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Roberts, Peter – Oxford Review of Education, 2023
Over recent years, it has been claimed that we live in a 'post-truth' age: a moment in history where the ideal of truth seems to have been abandoned. The prevailing attitude towards truth is not one of antagonism but of "indifference." Should this bother us? If so, why? What might we mean by 'truth'? How is truth relevant to education?…
Descriptors: Ethics, Deception, Philosophy, Social Attitudes
Korsgaard, Morten Timmermann; Aldinger, Mathias Mogensen – Educational Theory, 2018
In this article, Morten Korsgaard and Mathias Aldinger examine the educational thinking of Hannah Arendt and accompany their analysis with an educational reading of Søren Kierkegaard's "The Seducer's Diary." The authors argue that their readings of Arendt and Kierkegaard point us to a pitfall in how we often approach the educational…
Descriptors: Educational Philosophy, Progressive Education, Age Differences, Freedom
Bayraktar, Olcay; Dombayci, Mehmet Ali – International Journal of Progressive Education, 2020
Ontology and epistemology are two different basic disciplines of philosophy. In the course of philosophy history, the priority given to these two different disciplines varied between antique age and middle age and modern era. For sure, this central change was realized in the basis of the connection made by philosophers with metaphysics. The change…
Descriptors: Epistemology, Philosophy, Metacognition, Educational Philosophy
Roberts, Peter – Policy Futures in Education, 2017
What role does doubt play in education? This article addresses this question, initially via an examination of Søren Kierkegaard's "Philosophical Fragments". Kierkegaard, through his pseudonym Johannes Climacus, draws attention to the potentially debilitating and destructive effects of doubt on both teachers and learners. The work of…
Descriptors: Teaching Methods, Critical Theory, Educational Philosophy, Psychological Patterns
Gary, Kevin; Chambers, Drew – Educational Theory, 2021
This essay focuses on epiphanies -- moments when an insight or revelation captures our attention and summons us to become a better version of ourselves. The role of epiphanies in moral transformation, however, raises a potentially troublesome question. Namely, is the cultivation of epiphanies yet another vexed attempt at moral education? Kevin…
Descriptors: Moral Development, Ethical Instruction, Self Actualization, Critical Theory
Zimmerman, Aaron S. – Curriculum and Teaching Dialogue, 2019
In this article, I draw on Søren Kierkegaard's definition of the self and concept of existential despair to argue that the tensions and dilemmas that early-career teachers experience are not only professional but also existential in nature. I support this argument by presenting three anecdotes from two early-career teachers gathered through the…
Descriptors: Philosophy, Depression (Psychology), Beginning Teachers, Self Concept
Shim, Seung-hwan – Educational Philosophy and Theory, 2020
This study explores the views of death in the ideas of Kierkegaard and Heidegger to discuss the educational meaning of death and the direction of death education. What both thinkers have in common is, first, that death is not universal, but that each individual is independently aware of his or her own death. Second, both thinkers observe that we…
Descriptors: Death, Philosophy, World Views, Anxiety
Bostad, Inga – Ethics and Education, 2022
I here explore how an ethics of rhythm can shed light on what promotes and inhibits recognition between people across our vulnerable lives, and the need for a renewal of the philosophy of pedagogy. I argue that philosophy itself has contributed to a certain oblivion regarding how we follow and create rhythmic societies, the need for a more…
Descriptors: Ethics, Repetition, Recognition (Psychology), Educational Philosophy
Fiona Margetts; Stephen Jonathan Whitty; Bronte van der Hoorn – Journal of Education Policy, 2024
University institutional policy is poorly understood. While policy is required by law for universities to accept funding and is revered for articulating values, mitigating risk, and guiding practice, policy is frequently considered absurd and resisted in practice. This is the policy-practice divide. To gain a better understanding of this divide…
Descriptors: Educational Policy, Policy Formation, Universities, Educational Practices
Farbishel, David; Staples, Robert; Pellish, Jennifer – Journal of Instructional Research, 2020
Effectively integrating faith into a Christian university classroom presents a difficulty for many instructors. Doing so in a manner that is natural and authentic for the course being studied is even more of a challenge. This article first presents an historical background to provide a perspective on the issue and to illustrate the need to be…
Descriptors: Religious Education, Religious Factors, Christianity, Religious Colleges
Roberts, Peter – Educational Philosophy and Theory, 2015
This article examines the importance of doubt in Western philosophy, with particular attention to the work of Søren Kierkegaard and Miguel de Unamuno. Kierkegaard's pseudonymous author Johannes Climacus ventures down the pathway of doubt, finds it perplexing and difficult and discovers that he is unable to return to his pre-doubting self. In…
Descriptors: Philosophy, Credibility, Psychological Patterns, Educational Philosophy
Jaarsma, Ada S.; Kinaschuk, Kyle; Xing, Lin – Studies in Philosophy and Education, 2016
Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism "existentially." We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate…
Descriptors: Philosophy, Surveys, Foreign Countries, Undergraduate Study
Wright, Andrew W. – International Journal of Christianity & Education, 2015
The doctrine of justification is frequently interpreted in a manner that excludes our active involvement in the drama of salvation. This reading has a detrimental effect on Christian education concerned to enable the learner's attentive, reasonable and responsible understanding of the Gospel. Taking its lead from Kierkegaard's account of…
Descriptors: Philosophy, Christianity, Religious Education, Integrity
Johansen, Martin Blok – Children's Literature in Education, 2015
This article analyses Shaun Tan's picturebook "The Red Tree" using some of the central concepts of existentialism developed by the Danish philosopher Søren Kierkegaard. Kierkegaard argued that being a person entails a coming-to-be ["tilblivelse"], and for the person this coming-to-be manifests itself as a task. The task is to…
Descriptors: Childrens Literature, Picture Books, Philosophy, Individual Development
Harper, Amanda J.; Clifford, Christine – Roeper Review, 2017
Kazimierz Dabrowski's (1902-1980) five-level theory of personality development, the Theory of Positive Disintegration, is one in which the experience of all emotions is essential for the process of individual growth toward the personality ideal. In this article, we introduce the phenomenological and existential influences on Dabrowski, including…
Descriptors: Personality Traits, Theories, Personality Development, Phenomenology