Providing a comprehensive introduction to the philosophy of higher education, through the lens of ecological realism, this text presents an imaginative way through the field and leads it into new areas. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking, and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the (...) field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education. Part two examines key concepts, including research, culture and reason. Part three focuses on higher education as a set of educational practices and being a student. Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university. Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university. (shrink)

This book prioritizes integrating social justice into student affairs by discussing professional identity, standards, and competencies throughout each chapter. Infusing historical context, philosophical foundations, elements of ethical decision-making, service and experiential learning, and leadership models takes practice and requires intentionality. Chapter One of this text will address in more detail the history of student affairs from an equity and justice perspective. Chapter Two introduces the ethic of care and social justice. Chapter Three discusses the philosophical and practical applications of experiential (...) learning. Chapter Four covers the role of values and ethics in decision-making for student affairs educators. Lastly, Chapter Five reflects on the foundations of our field while turning our attention to the future. (shrink)

Research in higher education could be more useful, innovative and better designed if we were clearer about the philosophical and epistemological basis of the theories that underlie our research methods. People who have to interpret research would do a better job if they were able to interrogate research more critically and appreciate its strengths and weaknesses. This volume provides this information for an audience of researchers, policymakers, students and lecturers in higher education. The authors seek to create a (...) dialogue with the reader about issues relevant to the philosophy of research and stimulate interest in how philosophy plays out in the real, everyday, political world, not least in education. Unlike many existing volumes on the market, this book creates a space in which readers can use the tools for thinking that the authors describe to interrogate their own experience. (shrink)

The central focus of this monograph is the concept of higher education reform in the light of an international and global comparative perspective. This volume takes a close look at these changes, the drivers of change, their effects and possible future scenarios.

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education. The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis (...) Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human. This work will be of interest to researchers and higher degree students of education and philosophy of education. (shrink)

A lengthy annotated bibliography of the most central work from the past 25 years on various aspects of the philosophy of higher education.

The book brings philosophical considerations to bear upon our understanding of the concept of education and concepts related to it. It seeks to answer questions such as: is education a unitary concept, or is it a cluster of concepts which are more or less related to one another? Are there values which are constitutive of the practice of education? Is moral education an independent variety of education, or is it necessary internal to all educational practice?

In recent years, different places in the world have witnessed demands for the decolonization of education. Nevertheless, it is not completely clear how this ought to be carried out. There are various factors that influence what such decolonization may entail, including the geographical place for decolonization and the discipline being decolonized. This requires a specific analysis of each context. In this article, I wish to make a proposal for how to carry out the decolonization of philosophy teaching at the (...) university level in the African context, with a special focus on South Africa. I propose that more African philosophy be included in the curricula, as well as the integration of teaching and assessing methods that reflect African culture. Further, I argue that those seeking for decolonization ought to try to pursue it incrementally, given that it is the best strategy to achieve decolonization. (shrink)

This book sketches the history of higher education, in parallel with the development of science. Its goal is to draw attention to the historical tensions between the aims of higher education and those of science, in the hope of contributing to improving the contemporary university. A helpful tool in analyzing these intellectual and social tensions is Karl Popper's philosophy of science demarcating science and its social context. Popper defines a society that encourages criticism as "open," and argues (...) convincingly that an open society is the most appropriate one for the growth of science. A "closed society," on the other hand, is a tribal and dogmatic society. Despite being the universal home of science today, the university, as an institution that is thousands of years old, carries traces of different past cultural, social, and educational traditions. The book argues that, by and large, the university was, and still is, a closed society and does not serve the best interests of the development of science and of students' education. (shrink)

Based in sociologist Zygmunt Bauman's theory of liquid modernity, this volume describes and critiques key aspects and practices of liquid education--education as market-driven consumption, short life span of useful knowledge, overabundance of information--through a systematic comparison with ancient Greek "paideia" and medieval university education, producing a sweeping analysis of the history and philosophy of education for the purpose of understanding current higher education, positing a more holisitic alternative model in which students are embedded in a learning commutity that (...) is itself embedded in a larger society. If liquid modernity has left a vacuum where, according to Bauman, the pilot's cabin is empty, this volume argues that no structure is better positioned to fill this vacuum than the university and outlines a renewed vision of social transformation through higher education. (shrink)

_Performativity, Politics and Education: From Policy to Philosophy_ provides a critique of educational policies and practices underpinned by the logic of performativity and offers an alternative approach grounded in a philosophy of hope, a valuing of collegiality over competition, and an ongoing commitment to intellectual dialogue.

This volume focuses on the question of whether it is appropriate and inevitable that higher education systems are becoming so large and so diverse that the only realistic way they can be analysed is as aggregates of market-like transactions.

This book envisions a relational and multimodal conceptualisation of higher education, which advocates for knowledge to be analyzed under three relational dimensions: social, digital and environmental. The volume draws on interdisciplinary approaches grounded in Peirceian semiotics, in exploring an integration of these dimensions in higher education theory and practice. The book situates learning in an awareness of the environment, grounded in principles of interconnectedness and flattened hierarchies. The volume features practical case studies through dialogues with higher education (...) teachers, presenting different ways of practicing multimodal and relational higher education which prioritize and embrace expression and creation through more than one dominant modality of communication. The book highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, technological, and environmental futures through a social justice lens. This innovative book will be of interest to students and scholars in semiotics, multimodality, and higher education, as well as stakeholders in these fields. (shrink)

The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical knowledge. Soon, (...) public and private colleges alike introduced professional academic programs for the preparation of teachers. Foremost among the subjects for these programs was education philosophy, with its long history and the impeccable credentials of its ancient and modern expositors. Although the principal focus of this study is the history of educational philosophy in colleges and universities, it also recognizes educational philosophy's antecedents. Chapters cover ancient roots, Christian educational theory, educational theory and the modern world, philosophy and education in early America, development of philosophies of education, disciplinary maturity for educational philosophy, and prospects. There is a bibliography and an index. (shrink)

This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.

How can African philosophy of education contribute to contemporary debates in the context of complexities, dilemmas and uncertainties in African higher education? The capacity for self-reflection, self-evaluation and self-criticism enables African philosophy of higher education to examine and re-examine itself in the context of current issues in African higher education. The reflective capacity is in line with the Socratic dictum 'know thy self.' African Higher Education in the 21st Century: Epistemological, Ontological and Ethical Perspectives (...) responds to the demands for reflection and self-knowledge by drawing from ontology, epistemology and ethics in an attempt to address issues that affect African higher education as they connect with the past, present and future. (shrink)

This collective article discusses the philosophy of modern higher education in Iran, which in this case, optimistically, its history dates back to the founding of Dār al-fonūn —if we consider Dār al-fonūn as a university. Otherwise, its origin can be traced back to the University of Tehran. Central to this article is the emphasis on the lack of philosophy of higher education in Iran. Therefore, most of the criticisms in front of us are related to the (...) internal inconsistency in the Iranian higher education system due to the lack of a national-indigenized-official philosophy of higher education in Iran. Furthermore, The Islamic Revolution of 1979 brought about fundamental changes in higher education. Accordingly, several controversial issues including the rapid growth of higher education, the Islamization of universities, cultural narratives in higher education, the increase in students, especially women and the low-income class of the country were also explored. Therefore, in this collection, the political, economic, social, cultural, moral, technological and historical dimensions of Iranian higher education were examined. (shrink)

What good is art? What is the point of a university education? Can philosophers contribute anything to social liberation? Such questions, both ancient and urgent, are the pulse of reformational philosophy. Inspired by the vision of the Dutch religious and political leader Abraham Kuyper, reformational philosophy pursues social transformation for the common good. In this companion volume to Religion, Truth, and Social Transformation, Lambert Zuidervaart presents a socially engaged philosophy of the arts and higher education. Interacting (...) with the ideas of leading Kuyperian thinkers such as Calvin Seerveld and Nicholas Wolterstorff, Zuidervaart shows why renewal in the arts needs to coincide with political and economic transformation. He also calls for education and research that serve the common good. Deeply rooted in reformational philosophy, his book brings a fresh and inspiring voice to current discussions of religious aesthetics and Christian scholarship. Art, Education, and Cultural Renewal is a testament to the practical and intellectual richness of a unique religious tradition, compelling in its call for social solidarity and cultural critique. (shrink)

A call to advance integrative teaching and learning in higher education. From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human being--mind, heart, and (...) spirit--an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have contributed to developing the field of integrative education over the past few decades. Presents Parker Palmer's powerful response to critics of holistic learning and Arthur Zajonc's elucidation of the relationship between science, the humanities, and the contemplative traditions. Explores ways to take steps toward making colleges and universities places that awaken the deepest potential in students, faculty, and staff. Offers a practical approach to fostering renewal in higher education through collegiality and conversation. The Heart of Higher Education is for all who are new to the field of holistic education, all who want to deepen their understanding of its challenges, and all who want to practice and promote this vital approach to teaching and learning on their campuses. (shrink)

Identifies, analyzes and critiques the philosophy's conceptual structure and theoretical groundwork.

Beyond Reason and Tolerance argues that to prepare students to engage political, ethnic, and religious differences, higher education must adopt a developmental model for a formative and liberal undergraduate education as a process of growth involving empathy as well as reasoning, values as well as knowledge, and identity as well as competencies.

Academics using embodied approaches can be found across a wide variety of disciplines, fields and settings in the academy. Embodiment is however, a contested term and the literature is fragmented, particularly in the field of Higher Education. This has resulted in isolated silos of work that are not easily able to draw on previous or related knowledge in order to support and progress understanding. Embodiment in Higher Education brings a cohesive understanding to congruent approaches by drawing on discussions (...) between academic teachers, researchers and practitioners in order to explore how they have used embodiment in their work. Contributors to the volume hail from diverse subject areas, such as dance, drama, psychology, anthropology, physical education, philosophy and higher education research. Chapters question whether there is enough of a shared understanding of embodiment to inform Higher Education; whether an embodied approach can be accepted within the measured university; where difficulties and challenges lie in using embodied approaches for teaching, for research, in constructing an academic practice and identity; and how difficulties surrounding communication might be overcome. This book will appeal to academics, researchers and postgraduate students from a diverse range of disciplinary areas, as evidenced by the backgrounds of the contributors. It will be of particular interest to those in the fields of education, anthropology, dance and drama, well as other movement or body-orientated professionals who are interested in the ideas of embodiment. (shrink)

Higher education exchange between America and the Middle East is a comparatively recent development, but the colorful history of circumstances and events that preceded the relationship is ancient and deep. Here, Brawner explores the multifarious and intriguing story from antiquity to the end of the twentieth century.

This paper aims to explore the philosophy that is embedded in the Philippine higher education system, and to locate the country’s philosophy of education within the global context. The Philippine higher education is marked by complexity in terms of governance and organization. More importantly, its origin and development are deeply implicated in the country’s colonial history, which in turn significantly impacted how the aims and purposes of higher education are defined and perceived by various stakeholders. (...) Such a condition has resulted in specific social practices, and in a specific understanding of what higher education must contribute to the society. This paper thus examines a ‘distinct’ Filipino philosophy of higher education, the narratives that formed it, and the tensions that surround it. Moreover, it brings the field of Filipino philosophy in conversation with postcoloniality and the emerging field of philosophy of higher education. Analysis of the data shows consistency of the discourse topics, and the concept of nation-building as fundamental in understanding the mandate of higher education institutions. (shrink)

A volume in Transforming Education for the Future Series Editors Jing Lin, University of Maryland and Rebecca L. Oxford, Alabama A & M University This book will expand the horizon of higher education, helping students, faculty and administrators to return to their roots and be in touch with their whole being. This book stresses that learning is much more than just accumulating knowledge and skills. Learning includes knowing ourselves-mind, body, and spirit. The learning of compassion, care, and service are (...) as crucial or even more important in higher education in order for universities to address students' individual needs and the society's needs. Higher education must contribute to a better world. The book acknowledges that knowing not only comes from outside, but also comes from within. Wisdom is what guides students to be whole, true to themselves while learning. There are many ancient and modern approaches to gaining wisdom and wellness. This book talks about contemplative methods, such as meditation, qigong, yoga, arts, and dance, that help people gain wisdom and balance in their lives and enhance their ability to be reflective and transformative educators and learners. (shrink)

This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices (...) on the African continent pertaining to the cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly – that is, they are urged to act ethically. (shrink)

Criticism of Shakespeare's comedies has shifted from stressing their light-hearted and festive qualities to giving a stronger sense of their dark aspects and their social resonances. This volume introduces the key critical debates under five headings: genre, history and politics, gender and sexuality, language and performance.

Explores C. S. Lewis's views of the purpose of higher education and his distinctive answer: to experience pleasure.

The education of safety science professionals is a key requirement to ensuring the ongoing recognition of Occupational Health and Safety as a profession. Safety science educators, at some point in their academic career, are required to align with an appropriate teaching philosophy, however this important aspect of education pedagogy rarely receives scholarly attention in the safety sciences. Therefore, this article makes the case for philosophical pragmatism as an overarching teaching philosophy that works well within the evidence informed safety (...) science practice model. Pragmatism is a logical and valuable teaching philosophy which centres on linking theory, research, ideas and actions to multi-disciplinary practical applications. It is embedded in the notion that both multiple stakeholder, and multiple perspectives are required to solve practical safety-oriented problems. Pragmatism links to a reflective practitioner paradigm whereby students are asked to think critically about what they do. Further, learning is influenced by self-discovery. The key theoretical underpinnings of pragmatism are presented, as well as the 4 Ps of pragmatism as a teaching framework. The rational for embracing pragmatism as a higher educational teaching philosophy for the safety sciences is presented. Pragmatism is seen as both a path forward in reducing the theory into practice divide for safety science educators and professionals, and a teaching philosophy which enhances the safety science pedagogy educational lens. (shrink)

The lifeworld of the classroom -- Getting deep : the integrative biology of teaching and learning -- Preparation for teaching : "what can they experience in class?" -- Teaching as improvisational jazz : "to go somewhere to answer a big question" -- Free to learn : a radical aspect of our approach -- Student experiences of other students : "all together in this space" -- Transcending the classroom : student reports of personal and professional change -- Messing up and messing (...) about : student needs and teachers' adaptation of our phenomenological approach -- The contribution of our existential phenomenological approach to higher education pedagogy : implications for theory, research, and practice. (shrink)

African philosophy of higher education and its concomitant link to teaching and learning on the continent, is a concept that remains contestable, as much about African thought and practice is presumed to exist in narrative form. However, even if African thought and practice were to have existed in narrative form only, it would not necessarily be justifiable to dismiss an idea of African philosophy of higher education as seminal works by leading African scholars over the last (...) few decades corroborate the significance of higher education in Africa. In this article, I attempt to offer an account of African philosophy of higher education, in particular teaching and learning, underscored by a notion of ubuntu—human interdependence and humaneness—on the grounds that such a view of African thought and practice is constituted by meanings that could engender a credible defense of higher education in Africa. From my analysis of the concept ubuntu, practices such as social responsibility, deliberative engagement, and an attentiveness to others and otherness seem to be most salient in enacting a reconsidered view of African higher education. (shrink)

The article examines education from the perspective of its goals and functions. The development of thinking skills is considered as both the goal and function of education, and the process of thinking as a means of education. Education is broadly understood as the creation of an image, and narrowly as the complex of social institutions that carry out educational activity. As a mechanism of socialization, education is one of the most important historically formed tools for the training and development of (...) thinking ability, which is the main instrument of the evolutionary strategy ofhomo sapiens.The article discusses the ontological status of thought as an attributive property ofhomo sapiensthat defines human being. Thinking is a psychic reality rooted in biological processes, the fundamental basis of all cognitive and human activity-based processes. The author conducts a philosophical analysis of the concepts of thinking, good thinking, qualitative thought, and education. Philosophizing is considered as a special type of thinking, and the article researches its instrumental function, the potential ability to produce sanity, prudence, an analytical approach to any situation, and the ability to make independent decisions. Common to all philosophizing subjects will be that they will act as “demiurges” of their world, which they will be able to fill with their own meanings and values. Philosophical thinking is free thinking, which has a playful character, and therefore it can be defined as a game of meanings. The article describes existing approaches to the development of the philosophical education of children. The author draws attention to the advantage of the Russian system of higher education in connection with the compulsory teaching of philosophy, and argues to develop philosophical education for schoolchildren. The article concludes that the philosophical component of education at all levels, from elementary school to university, is an effective way to form high-quality thinking among students. (shrink)

In a time of globally changing environments and economic challenges, many institutions of higher education are attempting to reform by promoting standardization approaches. Meaning-Centered Education explores the counter-tide for an alternative vision of education, where students and instructors engage in open meaning-making processes and self-organizing educational practices. In one contributed volume, Meaning-Centered Education provides a comprehensive introduction to current scholarship and pedagogical practice on meaning-centered education. International contributors explore how modern educational scholars and practitioners all around the world are (...) implementing a comprehensive framework that supports meaning making in a classroom. This edited collection is a valuable resource for higher education faculty and scholars interested in renewing the deep purposes of higher education. (shrink)

With satirical wit and philosophical rigor, Higgins critiques the empty rhetoric of the contemporary university, and articulates a vision of what substantive formative education could be.

The role of higher education -- Education and society -- Education and community life -- Education and planned development -- The basis of national unity -- Education and one world -- The crisis of youth -- Universities and national unity -- Universities and the future -- Knowledge and national unity -- Intellectual standards and national progress -- The challenge of a new age -- Indian philosophy of education: -- -Ancient ideals -- -The continuity of tradition -- -At the (...) cross roads -- -Education and national development. (shrink)

This work provides a comprehensive analysis of contemporary leadership scholarship that examines how leadership is conceptualized within higher education.

This book demonstrates how the pedagogical decision making of university academics can be shaped by engagement with an educational philosophy known as "relationship-centred education". Beginning with critical analysis of concepts such as student engagement, student satisfaction, and student-centred learning, the author goes on to investigate how literature relating to social justice challenges educators to consider these terms in particular ways. From this basis, the book explores the factors featuring in inclusive, respectful, diverse and student-centred environments. In analysing these factors, (...) the author illuminates the perspectives of university teachers who struggle with the unique challenges of working in the academy; including an increasingly broad set of employment demands and narrower criteria for determining 'impact', all while retaining focus on the transformative potential of higher education. This book will be of interest to students and scholars of transformative learning, as well as social justice within higher education. Leonie Rowan is Associate Professor in the School of Education and Professional Studies at Griffith University, Australia. (shrink)

The place of pedagogy -- Public education -- The interpretive tradition -- Becoming thoughtful: Hannah Arendt (1906-1975) -- Becoming attentive: John Berger (born1926) -- Becoming worldly: Edward W. Said (1935-2003) -- Becoming responsive: Martha C. Nussbaum (born1947) -- Open futures -- Educated publics -- Pedagogic spaces.

This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyze the socio-cultural-political movements of the U.S. and its influence on higher education trends. Then, models of adult consciousness and transformative approaches to adult learning are introduced to problematize dominant narratives and make the case for more complex epistemologies. With critical contemplation, acts of compassion for interdependence, self-compassion for intentionality, authentic (...) relationships for political consciousness, listening for non-duality, and mindfulness for impermanence (CALM) are introduced as ways to emphasize self-transformation and self-actualization. CALM practice is just one way to join others in the social justice work of wholeness and humanity to better support multidimensional adult learners. Along with this understanding comes the potential to disrupt dominant narratives with a moral stance, honoring innate human value and the diverse human condition. The future of institutions of higher education must be guided by a moral position in the name of healing and wellness. Together, we can transform higher education so that institutions are a place where adult learners create the conditions of freedom to actualize the right to self-worth, the liberty to connect with others, and the pursuit of personal fulfillment, honoring this nations guiding principles of life, liberty, and happiness. (shrink)

What is the significance of postmodern philosophy for the pursuit of knowledge generally?

Many philosophers have been appointed to top-level political positions during Chile's modern history. What makes Chilean philosophers unique in the context of Latin America and beyond, is that they have developed a sophisticated rationale for both their participation and withdrawal from politics. All along, philosophers have grappled with fundamental problems such as the role of religion and politics in society. They have also played a fundamental role in defining the nature and aims of higher education. The philosophers' production constitutes (...) a substantial, albeit largely unknown, portion of the intellectual history of Chile and Latin America. This book describes in detail the evolution of philosophical work in Chile, and pays close attention to the relationship between philosophical activity and contemporary social and political events. Various Chilean philosophical sources are discussed for the first time in the literature on Chilean ideas. The work of such intellectuals as Andres Bello, Valentin Letelier, Enrique Molina, Jorge Millas, Juan Rivano, Juan de Dios Vial Larrain, and many others is examined in relation to the principal political and educational issues of their time. The book also develops a distinction between the two main currents of Chilean philosophy, namely, a "professionalist" current that seeks the independence of the field from social and political involvements, and a "critical" current that seeks to relate philosophical activity to national realities. (shrink)

There is a widespread belief in Philosophy for Children that Plato, the famed Greek thinker who introduced philosophizing to the world as a form of dialogue, was averse to teaching philosophy to young children. Decades of the implementation of P4C program’s inquiry pedagogy have shown conclusively that children are not, in fact, incapable of receiving philosophical training and education. But was Plato wrong? Or has he been largely misunderstood? Does his theory of education show the value of cultivating (...) virtues in the young? This paper attempts to answer these questions by reading the Republic, specifically Plato’s theory of education and the allegory of the cave, as an education manual that can strengthen one’s understanding of the pedagogical approach of P4C and the importance of educating children in wisdom and other intellectual virtues. It demonstrates that the Platonic conception of education is consistent with P4C’s theoretical position of education being transformative, facilitative, and virtue-based. By unpacking the symbolisms and meanings of the cave metaphor, it also discusses effective facilitation, teacher capacity building, and sharing of responsibility in education. Ultimately, drawing from Plato’s theory of education can recalibrate and improve the way one sees the role of education in building caring communities that empower learners and educators for democracy, higher learning, and achievement. (shrink)

The study has the character of a critical reflection of the assumed combination of cognitive and affective goals of teaching philosophy in the environment of higher secondary education. Official state documents work with this connection as unproblematic, but the author tries to problematize this link between cognitive and affective and focuses on the current deficits in achieving affective goals in the teaching of philosophy. The article finds its inspiration for a different approach to achieving them in the (...) pragmatism of Richard Rorty and Richard Shusterman. (shrink)