so, we analyse the stories they tell according to their spatial and temporal dimensions, characters and events, sequentiality as well as tellability. In the stories we identify, teachers are managers, students are at greater or lesser risk, and students’ sociality is reduced to machine-readable interactions. Overall, only data marked as individual behaviours becomes relevant to the system, rendering structural inequalities invisible. Reflecting on the implications of these systems, we suggest ways in which the uptake of these systems can interrupt such stories and reshape them in other directions. (shrink)

This paper continues a reconstruction of the analytic turn in American philosophy between 1940 and 1970. The first part of this paper argued that philosophers at Princeton, Yale, and Columbia sought to stimulate ‘humanistic’ approaches to philosophy in their hiring policies and tenure decisions, thereby marginalizing the ‘scientific’ philosophies that were in vogue among their students. This second part unearths some of the mechanisms that contributed to the analytic turn once the movement’s fiercest opponents retired. I argue that a new (...) generation of deans and chairmen initially tried to craft ‘balanced’ departments but that various external variables— competition between elite universities, a shortage of graduates with training in modern logic, and the explosive growth of American higher education—eventually led to major policy shifts. Within a decade, I show, the distorted job market helped tip the balance into the other direction, strongly advantaging departments that had invested in analytic philosophy. By the late 1960s, the movement became so successful that the traditional division between humanistic and scientific approaches began to be replaced by a distinction between analytic and ‘continental’ philosophy, referring to the schools of philosophy that were popular across the Atlantic. American philosophy, by then, just was analytic philosophy. (shrink)

The paper is concerned with the psychological relevance of a logical model for deductive reasoning. We propose a new way to analyze logical reasoning in a deductive version of the Mastermind game implemented within a popular Dutch online educational learning system (Math Garden). Our main goal is to derive predictions about the difficulty of Deductive Mastermind tasks. By means of a logical analysis we derive the number of steps needed for solving these tasks (a proxy for working memory load). Our (...) model is based on the analytic tableaux method, known from proof theory. We associate the difficulty of Deductive Mastermind game-items with the size of the corresponding logical trees obtained by the tableaux method. We derive empirical hypotheses from this model. A large group of students (over 37 thousand children, 5–12 years of age) played the Deductive Mastermind game, which gave empirical difficulty ratings of all 321 game-items. The results show that our logical approach predicts these item ratings well, which supports the psychological relevance of our model. (shrink)

The translation of bedside experience to pedagogical content presents a unique challenge for the field of bioethics. The contributions are multidisciplinary, the practices are heterogeneous, and the work product is characteristically nuanced. While academic bioethics education programs have proliferated, developing content and pedagogy sufficient to teach clinical ethics effectively remains a longstanding challenge. The authors identify three reasons why progress towards this goal has been slow. First, there is a lack of robust, empirical knowledge for education focused on (...) praxis. Second, the methods employed in academic education tend to focus on traditional didactic approaches rather than engendering competency through interaction and practice—the principle means by which clinical ethicists work. Third, the data practitioners have captured has not been presented in a medium educators and students can most meaningfully interact with. In this paper, the authors describe a novel pedagogical tool: the Armstrong Clinical Ethics Coding System (ACECS) and interactive visual analytics dashboard. Together, these components comprise an educational platform that utilizes the empirical data collected by the institution’s ethics service. The tool offers four advantages. First, it aids with the identification of ethical issues that present during a consultation at that specific institution or medical unit by making use of a lingua franca comprehensible to both ethicists and non-ethicists. Second, content is centered on issue frequency, type, and relation to other issues. Iterating through cases, requestors, or hospital units allows one to understand cases typologically and through metanarratives that reveal relationships and subtle patterns. Third, the use of interactive data visualizations and data storytelling aids comprehension and retention. Fourth, the process of using the system necessitates understanding the manifold ways each case can be understood, accommodating a wide range of perspectives and ethical lenses, enhancing case analysis and self-reflection conducive to life-long learning. (shrink)

In recent years, educational institutions have started using the tools of commercial data analytics in higher education. By gathering information about students as they navigate campus information systems, learning analytics “uses analytic techniques to help target instructional, curricular, and support resources” to examine student learning behaviors and change students’ learning environments. As a result, the information educators and educational institutions have at their disposal is no longer demarcated by course content and assessments, and old boundaries between information used for (...) assessment and information about how students live and work are blurring. Our goal in this paper is to provide a systematic discussion of the ways in which privacy and learning analytics conflict and to provide a framework for understanding those conflicts. -/- We argue that there are five crucial issues about student privacy that we must address in order to ensure that whatever the laudable goals and gains of learning analytics, they are commensurate with respecting students’ privacy and associated rights, including (but not limited to) autonomy interests. First, we argue that we must distinguish among different entities with respect to whom students have, or lack, privacy. Second, we argue that we need clear criteria for what information may justifiably be collected in the name of learning analytics. Third, we need to address whether purported consequences of learning analytics (e.g., better learning outcomes) are justified and what the distributions of those consequences are. Fourth, we argue that regardless of how robust the benefits of learning analytics turn out to be, students have important autonomy interests in how information about them is collected. Finally, we argue that it is an open question whether the goods that justify higher education are advanced by learning analytics, or whether collection of information actually runs counter to those goods. (shrink)

An analytic cognitive style denotes a propensity to set aside highly salient intuitions when engaging in problem solving. We assess the hypothesis that an analytic cognitive style is associated with a history of questioning, altering, and rejecting supernatural claims, both religious and paranormal. In two studies, we examined associations of God beliefs, religious engagement, conventional religious beliefs and paranormal beliefs with performance measures of cognitive ability and analytic cognitive style. An analytic cognitive style negatively predicted both religious and paranormal beliefs (...) when controlling for cognitive ability as well as religious engagement, sex, age, political ideology, and education. Participants more willing to engage in analytic reasoning were less likely to endorse supernatural beliefs. Further, an association between analytic cognitive style and religious engagement was mediated by religious beliefs, suggesting that an analytic cognitive style negatively affects religious engagement via lower acceptance of conventional religious beliefs. Results for types of God belief indicate that the association between an analytic cognitive style and God beliefs is more nuanced than mere acceptance and rejection, but also includes adopting less conventional God beliefs, such as Pantheism or Deism. Our data are consistent with the idea that two people who share the same cognitive ability, education, political ideology, sex, age and level of religious engagement can acquire very different sets of beliefs about the world if they differ in their propensity to think analytically. (shrink)

Recent years have seen a high increase in the teaching of Philosophy in schools. Programs such as Pathways Schools in Australia (International Society for Philosophers, since 2003), 'Philosophy in Schools' in the UK (Royal Institute of Philosophy, since 1999), and 'Philosophy for Children' in the USA, Australia, and the UK (International Council for Philosophical Inquiry since 1985 & Society for Advancing Philosophical Enquiry and Reflection in Education since 1993) are spreading around the world. Within a decade of its introduction (...) Philosophy (AS/A2) has become one of the most popular standard subjects taught across UK secondary schools. (shrink)

Purpose. The article aimed at comprehending the phenomenon of education in its anthropological content, by comparing two versions for the analytics of the crisis state in education, given by Hannah Arendt and Evald Ilyenkov. Theoretical basis. For implementing this task, the method of in-depth reflexive reading of texts is used, when traditional academic concepts are considered in a new context determined by the analytics of real social problems. In this case, we are talking about the development of thinking (...) not only as a cognitive ability but as an ethical and ontological feature of a human being. In that event, thinking arises through its invisible belonging of one person to many others that both Arendt and Ilyenkov ascertain. Originality. Originality of the article is to identify the anthropological dimension of education and to establish the negative influence of such ways in organizing the educational process while it is under the dictation of current circumstances. The justification for this thesis is presented by identifying the consonance of the educational concepts from Hannah Arendt and Evald Ilyenkov. Conclusions. The opposition between action and thinking, revealed by Hannah Arendt, cannot be understood as a divorcement of thinking from reality, since another man appears to be the original reality for a person, namely, in thinking a person enters the space of a meeting with another man, put himself into another person’s mind and with this firstly attains his place in the world, becoming himself, acquiring the image of a man. So perceived education does not become manipulative training, but it is a real birth of a subject as creating himself. Undermining of the authority in the modern world is accompanied by the searching new forms in structuring the common space of human endeavor, which is possible when the educational status is determined by its attitude to the world rather than by the social environment. The authority of a teacher is effective when he relies on his responsibility for the world into which he introduces the child and which opens to him. Responsibility for peace and the resulting authority is associated with love for the world. Only with sufficient love for the world, a person is capable of taking responsibility for it. (shrink)

This introduction expounds educational problems that arise from transnational migration. It argues that it is high time to critically analyze normative issues of and in education under conditions of globalization because dominant approaches in normative philosophy of education tend to suffer from both a nationalist bias and a sedentary bias. The contributions to this special issue address normative problems pertaining to migration-related education from a variety of ethical and philosophical perspectives, including analytic applied ethics, continental philosophy, care (...) ethics, Hegelian philosophy, the capability approach and theories of distributive justice. They discuss the education of both citizens and migrants in the receiving society as well as in the country of origin, focusing on ethical issues pertaining to access to education as well as to the content of educational programs. (shrink)

What is the main problem of contemporary education? Rasoul Nejadmehr argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it. Thinkers mainly tend to veer towards two poles - absolutism and relativism. While a one-sided tendency toward absolutism leads to reified categories of thought and alienation, a tendency toward relativism leads to lack of universality and nihilism. Education, Science and Truth suggests a way out by bridging not (...) only divides between and within analytical and continental philosophy but also those of modernism and postmodernism. By using a range of issues, disciplines and literature, Nejadmehr formulates a new version of the concept of objectivity based on the inclusion of multiple perspectives, including ones from art, philosophy and marginalized groups. (shrink)

Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detachment to her earliest efforts at revolutionizing the curriculum. Her later essays on women and gender further showcase the tremendous intellectual energy she brought to the field of feminist educational theory. Martin explores the challenges (...) and contradictions posed by the very concept of women's education, and also recognizes how the presence of women necessitates the rearticulation of not only the curriculum but also the standard ideologies in education. (shrink)

When searching for justification for music education, researchers often make an analytical distinction between ends and means as well as between intrinsic and extrinsic values as related to them. These distinctions are often combined with a view in which ends with stable intrinsic values are seen as above means as extramusical. The article examines how John Dewey’s theory of experience and valuation challenges these distinctions by taking use-value and different aspects of quality in experience as part of the (...) process in which valuation is born. Pedagogical actions of the teacher, social interaction between the students, the questions of how, as well as desires and shared interests become constituting elements of valuation in the means-ends continuum of learning music. The article argues that for justifying its practices, the value of music education ought to be more strongly anchored in the learner’s experience and the question of how educational practices create the attitude for lifelong learning. (shrink)

In times in which we ask ourselves how political cruelty and torments can be forgotten, Nietzsche's pleadoyer for pain to serve the purpose of education, surprises. What might sound like a mere provocation, rather lies at the heart of the Nietzschean philosophy. As is pointed out, Nietzsche's contention that pain is the most powerful aid to mnemonics, originates from his philosophy of pain as the main condition of all forms of creation. The title “educating (bilden) pain” expresses Nietsche's advocacy (...) of an education towards pain as the dynamo of creation. In this paper I explore how Nietzsche's notion of pain is linked to two concepts of Bildung. In the first part I investigate the relation between pain and “Bildung” in the sense of “creation”, and in the second part I link this to the relation between pain and “Bildung” in the sense of “education”. By these means, I try to answer the question: how far can pain, which is seen as the condition of creation, be linked to conditions of education. S. Afr. J. Philos. Vol.21(2) 2002: 122-132. (shrink)

Since the heyday of analytic philosophy of education, a chill has come over the relationship between the philosophy of education and analytic epistemology. Wher.

The ‘accordion effect’ is an effect of language which allows us to describe one and the same thing more or less narrowly. Social capital has been conceived in terms of our access to institutional resources, but also in terms that extend to the levels of trust and related resources found in the social networks we are embedded in. The former conception is narrower, favoured for its specificity and analytical utility. The latter conception is broader, favoured for its acknowledgement of (...) context, including the qualitative features of relations between individuals and within communities. These conceptions appear incompatible, but both have numerous adherents in educational research, and it is unclear whether either can be eliminated without some threat to the intelligibility and explanatory promise of social capital theory in an educational context. This raises hard questions about the domains, questions and methods that the social capital concept is best applied to. Should the concept prove resistant to any defensible specification, this will require a significant revision to the stock of conceptual resources available for understanding and explaining educational progress. (shrink)

One of the more dominant themes around the use of Deleuze and Guattari's work, including in this special issue, is a focus on the radical transformation that educational institutions are undergoing, and which applies to administrator, student and educator alike. This is a transformation that finds its expression through teaching analytics, transformative teaching, massive open online courses (MOOCs) and updateable performance metrics alike. These techniques and practices, as an expression of control society, constitute the new sorts of machines that frame (...) and inhabit our educational institutions. As Deleuze and Guattari's work posits, on some level these are precisely the machines that many people in their day-to-day work as educators, students and administrators assemble and maintain, that is, desire. The meta-model of schizoanalysis is ideally placed to analyse this profound shift that is occurring in society, felt closely in the so-called knowledge sector where a brave new world of continuous education and motivation is instituting itself. (shrink)

Hans Maes has collected a number of conversations he has had with major figures in philosophical aesthetics over the last ten years in Conversations on Art and Aesthetics. These include, in order of appearance, Jerrold Levin-son, Arthur Danto, Cynthia Freeland, Carolyn Korsmeyer, Jenefer Robinson, Roger Scruton, Gregory Currie, Paul Guyer, Noël Carroll, and Kendall Walton. This book will be of interest to anyone who wishes to see some important living figures in this essential subdiscipline of philosophy in action. As with (...) all efforts of this sort, however, certain choices had to be made. The book is explicitly limited to philosophers in the Anglo-American tradition, largely American (including eight past... (shrink)

The implementation of skills labs in Danish nursing education can, in itself, be viewed as a complexity. The students are expected to eventually carry out their work in a situated hospital practice, but they learn their professional skills in a different space altogether, detached and removed from the hospitals and practising on plastic dummies. Despite the apparent artificiality of the skills lab, this article will show that it is possible to analyse some of the fundamental aspects of care in (...) nursing by ethnographically following this phenomenon of simulation‐based training. These particular aspects of care are not explicated in the curriculum or textbooks; however, they surfaced once this crooked approach to studying care in a simulated practice was applied. The article start from the assertion that detached engagements are not recognized within the field of nursing education as an equal component to attachments. Yet empirical cases from the skills lab and hospitals illustrate how students sometimes felt emotionally attached to plastic dummies and how experienced nurses sometimes practised a degree of detachment in relation to human patients. Detached engagements will therefore be presented as part of care practices of nurses – rendering the ability to detach in engagement with patients a professional skill that students also need to learn. In the analysis to follow, attached and detached engagements are located on an equal plane by integrating both into the same conceptual framework, rather than imposing a priori notions about their dialectic relation. The analysis shows that it is the particular intertwinement of attachment and detachment that gives care its fundamental meaning. In conclusion, the need for a conceptual shift from a strong emphasis on attached engagement to a more balanced analytical approach to care work, as involving both attached and detached engagement within Danish nursing education, is advocated. (shrink)

In this article I propose a conception of empowering educational dialogue within the framework of humanistic education. It is based on the notions of Humanistic Education and Empowerment, and draws on a large and diverse repertoire of dialogues—from the classical Socratic, Confucian and Talmudic dialogues, to the modern ones associated with the works of Nietzsche, Buber, Korczak, Rogers, Gadamer, Habermas, Freire, Noddings and Levinas. These forms of dialogue—differing in their treatment of and emphasis on the cognitive, affective, moral (...) and existentialist elements—have become more dominant in recent educational discourse and practice—an intellectual phenomenon that calls for a more analytic and reflective elaboration of the essential elements that constitute educational dialogues. Hence it is the purpose of this article to elucidate the distinguishing marks of true dialogues, to set them within the normative discourse of humanistic education and empowerment, and to offer a normative and stipulative conception of empowering educational dialogue that can be utilized in the various intellectual and practical spheres of humanistic education—a paradigm,working definition, and outline for contemporary teachers in their quest to develop their students’ sensibilities and sensitivities, and empower their ability to live complete, autonomous, authentic, moral and dignified human lives. (shrink)

This article analytically describes how the state of mainland China addresses the 'periphery syndrome' of education in its 'peripheral areas' of national minorities. It discusses the rationales, policies, implementations and results for the development of minority basic education. The examination of the 9-year compulsory schooling and the boarding school system for minority pupils suggests contradictions and mismatches between state policies and implementations. The article reveals educational, as well as geographical displacement of minority schooling, particularly the internationally little-known Tibetan (...) Schools and Classes that have been radically developed in the metropolises of Han majority. The dislocation of reform for minority basic education, especially the lack of cultural sensitivity, is further compounded by the ubiquitous practices of pupil tracking and school differentiation in the education system. The author concludes that the policy components of cultural responsiveness should be integrated in minority education development. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...) curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and non-verbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. (shrink)

This collected volume addresses issues pertaining to education and migration from a variety of philosophical and ethical perspectives. -/- It is high time to critically analyze ethical issues in education under conditions of globalization, not only because migration and globalization are topical issues, but also because dominant academic approaches in the ethics and political philosophy of education have a tendency to narrow their focus on the education of sedentary citizens. However, many learners and educators experience high (...) levels of both voluntary and constrained mobility. The contributions to Education and Migration address issues pertaining to migration-related education from a variety of ethical and philosophical perspectives, including analytic applied ethics, continental philosophy, care ethics, Hegelian philosophy, the capability approach and theories of distributive justice. Distinguished scholars, as well as younger researchers, from a variety of disciplines (educational scholars, lawyers, philosophers, psychologists and sociologists) tackle in these eight essays core issues in the ethics and political philosophy of education, such as citizenship education or justice in access to education, from a perspective that takes human mobilities into account. -/- The collection puts a special emphasis on the diversity of migratory experiences, on the significance of education for citizens and non-citizen migrants, long-term residents and undocumented children, immigrants and return migrants. (shrink)

Coupled with the ‘smart city’, the idea of the ‘smart school’ is emerging in imaginings of the future of education. Various commercial, governmental and civil society organizations now envisage education as a highly coded, software-mediated and data-driven social institution. Such spaces are to be governed through computational processes written in computer code and tracked through big data. In an original analysis of developments from commercial, governmental and civil society sectors, the article examines two interrelated dimensions of an emerging (...) smart schools imaginary: the constant flows of digital data that smart schools depend on and the mobilization of analytics that enable student data to be used to anticipate and shape their behaviours; and the ways that young people are educated to become ‘computational operatives’ who must ‘learn to code’ in order to become ‘smart citizens’ in the governance of the smart city. These developments constitute an emerging educational space fabricated from intersecting standards, technologies, discourses and social actors, all infused with the aspirations of technical experts to govern the city at a distance through both monitoring young people as ‘data objects’ and schooling them as active ‘computational citizens’ with the responsibility to compute the future of the city. (shrink)