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Dahlbeck, Johan – Journal of Philosophy of Education, 2015
This article begins with the question: What is it to live? It is argued that, from a Spinozistic perspective, to live is not an either/or kind of matter. Rather, it is something that inevitably comes in degrees. The idea is that through good education and proper training a person can learn to increase his or her degree of existence by acquiring…
Descriptors: Philosophy, Authors, Metacognition, Educational Philosophy
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Schinkel, Anders – Oxford Review of Education, 2015
Richard Peters and John White have both argued that education should contribute to the meaning people are able to find in or give to life. Both dismiss the idea of ultimate or profound meaning ("the meaning of life") in favour of ordinary meaning, or "meaning in life". Thus they exemplify the trend visible also in the general…
Descriptors: Role of Education, Quality of Life, Goal Orientation, World Views
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Twietmeyer, Gregg – Quest, 2012
Twenty years ago Karl Newell suggested in "Quest" that the proper name for the field was "kinesiology" and that its proper subject was "physical activity." Yet, despite his success, for many the purpose of the field remains enigmatic. This has led to a lack of clarity in programs, as well as tensions between scientists and humanists in the field.…
Descriptors: Physical Activities, Educational Philosophy, Epistemology, Physical Education
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Williams, Richard N.; Gantt, Edwin E. – Journal of Moral Education, 2012
The step-off point for this article is the problem of the "moral judgement-moral action gap" as found in contemporary literature of moral education and moral development. We argue that this gap, and the conceptual problems encountered by attempts to bridge it, reflects the effect of a different, deeper and more problematic conceptual gap: the…
Descriptors: Ethical Instruction, Moral Development, Phenomenology, Moral Values
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Kenklies, Karsten – Studies in Philosophy and Education, 2012
The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different…
Descriptors: Educational Theories, Educational Practices, Foreign Countries, Educational Philosophy
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Tillson, John – Educational Theory, 2018
Can we coherently conceive of our having knowledge inserted into our minds, bypassing forms of knowledge acquisition hitherto relied on? In this article, John Tillson contends that there is value in giving serious consideration to this question. First, insofar as technology develops apace, it is wise to start thinking about how we would use it…
Descriptors: Epistemology, Educational Philosophy, Technology Uses in Education, Information Transfer
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Laverty, Megan J. – Ethics and Education, 2014
Throughout history, philosophers have reflected on educational questions. Some of their ideas emerged in defense of, or opposition to, skepticism about the possibility of formal teaching and learning. These philosophers include Plato, Augustine, St Thomas Aquinas, Søren Kierkegaard, Martin Heidegger, and Ludwig Wittgenstein. Together, they…
Descriptors: Educational Philosophy, Educational Methods, Public Opinion, Educational History
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Ferguson, Joseph Paul; Kameniar, Barbara – International Journal of Science Education, 2014
This paper investigates the cognitive experiences of four religious students studying evolutionary biology in an inner city government secondary school in Melbourne, Australia. The participants in the study were identified using the Religious Background and Behaviours questionnaire (Connors, Tonigan, & Miller, 1996). Participants were…
Descriptors: Science Education, Foreign Countries, Interviews, Religion
Sackett, Ginni – NAMTA Journal, 2014
Ginny Sackett lists many of the universal attributes of the absorbent mind--pattern recognition, order, incarnation, the rules for language, and numeracy. Her essay borders on the metaphysical as it suggests that the mathematical mind is really a non-entity and is responsible for all aspects of knowledge acquisition regardless of the discipline of…
Descriptors: Montessori Method, Early Childhood Education, Mathematics Education, Cognitive Processes
Suarez, Andres Montalvo; Toscano, Maurizio – Australian Association for Research in Education, 2014
This paper takes up Michael Bonnett's challenge to re-examine the role of Metaphysics in Environmental and Sustainability Education (Bonnett, 2003). If, as Bonnett claims, metaphysics is at play in setting up the conditions for -- and the destiny of -- our relationship to places of environmental concern, then we would expect to see the traces of…
Descriptors: Sustainable Development, Environmental Education, Foreign Countries, Conservation (Environment)
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Ntseane, Peggy Gabo – Adult Education Quarterly: A Journal of Research and Theory, 2011
Informed by the Afrocentric learning paradigm, this conceptual piece argues that Mezirow's version of the theory of transformative learning is useful, but it would be more so if applied to be culturally sensitive. Using Botswana cultural learning values as an example, the article demonstrates how the theory can be made culturally sensitive to an…
Descriptors: Critical Theory, Models, Transformative Learning, Afrocentrism
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Sun, Miantao – Comparative Education, 2011
The influence of Confucian culture in Chinese Mainland China is reflected in the current situation and contextual trends of educational research content of educational thought of Confucianism, educational issues grounded on theoretical views of Confucianism, and the influence of the inclusiveness of Confucianism. In terms of research method, the…
Descriptors: Educational Research, Educational Theories, Confucianism, Human Relations
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Roder, John; Naughton, Christopher – Educational Philosophy and Theory, 2015
One of the questions that Heidegger presents in his paper, "Plato's Doctrine on Truth", is the distortion as he sees it of paideia--that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato's concept of teaching and learning. By undertaking an historical…
Descriptors: Educational Philosophy, Philosophy, Electronic Learning, Learning Theories
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Kato, Moricmichi – Policy Futures in Education, 2015
We live in an age in which the destruction of the environment has become a major concern. However, until recently, environmental problems have not become a major issue for the philosophy of education. The reason for this is that for a very long time the philosophy of education was intimately related to the concept of nature as the foundation and…
Descriptors: Educational Philosophy, Teaching Methods, Postmodernism, Environmental Education
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Richards, Howard – International Journal of Development Education and Global Learning, 2015
In a dehumanized world in which meanings derived from dominant liberal world views are tacitly assumed to exist objectively and to impose themselves on discourses and on minds quite independently of who expresses them, this paper endorses what Immanuel Wallerstein calls "unthinking social science" and then rethinking social science in…
Descriptors: Social Sciences, Indigenous Knowledge, Educational Philosophy, Educational Change
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