Martin Buber is considered one of the 20th centuryes greatest thinkers and his contributions to philosophy, theology and education are testimony to this. His thought is founded on the idea that people are capable of two kinds of relations, namely I-Thou and I-It, emphasising the centrality of dialogue in all spheres of human life. For this reason, Buber is considered by many to be the philosopher of dialogue par excellence. After Buberes death the appreciation of his considerable legacy to the (...) various disciplines in which he had worked became rather muted, but was never completely forgotten. There is now a renewed and growing interest in Buberes thought, especially in his philosophy of education. This book brings together aspects of Buberes philosophy and educational practice, and explains their significance for peace dialogue and for conflict resolution, both between individuals and communities. Buber's philosophy of dialogue and views on education are pivotal in demonstrating the personal and social benefits of dialogical education as well as the dangers of non-dialogical education. The book will be valuable reading for academics, researchers and postgraduate students interested in Martin Buber, education, peace dialogue and conflict resolution. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

W E Andersen; Education and the Ethical Concept of a Person or Willie, and the Redoubtable Mr. Chips, Journal of Philosophy of Education, Volume 2, Issue 1, 30.

In what follows, I shall first outline Broad's description of, and attitude to, psychological egoism. Then, I shall examine briefly the form which a defense against his criticisms might take. This raises the query whether such a defense is consistent with the doctrine's empirical character. It is suggested that the egoist could evade this difficulty by questioning an assumption which Broad (and others) make about psychological egoism. By abandoning this assumption, we can state the doctrine in a more adequate form-a (...) form which emphasizes the point that men, although psychological egoists, are also rational beings, capable of acting on principle! (shrink)

I emphasize four points: Socratic dialectic challenges the interlocutor not only to acquire the correct moral opinions, but to question and think for oneself and to develop one's own moral rationality; it involves anticipatory acts of several types of virtue: courage, moderation, and justice and concern for the common good as opposed to competition and jealousy; what is at stake is not only the topic of the particular exchange, but the opportunity for membership in a rational/educational community; and the fact (...) that Socrates' interlocutors typically reject the opportunity for moral insight and personal growth he makes available to them explains why he cannot be said to possess a techne of moral education, and why he insists that virtue cannot be taught. The process of education through the elenchus is not a matter of correct instruction, but of rational elicitation, which must be responded to by personal choice. Thus Socrates' principles may represent not only beliefs he has tested over many years of dialogue, but also values he has come to through participation in elenctic inquiry, the idealized extension of norms required by and created in the practice of dialectic. Socratic education involves the interlocutor in the confrontation with a self whose irrational attachments of appetite and ego are exposed and must be overcome for the interlocutor to experience catharsis. (shrink)

A non-epistemological history of historical epistemology Content Type Journal Article DOI 10.1007/s11016-010-9501-5 Authors W. R. Albury, School of Humanities, University of New England, Armidale, NSW 2351, Australia Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

Spanning pivotal years in the historic democratization of South Africa, this analysis provides a trenchant reflection of higher education in transition. Penned by one of South Africa’s foremost philosophers of education, the critique grapples with very real concerns in higher education policymaking and practice, including stakeholder politics, institutional cultures, and curriculum transformation and interrogation of the function of higher education institutions in modern societies. Exposing the tensions between egalitarian principles and the nature of higher knowledge, the essays raise questions to (...) which there are no simple answers. With characteristic rigor, the analysis looks into the assumptions underlying much of the thinking about these questions and concludes that a failure to sharpen thinking around higher education is a failure to recognize the epistemic value of academic practice in a developing democracy. (shrink)

In this paper, we outline a theory of the nature of self-directed agents. What is distinctive about self-directed agents is their ability to anticipate interaction processes and to evaluate their performance, and thus their sensitivity to context. They can improve performance relative to goals, and can, in certain instances, construct new goals. We contrast self-directedness with reactive action processes that are not modifiable by the agent, though they may be modified by supra-agent processes such as populational adaptation or external design.

On Philosophy and Philosophers is a volume of unpublished philosophical papers by Richard Rorty, a central figure in late-twentieth-century intellectual debates and a primary force behind the resurgence of American pragmatism. The first collection of new work to appear since his death in 2007, these previously unseen papers advance novel views on metaphysics, ethics, epistemology, philosophical semantics and the social role of philosophy, critically engaging canonical and contemporary figures from Plato and Kant to Kripke and Brandom. This book's diverse offerings, (...) which include technical essays written for specialists and popular lectures, refine our understanding of Rorty's perspective and demonstrate the ongoing relevance of the iconoclastic American philosopher's ground-breaking thought. An introduction by the editors highlights the papers' original insights and contributions to contemporary debates. (shrink)

Anton Wilhelm Rudolph Amo (1703–c. 1759 ce), philosopher and physician, was born at Axim, Ghana, and died at Fort Chama, Ghana. When he was four years old, the Dutch West Indies Company's preacher in Ghana sent him to Holland to be baptized and educated in the Bible for future service in Ghana. However, the Company headquarters, undesirous of any interference with its lucrative trade in slaves, turned little Amo over to the German Duke Anton Ulric‐Wolfenbuttel.

In terms of validity in Kripke frames, a modal formula expresses a universal monadic second-order condition. Those modal formulae which are equivalent to first-order conditions are called \emph{elementary}. Modal formulae which have a certain persistence property which implies their validity in all canonical frames of modal logics axiomatized with them, and therefore their completeness, are called \emph{canonical}. This is a survey of a recent and ongoing study of the class of elementary and canonical modal formulae. We summarize main ideas and (...) results, and outline further research perspectives. (shrink)