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Italia, Salvatore – Journal of Philosophy of Education, 2017
A realist approach to learning is what I propose here. This is based on a non-epistemic dimension whose presence is a necessary assumption for a concept of learning of a life-world as complementary to learning within a life-world. I develop my approach in opposition to Jürgen Habermas' pragmatic approach, which seems to lack of something from a…
Descriptors: Educational Philosophy, Learning Processes, Criticism
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Miller, Alistair – Journal of Philosophy of Education, 2017
The metaphysical ethics of Levinas appeals to many philosophers of education because it seems to promise ethics and social justice without recourse to moral norms, "totalising" political systems or religious belief. However, the notion that the subject can be detached from its worldly being--that one can posit a primordial metaphysical…
Descriptors: Ethics, Metacognition, Correlation, Social Justice
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Schinkel, Anders – Journal of Philosophy of Education, 2017
That wonder is educationally important will strike many people as obvious. And in a way it is obvious, because being capable of experiencing wonder implies an openness to (novel) experience and seems naturally allied to intrinsic educational motivation, an eagerness to inquire, a desire to understand, and also to a willingness to suspend judgement…
Descriptors: Psychological Patterns, Learner Engagement, Discovery Learning, Constructivism (Learning)
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Hinchliffe, Geoffrey – Journal of Philosophy of Education, 2017
This paper takes as its starting point Kant's analysis of freedom in the Critique of Pure Reason. From this analysis, two different types of freedom are discerned, formative and instrumental freedom. The paper suggests that much of what passes for the pedagogy of learning in UK universities takes the form of an instrumental freedom. This, however,…
Descriptors: Foreign Countries, Universities, Higher Education, Freedom
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Mejía, Andrés; Montoya, Sylvia Eugenia – Journal of Philosophy of Education, 2017
For millennia it has been discussed whether literature appropriately can or should be used in education for a moral purpose. Taking as a premise that it can actually be educative and not merely moralising, we tackle the case made against such use, based on the claim that it would be perverting the aesthetic nature of literature as a form of art,…
Descriptors: Aesthetics, Moral Values, Educational Philosophy, Teaching Methods
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Pirc, Tadej – Journal of Philosophy of Education, 2017
In his early lectures, published as "On the Future of Our Educational Institutions," Nietzsche attempts to expose contemporary education as overly extensive and being weakened, and as such, failing to turn pupils and students into men of culture. The aim of my paper is to present a comprehensive consideration of the present condition of…
Descriptors: Educational Philosophy, Democratic Values, Trend Analysis, Futures (of Society)
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Golding, Clinton – Journal of Philosophy of Education, 2017
In Philosophy of Education we frequently argue for or against different educational theories. Yet, as I illustrate in this analysis of two articles, in order to maintain the abstract theoretical distinctions, we are liable to ignore the concrete details of practice, caricature the theories we reject and make false distinctions. The two articles…
Descriptors: Educational Philosophy, Educational Theories, Theory Practice Relationship, Case Studies
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Snir, Itay – Journal of Philosophy of Education, 2017
This article attempts to think of thinking as the essence of critical education. While contemporary education tends to stress the conveying of knowledge and skills needed to succeed in the present-day information society, the present article turns to the work of Theodor W. Adorno to develop alternative thinking about education, thinking and the…
Descriptors: Educational Philosophy, Abstract Reasoning, Role of Education, Personal Autonomy
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Campbell, Louise – Journal of Philosophy of Education, 2017
This paper argues in favour of the beneficial currency of Thomas Carlyle's "On Heroes, Hero-worship and the Heroic in History" in three ways, each of which finds the basis of its critique in aspects of Foucault's theories of discursive practice, as explored in Foucault's theories of historical discourse; 1) that Carlyle's terminology…
Descriptors: Role Models, Reputation, Educational Theories, Interdisciplinary Approach
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McDonnell, Jane – Journal of Philosophy of Education, 2017
This paper draws on insights from Jacques Rancière's writing on politics and aesthetics to offer new perspectives on debates in education and the arts. The paper addresses three debates in turn; the place of contemporary art in schools and gallery education, the role of art in democratic education and the blurring of boundaries between…
Descriptors: Art Education, Community Education, Democracy, Aesthetic Education
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Brogan, Andrew J. – Journal of Philosophy of Education, 2017
This paper explores the possibility of the classroom as an exilic space of subversion in which we can pursue anarchist notions of personal transformation, relationships and society. Classroom environments in higher education institutions in Britain, particularly following the introduction of the Teaching Excellence Framework in September 2016, are…
Descriptors: Foreign Countries, Educational Environment, Higher Education, Educational Theories
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Bergdahl, Lovisa; Langmann, Elisabet – Journal of Philosophy of Education, 2017
In a time of cultural pluralism and legitimation crisis (Habermas), there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach "common values" to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as…
Descriptors: Foreign Countries, Educational Practices, Role of Education, Cultural Pluralism
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Winch, Christopher – Journal of Philosophy of Education, 2017
Much of the debate on the nature of knowing how has been concerned with whether it is to be conceived of as an ability (know-how or KH) or as the possession of propositional knowledge (KT), perhaps in a practical form. Comparatively little has been written about knowing wh (KWh) constructions and the ways in which they do or do not fit into this…
Descriptors: Educational Philosophy, Epistemology, Ability, Competence
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Taylor, Rebecca M. – Journal of Philosophy of Education, 2017
Debates about indoctrination raise fundamental questions about the ethics of teaching. This paper presents a philosophical analysis of indoctrination, including 1) an account of what indoctrination is and why it is harmful, and 2) a framework for understanding the responsibilities of teachers and other educational actors to avoid its negative…
Descriptors: Ideology, Information Dissemination, Identification, Definitions
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Hardarson, Alti – Journal of Philosophy of Education, 2017
A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in…
Descriptors: Role of Education, Models, Curriculum Design, Educational Experience
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