This chapter contains sections titled: Prelinguistic Learning Language Acquisition The Ambiguity of Ostension The Doctrine of Illumination The Computational View of Mind Illumination and Platonic Recollection Truth and Meaning Science and Religion Socratic Puzzlement Our “Fallen” State Intentionalism Virtue Teachers and Learners Augustine's Influence on the Philosophy of Education.

Using the knowledge and experience of education practitioners and theorists, these volumes look at the connection between education and society.

Comprehensive study on the new approach of the education policy of the Government of India, in comparison with the integral education of Aurobindo Ghose, 1872-1950.

Resumen: La cuestión hoy en día de la identidad cultural es una manifestación inevitable del progreso económico y social de China en el ámbito de la cultura. Sus raíces se encuentran en el lento desarrollo social de la China moderna y en la invasión de la cultura extranjera, que se manifiesta en la apatía hacia la gran cultura tradicional. El inglés es una lengua internacional de uso común que se habla en todo el mundo. Con la creciente popularidad del inglés, (...) la enseñanza universitaria de este idioma ha acaparado una mayor atención en los últimos años. La filosofía es muy teórica, hipotética y difícil de entender, por lo que los profesores de inglés deben ser hábiles a la hora de movilizar la subjetividad y la creatividad de los alumnos mediante el uso de numerosos y beneficiosos recursos. El inglés es un recurso valioso, y su uso correcto en la identificación cultural puede tener implicaciones educativas imprevistas. En consecuencia, la forma de emplear las ideas de la enseñanza universitaria del inglés para fortalecer la identidad cultural nacional es fundamental para avanzar en el crecimiento general de la enseñanza universitaria del inglés y la construcción de la cultura nacional. (shrink)

This work begins by discussing the question: what is an educational theory? It goes on to suggest that educational theory should combine scientific accuracy with regard to its data, with conscious commitment to values and aims. The ideas of various educational philosophers are covered.

This landmark study brings together a comprehensive collection of readings on Educational Thought from Antiquity to the Present. It includes four volumes and over 100 different selections: Vol 1: Classic/Early Modern (to 1945) Vol 2: Modern (1945-1979) Vol 3/4: Postmodern (1979-present) From Montaigne to Chomsky, the editor has included articles from some of the Western world's most influential educational thinkers alongside authoritative voices from the field to show a full spectrum of ideas about Education, its purpose and (...) objectives. The first volume includes a lead essay by the editor on the nature of Educational Thought and the Social and Cultural Foundations of Education. Each volume also includes its own introduction. Taken together, the volumes provide an unparalleled resource featuring broad coverage of the subject with historical depth and contemporary relevance. (shrink)

Jacob J Golomb; Nietzsche’s Early Educational Thought, Journal of Philosophy of Education, Volume 19, Issue 1, 30 May 2006, Pages 99–109, https://doi.org/10.111.

This book provides an analysis of the major educational theories of European culture. It covers the spectrum of educational thought from the traditional positions of Plato and Aristotle, through the opposed progressive positions of Rousseau and Dewey, to recent and contemporary variations and reactions to these viewpoints in the work of the Russian communist educator Makarenko, the behaviourist and social theorist B F Skinner, the apostle of freedom in education A S Neill, the British analytic philosopher R (...) S Peters, and finally the prophet of the deschooled society, Ivan Illich. In this second edition a new section covers developments in educational theory up to the present day, along with a comprehensive bibliography. The book provides an introduction to the theory and philosophy of education for beginning students in the subject. The readings are of sufficient length to give representative coverage of the ideas of the individual theorists and are each introduced by a commentary which provides philosophical and historical context. Central issues in education that recur throughout the book include the nature and aims of education, choice of curriculum content, the teacher pupil relationship, freedom and authority, moral development, and the role of the state in education. (shrink)

Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, (...) these negotiations, though, were not indicative of a belief in any ontologically grounded educational truth. Quite to the contrary, as I will claim, Derrida’s thought is remarkable for its deflation of the myth, stretching at least as far back to Plato’s Republic, that philosophy can discover and prescribe the practical means for its own educational good. The argument presented in this article is that Derrida’s thought is particularly fertile when it comes to educational reflection precisely because it does not close down, presuppose, or prescribe, and that these characteristics also allow for generative contradictions in Derrida's educational and philosophical thought and practice. (shrink)

This article proposes to analyse some aspects of the appropriation of New School thinking in Brazil, particularly Deweyan pragmatism, in the 1950s and 1960s. The analysis is based on the assumption that the developmentalist ideology that punctuated the debate on the economic, political and social restructuring of the country in these two decades constituted fertile ground for the return and expansion of pragmatist thinking amongst Brazilian educators, articulating itself, sometimes in contradictory ways, with this ideology. The focus of the analysis (...) will be on the writings of the group of educators which circulated around the figure of Anísio Teixeira, at the time director of the National Institute for Pedagogic Studies, an organ linked to the Ministry of Education and Culture, which set itself the task of producing research that would support public policy in the field of education, as well as constituting itself as a center for teacher education and the stimulus and development of innovative experiences in the public school system. The appropriation of Deweyan pragmatism, in this context, had a triple perspective: pragmatism as scientific method, implying a specific conception of science, particularly the social sciences, with emphasis on the application of scientific knowledge in the solution of practical problems; as a way of democratic life; and as a synonym for experimentalism, in the sphere of schooling. (shrink)

Commented article: LIANG, T. Impact of College English Education Thoughts on Enhancing National Cultural Identity. Trans/Form/Ação: revista de filosofia da Unesp, v. 47, n. 4, “Eastern thought”, e0240065, 2024. Available at: https://revistas.marilia.unesp.br/index.php/transformacao/article/view/14624.

Through a series of writings from international scholars, _Gramsci and Educational Thought_ pays tribute to the educational influence of Antonio Gramsci, considered one of the greatest social thinkers and political theorists of the 20th century. Represents sound social theory and a broad application and reinvention of Gramsci’s ideas Covers important areas such as language and education, community education, and social work education Features perspectives from different geographical contexts.

The author assesses the complicated issues surrounding the value of Plato's dialogues in college education, offering an historical and textual account of why Plato is readily adopted into the American undergraduate curriculum. Despite this acceptance, students in the classroom often read Platonic dialogues as a body of metaphors instead of a site of significant and practical knowledge. Instructors also frequently emphasize the life of Plato over the philosophical and educational dimensions of the dialogues. The author addresses the educational (...) benefits of reading Plato specifically in terms of how Plato is read in class and the effects of this reading on students’ learning processes. The author offers the example of the Meno, which can instill in students an understanding of education based on knowledge of habit, of the acquisition of skills, and of the process of overcoming intellectual blindness. However, these important pedagogical benefits can be lost if the dialogue is read as a piece of literature or as merely offering insightful metaphors. Thus, the educational value of Plato depends entirely on how Plato is taught, the pedagogical goals of an instructor, and the engagement of students with the material. (shrink)

David Carr; Moral Philosophy and Psychology in Progressive and Traditional Educational Thought, Journal of Philosophy of Education, Volume 18, Issue 1, 30 May 2.

This chapter contains sections titled: References.

A revision of the author's thesis, Harvard University, 1967.

Traditionally, the genealogy of Edo Confucianism, that is, Confucianism reinterpreted and reconstructed in the Tokugawa period, has been classified into the Chu-Hsi, Wang Yang-ming, Ancient, and Eclectic schools. These classifications are based on the most representative Confucian theories in the Tokugawa period and are useful for understanding their genealogy. However, when we try to capture the substance of Confucian thought from the interest of “education,” it is very difficult to understand the differences of each school’s educational thought (...) based on this classification. For example, according to the above classification of Confucian theories, the Jinsai and Sorai schools are also included in the Ancient school. However, it is no exaggeration to say that both educational ideas are completely different. In this study, although both Jinsai and Sorai are classified as Ancient schools, I will clarify how their educational theories are structured and how their contents are different. This study examines the content of Confucian thought from the perspective of “education.” I hope that the discussion will open up the possibility of a more precise understanding of the “educational thought” of Edo Confucianism. (shrink)

This paper compares the educational thoughts of Obafemi Awolowo and Tai Solarin. Its methodology is critical and comparative. The paper argues that the variations of the political philosophies of the two thinkers account for the differences in their views on education. It further contends that the educational ideas of both thinkers reflect African cultural experiences. The paper also explores the possibility of integrating the insights of the two thinkers into the educational policies and practices of contemporary African (...) societies. (shrink)

Explores a provocative alternative vision of education based on an analysis of the feminist educational thought of Jane Roland Martin. Emergent thinking on gender, knowledge, and caring is highlighted, with particular attention to gender-sensitive education and cultural wealth and the implications they hold for the school curriculum.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

Education as Freedom is a groundbreaking edited text that documents and reexamines African-American empirical, methodological, and theoretical contributions to knowledge-making, teaching, and learning and American education from the nineteenth through the twenty-first century, a dynamic period of African-American educational thought and activism. Education as Freedom is a long awaited text that historicizes the current racial achievement gap as well as illuminates the myriad of African American voices and actions to define the purpose of education and to push the (...) limits of the democratic experiment in the United States. (shrink)

Rabindranath Tagore is remembered today chiefly as a poet, and his fame as a poet has often eclipsed his great contributions to other fields of literature and life — especially education. Tagore pondered deeply on the fundamental problems of education — aims, curriculum, method, discipline, values and medium — and wrote and experimented on them freely and extensively. Tagore is perhaps the only literary genius in contemporary history who devoted a major part of his life to thinking about education and (...) creating an educational institution of international significance. Also, the institution he created at Santiniketan proved to be the most global and sustainable among the progressive educational institutions launched by individual thinkers such as Froebel and Russell. This edition revives a classic work, the first comprehensive, full-length account of Tagore’s educational thought and activity, commemorating his 150th birth anniversary. It presents a detailed chronological survey of Tagore’s educational writings and institutional activities in the perspective of his life and thought in general. The book also contains a detailed review and critical discussion on almost all major aspects of his educational work. Through an overall evaluation of Tagore’s unique contribution to education and his message to the world, it seeks to correct some common misconceptions that have existed from time to time about Santiniketan and Visva-Bharati. The book will help form a more complete view of Tagore’s life and work, filling as it does the gaps and voids in the literature that has grown around him, and reinforcing its relevance today. It will be of value to educationists, teachers, policymakers, those interested in modern Indian history and philosophy of education._ _. (shrink)

Journal of Philosophy of Education, EarlyView.

This text provides a brief, yet comprehensive, overview of a number of non-Western approaches to educational thought and practice. The history of education, as it has been conceived and taught in the United States (and generally in the West), has focused almost entirely on the ways in which our own educational tradition emerged, developed, and changed over the course of the centuries. Although understandable, this means the many ways that other societies have sought to meet many of (...) the same challenges have been ignored. This book seeks to redress this omission. Its premise is that gaining an understanding of the ways that other peoples educate their children--as well as what counts for them as "education"--may help us to think more clearly about some of our own assumptions and values, as well as to become more open to alternative viewpoints about important educational matters. Because it is not traditionally included in the training of educators, very few have had any real exposure to non-Western educational traditions. Thus, the audience for this book is broad and diverse. Intended as a text for both preservice and in-service teachers, each chapter includes pedagogically helpful "Questions for Discussion and Reflection" and "Recommended Further Readings." The book is equally appropriate for advanced students in graduate programs as well as faculty members. New in the Second Edition: The text has been thoroughly revised to expand and clarify points, update chapters as needed, and improve the pedagogical usefulness of the text. A section on Mayan education has been added to the chapter on the Mesoamerican educational experience. One entirely new chapter "'Familiar Strangers': The Case of the Rom" has been included. (shrink)

The article talks about the glorious past of the Indian ethos, management thoughts and practices, the current situation in India and a suggested roadmap for the future, to regain the past glory. Governance of the country is influenced and affected by the political, social, environmental factors and youth activism; which suggests that there is a strong linkage between the values of the people, their actions and the quality of governance. Quality of governance of a country is an indicator of the (...) maturity and well-being of the society. A new conceptual model has been suggested showing the linkage between youth activism and quality of governance, determining the health of the society. The model is prepared based on evidence from India. The focus of the article is the need to impart quality management education embedded with universal values, for the betterment of business, nation and society. (shrink)

Commented article: LIANG, T. Impact of College English Education Thoughts on Enhancing National Cultural Identity. Trans/Form/Ação: revista de filosofia da Unesp, v. 47, n. 4, “Eastern thought”, e0240065, 2024. Available at: https://revistas.marilia.unesp.br/index.php/transformacao/article/view/14624.

This article examines the concept of choice with reference to liberal and non-liberal educational settings. It analyses the concept in Western liberal thought and in communitarianism, and discusses the challenges of implementing liberal democratic education in African societies (particularly former socialist countries like Tanzania) where the concept is becoming central in socio-political and curricular reforms. It is argued that the residual collectivist political values rooted in traditional African holistic understanding of the world or the cosmos, that is, the (...) affirmation of life, present a force against the kind of liberal and democratic civic education envisaged. (shrink)

순자의 교육사상은 그의 정치와 사회의 조화 및 상호 협력체계를 구축하기 위해서 도출된 것이기 때문에 실용적인 효과를 중시했다고 볼 수 있으며, 또한 경험과 지식 및 도덕 사이의 상호 관련성을 강조함으로써 그 이론의 실질적인 효과를 증명하고자 했다고 볼 수 있다. 정치와 사회는 모두 인간이 만든 시스템으로서 인간이 주체가 된다. 그렇기 때문에 순자가 언급한 교육은 인간을 근본으로 하고 인문적 소양의 육성을 통하여 인간의 생리적인 욕구를 절제하여 인간의 정서를 조화롭게 만듦으로써 결국은 인간 스스로가 안정된 삶을 영위할 수 있도록 만드는데 그 목적이 있다고 할 수 (...) 있다. 그러므로 순자의 교육관은 개인의 향학과 구도를 바탕으로 하여 사회적으로 후천적인 노력과 학습으로 확대해 나가면 안정적인 사회를 구현하는데 그 주요한 목적이 있다고 할 수 있다. 가정은 사회를 구성하는 가장 기층적인 단위라고 할 수 있다. 무릇 모든 인간은 가정에서 태어나고 그곳에서 성장하는 가운데 사회화의 과정을 접하게 되고 또 사회생활에 필요한 방법과 규범 등을 습득함으로써 안정적인 삶을 영위할 수 있게 되는 것이다. 그래서 순자는 만일 양호한 사회적 환경이 조성되지 못하게 될 경우 인간은 반드시 속된 것을 추종하게 되고 이익만을 추구하게 되어 마음이 혼란스러운 지경에 이르게 된다고 생각했다. 그렇기 때문에 순자는 스승의 가르침과 벗의 보완이 중요하다고 생각하여 신중하게 스승을 선택하여 가르침을 따를 것과 교유할 벗을 삼가 하여 선택함으로써 후천적인 노력과 학습에 의한 예의의 도리를 다할 수 있도록 해야 한다고 했던 것이다. 순자가 언급한 교육은 비교적 실용적인 효과를 중시했다고 할 수 있다. 그렇기 때문에 순자는 교육에 있어서 도리에 부합함을 추구했던 것이며 그것의 실천에 있어서 효과를 보고자 했었던 것이다. 그래서 순자는 예의의 도리를 숭상하는 한편 그러한 것에 도덕의 가치와 이성의 합리적인 측면과 경험의 실증을 겸해서 갖춰야 한다고 생각했다. 이와 같은 순자의 교육관의 요지는 결국 교육을 통하여 모든 사람들이 성인의 경지에 도달할 수 있게 만드는 것에 있다고 할 수 있다. 이 글은 순자의 교육사상에 대하여 후천적인 학습, 교육을 통한 본성의 변화 및 예악의 교육을 중심으로 논의를 진행하였다. (shrink)

The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated (...) by educational thinkers who remained committed to the traditional aims of teaching about nature. Yet in the second half of the 18th century a change has occurred; educational thinkers started to embrace Baconian ideas and therefore argued that science teaching should be oriented towards generating future scientific progress. Analysing the work of 18th century French and British educational thinkers, this article links the emergence of this new view to developments in the understanding of natural philosophy and to a rising interest in it. It is argued, however, that in themselves, these developments could not adequately explain why Baconian ideas started to influence educational theory in the time in which they did. It is maintained that the incorporation of Baconian ideas into educational thought resulted from a fundamental theoretical shift in the understanding of the role of education itself. (shrink)

This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel (...) and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today. (shrink)

Dismantling Contemporary Deficit Thinking provides comprehensive critiques and anti-deficit thinking alternatives to this oppressive theory by framing the ...