Based on archival research, this article analyses the pedagogical gestures in Derrida's (largely unpublished) lectures on hospitality (1995/96), with particular attention to the enactment of hospitality in these gestures. The motivation for this analysis is twofold. First, since the large-group university lecture has been widely critiqued as…

This article argues that Robert Brandom's work can be used to develop ideas in the area of social epistemology. It suggests that this work, precisely because it was influenced by Hegel, can make a significant contribution with philosophical anthropology at its centre. The argument is developed using illustrations from education: the first, from…

The proper role and influence of religion in the public sphere continues to be contested and has important implications for civic education in a liberal democracy. Paul Weithman and Michael Perry argue that religion makes valuable contributions to civic participation and that religiously grounded beliefs should be fully welcome in political…

There are many possible ways to approach the topic of educational theory and critique. One could inquire into the meaning of critical phenomena and subject-matter in practical education and instruction, investigate the various forms of critique with the goal of determining the extent to which they assist in clarifying pedagogical action, or one…

Reviews various perspectives on sex discrimination in schools and colleges, presents case studies of sex discrimination in the English educational system, and distinguishes between sex discrimination and gender forming. Journal availability: see SO 507 421. (DB)

Clarifies various usages of the term 'concept' and reviews educators' specific views about certain concepts often discussed in educational research. Concludes that the proper strategy for philosophy of education is to clarify concepts and determine conceptual implications. (DB)

Focusing on subjectivity and objectivity in the experience of art, this article concentrates on the kind of knowing that the knowing of art is (thinking, feeling, conation, intuition) and on the aesthetic intuition which transforms this knowledge. Discusses implications for art education. (DB)

Examines issues and problems related to moral education which have been raised and discussed by R.S. Peters. His essay, "Reason and Habit: The Paradox of Moral Education," suggests that if Peters and others who write on moral education would specify the particular paradox/difficulty they have in mind, scholars and educators would have a better…

Reviews various answers to the question of whether education and politics can be kept separate from each other and concludes that all matters relating to teaching methods and subject matter can be viewed in the context of some political perspective or other. Numerous examples are presented involving political influences on education in various…

Examines the role of Zarathustra as advocate and teacher in Friederick Nietzsche's "Thus Spoke Zarathustra" and relates Zarathustra's insights to modern education. Among Zarathustra's major characteristics are insight, ability to learn from failure, willingness to change, keen desire for knowledge, and acknowledgment of ignorance. Presents five…

Examines the philosophical relationship of imagination (particularly its aesthetic aspects) to rationality and teaching. Reviews various criteria for basing education on rationality at the expense of imagination and concludes that children will benefit most from an educational system which teaches them to be imaginative without undermining their…

Identifies dimensions relevant to grouping intellectual disciplines and identifies problems with establishing interdisciplinary criteria. Major difficulties include arriving at an appropriate level of description which neither describes a topic too generally nor too specifically and determining whether the comparable features of two disciplines…

Considers Locke's philosophy of education within the philosophical and religious contexts of seventeenth-century Europe. Rejecting the view that man is innately corrupt, Locke argued that man's nature is malleable, and the purpose of education is to train children through rewards and punishment. Moral education is a process of habituation. (AM)

Discusses the philosophical issues underlying the British debate on the relationship of schools to industry. Examines whether students should be educated for personal growth and their possible contributions to society, or to ensure that capitalist industries are adequately supplied with trained workers. (AM)

Discusses two methods of curriculum policymaking in Great Britain. In the first method, a "philosophically competent" person who serves as the central authority figure makes decisions. The second method involves a participatory decision-making process. The author argues that a committee, following national educational guidelines, will make better…