Results for 'educational finality'

968 found
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  1.  9
    The movement of the whole and the stationary earth: ecological and planetary thinking in Georges Bataille.Educational Philosophy Jon Auring Grimm General Education, His Research is Centred Around ‘General Ecology’ The Danish Poet Inger Christensen, Poetry He Considers His Current Work as A. Natural Extension of His Magart Thesis on Nietzsche Nature, Which Was Published After Completion He has Published Extensively in Danish on Topics Such as Eroticism Heraclitus, Ecology Nature, Wrote the Afterword To Poetry & Notably Story of the Eye by the Avantgarde Ensemble Logen Inhe is the Cofounder of Eksistensfilosofisk Akademi [the Academy of Existential Philosophy] Was Involved in the Translation of Colette ‘Laure’ Peignot’S. Le Sacré as Well as A. Collection of Bataille’S. Texts on General Economy He has Been A. Consultant on Numerus Theatre Productions - forthcoming - Journal for Cultural Research:1-18.
    We have become estranged from the cosmic movements, according to Bataille. We are confined by the error linked to the representation of ‘the stationary earth’. We have negated the immersive immanence of the whole and made nature into a fixed world of tools and things. How then do we recognise ourselves as part of the ‘rapture of the heavens’? Bataille urges us to consider life as a solar phenomenon, the free play of solar energy on the earth. This paper argues (...)
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  2. The Final Ends of Higher Education in the Light of an African Moral Theory (Repr.).Thaddeus Metz - 2020 - Inqaba Magazine 2:41-46.
    Partial reprint of an article first appearing in the Journal of Philosophy of Education (2009).
     
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  3. The final ends of higher education in light of an african moral theory.Thaddeus Metz - 2009 - Journal of Philosophy of Education 43 (2):179-201.
    From the perspective of an African ethic, analytically interpreted as a philosophical principle of right action, what are the proper final ends of a publicly funded university and how should they be ranked? To answer this question, I first provide a brief but inclusive review of the literature on Africanising higher education from the past 50 years, and contend that the prominent final ends suggested in it can be reduced to five major categories. Then, I spell out an intuitively attractive (...)
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  4.  15
    Manchester Education Precinct. The Final Report of the Planning Consultants, 1967.N. J. Frangopulo - 1967 - British Journal of Educational Studies 15 (3):349.
  5.  26
    Exploring and Exposing Values in Management Education: Problematizing Final Vocabularies in Order to Enhance Moral Imagination.Martin Fougère, Nikodemus Solitander & Suzanne Young - 2014 - Journal of Business Ethics 120 (2):175-187.
    In business schools, there is a persistent myth according to which management education is, and should be, ‘value-free’. This article reflects on the experiences of two business schools from Finland and Australia in which the UN Principles for Responsible Management Education have been pragmatically used as a platform for breaking with this institutionalized guise of positivist value neutrality. This use of PRME makes it possible to create learning environments in which values and value tensions inherent in management education can be (...)
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  6. A Dilemma about the Final Ends of Higher Education -- and a Resolution.Thaddeus Metz - 2013 - Kagisano (The Higher Education Discussion Series) 9:23-41.
    In this article, written for the generally educated reader, I summarize my latest thinking about a dilemma that I believe current theoretical reflection faces about the proper ultimate aims of a public university. Specifically, I make the following three major points: (1) On the one hand, all dominant theories of how properly to spend public resources entail that academics should not pursue knowledge for its own sake and should rather devote their energies toward promoting some concrete public good (such as (...)
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  7.  49
    Deep learning, education and the final stage of automation.Michael A. Peters - 2018 - Educational Philosophy and Theory 50 (6-7):549-553.
  8.  32
    Educating Self-Reflective Engineers.Qin Zhu & Sandy Woodson - 2020 - Teaching Ethics 20 (1-2):31-46.
    Some engineering educators recognize the necessity and challenges of teaching students moral sensitivity. As recently pointed out by some scholars, along with moral sensitivity, promoting “self-knowledge” is significantly lacking in engineering curricula. We suggest that the “ethics autobiography” employed in some health and psychological science programs can serve as a useful tool for helping engineering students develop moral sensitivity and self-reflective competencies. First, this paper briefly discusses some unique potential strengths of introducing ethics autobiography as a tool for moral pedagogy (...)
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  9. Education and the postmodern condition: Revisiting Jean-françois Lyotard.Michael Peters - 1995 - Journal of Philosophy of Education 29 (3):387–400.
    This paper re-examines Lyotard's notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard's discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard's responses to his critics and his reappraisal of his own work.
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  10.  65
    Postcolonial interventions within science education: Using postcolonial ideas to reconsider cultural diversity scholarship.Lyn Carter - 2006 - Educational Philosophy and Theory 38 (5):677–691.
    In this paper, I utilise key postcolonial perspectives on multiculturalism and boundaries to reconsider some of science education's scholarship on cultural diversity in order to extend the discourses and methodologies of science education. I begin with a brief overview of postcolonialism that argues its ability to offer theoretical insights to help revise science education's philosophical frameworks in the face of the newly intercivilisational encounters of contemporaneity. I then describe the constructs of multiculturalism, and borders and ‘border thinking’ that become useful (...)
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  11.  26
    Higher education and creative economy in East Asia: Co(labor)ation and knowledge socialism in the creative university.Xiyuan Zhang, Worapot Yodpet, Stefan Reindl, Hongjun Tian, Minghan Gou, Zongchen Li, Siyu Lin, Ruijie Song, Wenjing Wang, Petar Jandrić & Liz Jackson - 2023 - Educational Philosophy and Theory 55 (4):418-431.
    This paper is a complete student-led, student-edited collective writing project (CWP) conducted virtually in Spring 2022 throughout the course Knowledge Socialism taught by professor Michael Peters for the Faculty of Education, Beijing Normal university. The CWP involves 4 international, 5 domestic Ph.D. students, and 2 senior Western scholars as reviewers, revealing their thoughts, arguments, understanding, and criticisms towards the creative economy status in East Asian countries (Japan and China mostly) higher education as reflected in the knowledge socialism narratives. Xiyuan as (...)
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  12.  63
    Education and nationality.John White - 1996 - Journal of Philosophy of Education 30 (3):327–343.
    The paper argues that nationality and national sentiment have been, until fairly recently, neglected topics in liberal, as distinct from conservative, political and educational philosophy. It claims that the promotion of national sentiment as an educational aim is not incompatible with liberalism, and may indeed be desirable for reasons of personal and cultural identity as well as for redistributive reasons. It then explores a remodelled conception of British nationality in particular; and finally looks at curricular implications.
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  13. Higher Education, Knowledge For Its Own Sake, and an African Moral Theory.Thaddeus Metz - 2009 - Studies in Philosophy and Education 28 (6):517-536.
    I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, actions are (...)
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  14.  9
    Educations in Ethnic Violence: Identity, Educational Bubbles, and Resource Mobilization.Matthew Lange - 2011 - Cambridge University Press.
    In Educations in Ethnic Violence, Matthew Lange explores the effects education has on ethnic violence. Lange contradicts the widely held belief that education promotes peace and tolerance. Rather, Lange finds that education commonly contributes to aggression, especially in environments with ethnic divisions, limited resources and ineffective political institutions. He describes four ways in which organized learning spurs ethnic conflicts. Socialization in school shapes students' identities and the norms governing intercommunal relations. Education can also increase students' frustration and aggression when their (...)
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  15. From education to lifelong learning: The emerging regime of learning in the european union.Anna Tuschling & Christoph Engemann - 2006 - Educational Philosophy and Theory 38 (4):451–469.
    This paper investigates the role of the lifelong learning discourse in actual governmentality. Starting with a description of the origins of lifelong learning in the discussions about alternative education in the 1960s and 1970s, the current adoption of lifelong learning by the European Union is used to show its critical components. Along with the distinction between formal and informal learning it is demonstrated how lifelong learning attempts to change the field of learning from enclosed environments to a totality of learning (...)
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  16.  31
    Educating with Style? Rethinking the Pedagogical Significance of (In)consistency Between Calvino and Deleuze.Wiebe Koopal - 2024 - Studies in Philosophy and Education 43 (4):429-443.
    In this paper I try to 'rethink' consistency as an educational quality for the 3rd millennium, following Italo Calvino's choice to take it up in his lecture series Memos for the Next Millennium, and despite the fact that the (final) lecture devoted to this quality remained unwritten. After reflecting on how consistency already plays a certain role in Calvino's other lectures, I expand on the specific educational implications of this role's unresolved ambivalence, in order to argue that this (...)
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  17.  97
    Islamic Education and Cosmopolitanism: A Philosophical Interlude.Yusef Waghid - 2013 - Studies in Philosophy and Education 33 (3):329-342.
    This article takes a critical look at three conceptions of Islamic education. I argue that conceptions of Islamic education ought to be considered as existing on a minimalist–maximalist continuum, meaning that the concepts associated with Islamic education do not have a single meaning, but that meanings are shaped depending on the minimalist and maximalist conditions which constitute them, that is, tarbiyyah (nurturing), ta`lim (learning) and ta`dib (goodness). I then explore some liberal conceptions of cosmopolitanism, showing how these notions connect with (...)
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  18.  59
    Education and the possibility of outsider understanding.David Bridges - 2009 - Ethics and Education 4 (2):105-123.
    In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with elements of 'the self which we share with our fellows' means that we always stand in part as an insider and in part as an outsider in relation to others. I (...)
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  19.  50
    Educational participation post-16: A longitudinal analysis of intentions and outcomes.Paul Croll - 2009 - British Journal of Educational Studies 57 (4):400-416.
    The issue of levels of participation in post-compulsory education has been emphasised by the current policy initiatives to increase the age to which some form of participation is compulsory. One of the acknowledged weaknesses of research in the field of children's intentions with regard to participation is the lack of longitudinal data. This paper offers a longitudinal analysis using the Youth Survey from the British Household Panel Survey. The results show that most children can express intentions with regard to future (...)
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  20.  51
    Euthanasia Education for Health Professionals in Turkey: students change their opinions.Erdem Özkara, Murat Civaner, Sema Oğlak & Atilla Senih Mayda - 2004 - Nursing Ethics 11 (3):290-297.
    The purpose of this study was to investigate the impact of euthanasia education on the opinions of health sciences students. It was performed among 111 final year students at the College of Health Sciences, Dokuz Eylül University, IRzmir, Turkey. These students train to become paramedical professionals and health technicians. Fifteen hours of educational training concerning ethical values and euthanasia was planned and the students’ opinions about euthanasia were sought before and after the course. Statistical analyses of the data were (...)
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  21.  36
    Educational Practice and Development of Human Capabilities.Marit Honerød Hoveid & Halvor Hoveid - 2009 - Studies in Philosophy and Education 28 (5):461-472.
    When you enrol as a student you are assigned a ‘place’ in education. This assignment will gradually imply an assessment of you as a human being. We argue that these are processes taking place in educational practice. In our orientation in educational research an orientation towards a theory of action has been inspired by the French philosopher Paul Ricoeur. In our search for an educational practice that could describe what it is that makes the student a capable (...)
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  22. Education, responsibility and democratic justice: Cultivating friendship to alleviate some of the injustices on the african continent.Yusef Waghid - 2007 - Educational Philosophy and Theory 39 (2):182–196.
    In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universities in South Africa. Simply put, many students seem to be quite willing to be taught about some (...)
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  23.  88
    Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010.Christian Fernández & Mikael Sundström - 2011 - Studies in Philosophy and Education 30 (4):363-384.
    What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out a qualitative (...)
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  24.  33
    International Educational Justice: Educational Resources for Students Living Abroad.Lindsey Schwartz - 2020 - Global Justice : Theory Practice Rhetoric 12 (1):78-99.
    As a result of globalization, the number of people living outside of their countries of origin is on the rise. Among them are children of primary and secondary school age of varying socio-economic backgrounds. This article addresses the education-related challenges that children in such circumstances face. I first identify two principles – an educational adequacy principle and a presumption of responsibility on the part of a host country for meeting children’s educationalneeds – which are widely employed to guide national (...)
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  25.  69
    Nature, Education and Things.Thomas Aastrup Rømer - 2013 - Studies in Philosophy and Education 32 (6):641-652.
    In this essay it is argued that the educational philosophy of John Dewey gains in depth and importance by being related to his philosophy of nature, his metaphysics. The result is that any experiental process is situated inside an event, an existence, a thing, and I try to interpret this “thing” as schools or major cultural events such as the French revolution. This basic view is correlated to Dewey’s concept of transaction, of experience and finally, it is related to (...)
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  26.  10
    Two concepts of “liberal education”.Stefan Lorenz Sorgner - 2004 - Ethic@: An International Journal for Moral Philosophy 3 (2):107–119.
    In this article I attempt to find out the appropriate understanding of “liberal education”. Firstly, I distinguish the two most important meanings of the notion “freedom” which I call momentary and lifelong freedom. Momentary freedom is a type of negative freedom, and lifelong freedom a type of positive freedom. Secondly, I show the consequences, which these two meanings of “freedom” have on the practice of a “liberal education”. Finally, I analyse which type of liberal education is the best.
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  27. Educating through Exemplars: Alternative Paths to Virtue.Michel Croce & Maria Silvia Vaccarezza - 2017 - Theory and Research in Education 15 (1):5-19.
    This paper confronts Zagzebski’s exemplarism with the intertwined debates over the conditions of exemplarity and the unity-disunity of the virtues, to show the advantages of a pluralistic exemplar-based approach to moral education (PEBAME). PEBAME is based on a prima facie disunitarist perspective in moral theory, which amounts to admitting both exemplarity in all respects and single-virtue exemplarity. First, we account for the advantages of PEBAME, and we show how two figures in recent Italian history (Giorgio Perlasca and Gino Bartali) satisfy (...)
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  28. Educational Justice and School Boosting.Marcus Arvan - 2024 - Social Theory and Practice 50 (1):1-31.
    School boosters are tax-exempt organizations that engage in fundraising efforts to provide public schools with supplementary resources. This paper argues that prevailing forms of school boosting are defeasibly unjust. Section 1 shows that inequalities in public education funding in the United States violate John Rawls’s two principles of domestic justice. Section 2 argues that prevailing forms of school boosting exacerbate and plausibly perpetuate these injustices. Section 3 then contends that boosting thereby defeasibly violates Rawlsian principles of nonideal theory for rectifying (...)
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  29. Education and the Development of Reason.R. F. Dearden, Paul Heywood Hirst & R. S. Peters (eds.) - 1972 - London: Routledge.
    This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. The book is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as 'mental health', 'socialization' and 'creativity' which have been thought to characterize it; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason (...)
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  30.  95
    Education without theory.Wilfred Carr - 2006 - British Journal of Educational Studies 54 (2):136-159.
    This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues (...)
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  31.  72
    Educational justice.Julian Culp - 2020 - Philosophy Compass 15 (12):e12713.
    Philosophical conceptions of educational justice are centered at the intersection of political philosophy and philosophy of education. They justify moral‐political rights to education and sometimes also determine who is responsible for their realization through which kinds of pedagogical practices or systemic educational reform. This article concentrates on contemporary conceptions of educational justice in primary and secondary education and highlights central practical implications that the various conceptions of educational justice have under non‐ideal circumstances. Section 2 explains the (...)
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  32.  30
    Does education finance reduce the inequality of educational results? The mediation effect of shadow education.Yingqi Ma, Wei Jia, Jingxuan Wang, Xuesong Wang, Yuanxiang Zhou & Zeran Yan - 2022 - Frontiers in Psychology 13.
    Public education finance in China plays an important role in education equality. This study investigated two mediation effects with a generalized structural equation model that comprised the mediation effect of shadow education at the school, family, and individual levels and the moderating role of education finance. There was a strong association among heterogeneity factors, shadow education, and educational results, with shadow education playing a mediating role in math and English courses. Individual heterogeneity differences had a negative impact on equality (...)
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  33.  14
    Entrepreneurship education-infiltrated computer-aided instruction system for college Music Majors using convolutional neural network.Hong Cao - 2022 - Frontiers in Psychology 13.
    The purpose is to improve the teaching and learning efficiency of college Innovation and Entrepreneurship Education. Firstly, from the perspective of aesthetic education, this work designs the teacher and student sides of the Computer-aided Instruction system. Secondly, the CAI model is implemented based on the weight sharing and local perception of the Convolutional Neural Network. Finally, the performance of the CNN-based CAI model is tested. Meanwhile, it analyses students’ IEE experience under the proposed CAI model through a case study of (...)
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  34.  36
    Researching non-formal religious education: The example of the European study on confirmation work.Friedrich Schweitzer - 2017 - HTS Theological Studies 73 (4):1-8.
    This article discusses the need for researching non-formal religious education as a neglected field of empirical research in religious education. By describing the growing awareness of the theological and educational meaning and importance of non-formal education and by reviewing the literature on research in religious education which appears to be focused somewhat one-sidedly on the formal context of the school and of the school subject of Religious Education, the author creates a background for the presentation of current research on (...)
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  35.  44
    Opera as Liberal Education.Stefaan E. Cuypers - 2021 - Journal of Aesthetic Education 55 (1):13-34.
    In this paper, I forge a strong educational bond between opera and the humanities: opera as liberal education, not just additional to or exemplary of. After rehearsing the well-known present-day criticisms of liberal education, I first make the diagnosis that the trouble with liberal education as teaching and learning the humanities is not so much its theoretical justification as its practical implementation. To neutralize the criticisms and to solve the problem of how to practically realize a theoretically defensible goal, (...)
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  36.  19
    On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2013 - New York: Routledge.
    In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the (...)
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  37.  11
    Theological education and character formation: Perceptions of theological leaders and students.Vhumani Magezi & Walter Madimutsa - 2023 - HTS Theological Studies 79 (1):10.
    Character formation is a mandatory requirement for all theological leaders and students. The purpose of this empirical and field research is to understand the perceptions of theological leaders and students regarding the role of theological education in ministerial character formation. The study seeks to discover the difficulty that theological institutions face as they develop and implement moral formation programs. Incongruencies tend to exist between what theological leaders do in the preparation of students for ministry and what they finally produce as (...)
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  38.  21
    Ethics Education in the Qualification of Professional Accountants: Insights from Australia and New Zealand.Andrew West & Sherrena Buckby - 2020 - Journal of Business Ethics 164 (1):61-80.
    This paper investigates how ethics is incorporated in the qualification process for prospective professional accountants across Australia and New Zealand. It does so by examining the structure of these qualification processes and by analysing the learning objectives and summarised content for ethics courses that prospective accountants take either at university or through the post-degree programs provided by CPA Australia and Chartered Accountants Australia and New Zealand. We do this to understand how the ‘sandwich’ approach to teaching ethics :77–92, 1993) is (...)
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  39.  77
    Industrial Education: A Philosophical Evaluation of the Background of the Evolving Situation.Ahmet Kesgin - 2021 - Entelekya Logico-Metaphysical Review 5 (2):87-109.
    The main problem of this text is as follows: While identifying the status of education systems related to moral education with the title of industrial education, the situation is identified through the problems of the morality of education or moral education. Then, a proposal on the education of morality is made through the system evaluation. This point is for the text. These problems are dealt with by using an in-depth and holistic evaluation method together with description and identification. The text (...)
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  40.  52
    Education, risk and ethics.Marianna Papastephanou - 2006 - Ethics and Education 1 (1):47-63.
    While the notion of risk remains under-theorised in moral philosophy, risk aversion and moralist self-protection appear as dominant cultural tendencies saturating educational orientation and practice. Philosophy of education has responded to the educational emphasis on risk management by exposing the unavoidable and positive presence of risk in any endeavour to learn and teach. Taking such responses into account, I discuss how the theoretical connection of risk and education could be radicalised through an ethical approach combined with epistemological and (...)
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  41. Deneurologizing Education? From Psychologisation to Neurologisation and Back.Jan De Vos - 2014 - Studies in Philosophy and Education 34 (3):279-295.
    The long standing reign of psychology as the privileged partner of education has, arguably, now been superseded by the neurosciences. Given that this helped to drive the emergent field of neuroeducation, it is crucial to ask what changes in education, if anything does in fact change, when the hitherto hegemonic psychologising discourse is substituted for a neurological one. The primary contention of this paper is that with the neuro-turn a process of “neurologisation” has also been initiated, which can be analysed (...)
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  42.  20
    Education and Corporeality: Contributions from the Philosophy of Sport.Ana Cristina Zimmermann - 2021 - RUDN Journal of Philosophy 25 (4):602-612.
    Corporeality is a subject strongly present in educational discussion nowadays. The purpose of this paper is to present an outline of issues we may address from the philosophy of sport that could foster a fruitful dialogue with the philosophy of education. It is understood that the philosophy of education can benefit from reflections on corporeality and human movement, namely from sports and games. Initially, the article introduces the philosophy of sport as a field of study that addresses reflections on (...)
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  43. Educating for Intellectual Humility.Ian Kidd - 2015 - In Jason Baehr (ed.), Educating for Intellectual Virtues: Applying Virtue Epistemology to Educational Theory and Practice. Routledge. pp. 54-70.
    I offer an account of the virtue of intellectual humility, construed as a pair of dispositions enabling proper management of one's intellectual confidence. I then show its integral role in a range of familiar educational practices and concerns, and finally describe how certain entrenched educational attitudes and conceptions marginalise or militate against the cultivation and exercise of this virtue.
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  44. Embodied Education.Denis Francesconi & Massimiliano Tarozzi - 2012 - Studia Phaenomenologica 12:263-288.
    In this article we argue for the necessity of a new double alliance between phenomenology and cognitive sciences (through embodied theory) onthe one hand, and between phenomenological pedagogy and the embodiment paradigm on the other. We strongly believe that phenomenological pedagogyshould enter into dialogue with the cognitive sciences movement called “Embodiment” in order to renew its educational theories and practices. Indeed, thenew suggestions about the mind that come from the embodiment paradigm can already have a huge impact on learning (...)
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  45.  67
    Doing educational administration: a theory of administrative practice.C. W. Evers - 2000 - New York: Pergamon Press. Edited by Gabriele Lakomski.
    Doing Educational Administration is the final part in a three volume series by Evers and Lakomski presenting their perspective on educational administration. The first volume, Knowing Educational Administration , established the importance of epistemological issues in the international field of educational administration and suggested a new, post-positivist approach to research. The theoretical approach presented in the first volume was further examined in Exploring Educational Administration, where the authors' theories were considered in an applied context. In (...)
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  46.  44
    Education political function in Antonio Gramsci.Carmen Gloria Jarpa - 2015 - Cinta de Moebio 53:124-134.
    This article proposes that education, according to Antonio Gramsci, is a political act. To support our thesis, first we review the concepts hegemony, organic intellectual and historic bloc. In a second level, we use those concepts to understand education. In a third level we present a proposal for a functional political and ethical approach of education in current society. La tesis del artículo es que la educación en el pensamiento de Antonio Gramsci constituye un acto político. Para dar sustento a (...)
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  47.  28
    Posthumanist education: the limits of the freirean approach and the rise of object-oriented pedagogy.Thiago Pinho - 2024 - Filosofiya osvity Philosophy of Education 29 (2):130-142.
    This essay aims to explore the impact of Object-Oriented Ontology (O.O.O) within the realm of pedagogy, critically examining its departure from humanistic and traditional paradigms. Simultaneously, it presents an alternative perspective on education that decenters the human as an inevitable ground. In a contrasting move, attention is directed towards Bruno Latour and Graham Harman, elucidating key facets of their ideas. This shift also signifies a departure from the conventional realm of “critical pedagogy”, as championed by Brazilian pedagogue Paulo Freire. However, (...)
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  48.  38
    Good Education in an Age of Measurement: On the Need to Reconnect With the Question of Purpose in Education.Gert Biesta - 2023 - ENCYCLOPAIDEIA 27 (1S):9-20.
    In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part (...)
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  49.  27
    Education - Servant of Many Masters or an End in Itself? Handling Confusions Around Purpose and Instrumentalism in Education.Orit Schwarz-Franco - 2023 - Studies in Philosophy and Education 43 (1):57-71.
    Should education serve external goals, or should it be non-instrumental? In this paper, I recognize a tension between these two views with respect to the question of the end and the means in education, and I suggest conceptual and practical ways to handle this tension. The paper comprises two parts: the first part discusses the problem, and the second part offers solutions. To expose the problem, I present a brief overview of the opposing views of purposiveness versus anti-instrumentalism in education, (...)
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    Religious Education for Mentally Disabled Inclusive Students: Semi-Experimental Study-Support Education Room.Teceli Karasu & Eyup Şi̇mşek - 2018 - Cumhuriyet İlahiyat Dergisi 22 (3):1579-1606.
    In our country, mildly mentally disabled students are being educated in general education classes by means of integration. An individualized education program (IEP) is being prepared for these students when needed. However, the impact of BEP on students with intellectual disabilities in religious education has not yet been sufficiently discussed. The purpose of this research is to examine the impact of the IEP on the achievement of religious education of mentally disabled students and the level of religious learning of these (...)
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