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1.
Brian Findsen 《Studies in Philosophy and Education》2007,26(6):545-559
Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults’ learning
(educational gerontology), a sub-field of adult education. I argue that many of Freire’s concepts and principles have direct
applicability to the tasks of adult educators working alongside marginalized older adults. In particular, Freire’s ideas fit
comfortably within a critical educational gerontology approach as they challenge prevailing orthodoxies and provide a robust
analytical framework from which radical adult educators can work effectively in promoting social transformation.
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Brian FindsenEmail: |
2.
Inna Semetsky 《Studies in Philosophy and Education》2007,26(3):253-265
This paper locates the concept of learning among real-life human experiences and events. Functioning as a sign, a meaningful
event can be understood in terms of a cultural extra-linguistic “text.” Reading and interpreting diverse cultural “texts”
are equivalent to constructing and learning critical symbolic lessons embedded in a continuous process of our experiential,
both intellectual and ethical, growth. The paper employs Julia Kristeva’s theory of the abjection and her method of semanalysis
as a synthesis of philosophy, psychoanalysis and semiotics. Extending semiotic analysis to the level of informal education,
the paper asserts that real-life events, such as the destruction of the Twin Towers on September 11, can become a means towards
constructing the cultural pedagogy of hope paramount to sustaining a global society.
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Inna SemetskyEmail: Email: |
3.
In South Africa, the notion of an African Philosophy of Education emerged with the advent of post-apartheid education and
the call for an educational philosophy that would reflect this renewal, a focus on Africa and its cultures, identities and
values, and the new imperatives for education in a postcolonial and post-apartheid era. The idea of an African Philosophy
of Education has been much debated in South Africa. Not only its content and purpose but also its very possibility have been,
and continue to be, the subject of understandably passionate exchanges. In this paper, after discussing some of the constitutive
features of African Philosophy of Education, we indicate aspects with which we are sympathetic. Our central question is whether
African Philosophy of Education is the revisioned, ‘typically African’ philosophy of education that it is claimed to be. We
argue that it has revealed certain tendencies that are remarkably similar to characteristics of Fundamental Pedagogics, the
repressive doctrine complicit in apartheid education that it claims to replace. More substantially still (and this is a feature
that has wider ramifications for philosophy of education internationally), African Philosophy of Education, by labeling itself
uniquely and distinctly ‘African’, runs the risk of insulating itself not only from interaction with the wider (i.e. non-African)
world but also from any critical interrogation.
相似文献
Penny EnslinEmail: |
4.
5.
Peter Mayo 《Studies in Philosophy and Education》2007,26(6):525-544
Paulo Freire and Lorenzo Milani are considered as key figures in a number of Southern European countries for providing signposts
for a critical approach to education. In this paper I will view their ideas and biographical trajectories comparatively to
glean some important insights for a critical pedagogy. The common theme throughout this comparative analysis is that of education
for social justice based on critical literacy. The paper also deals with such themes as the relationship between education
and politics, the relationship between education and life, the collective dimension of learning and the ability to read as
well as write the word and the world.
相似文献
Peter MayoEmail: |
6.
Mandy Northover Derrick G. Kourie Andrew Boake Stefan Gruner Alan Northover 《Journal for General Philosophy of Science》2008,39(1):85-113
Over the past four decades, software engineering has emerged as a discipline in its own right, though it has roots both in
computer science and in classical engineering. Its philosophical foundations and premises are not yet well understood. In
recent times, members of the software engineering community have started to search for such foundations. In particular, the
philosophies of Kuhn and Popper have been used by philosophically-minded software engineers in search of a deeper understanding
of their discipline. It seems, however, that professional philosophers of science are not yet aware of this new discourse
within the field of software engineering. Therefore, this article aims to reflect critically upon recent software engineers’
attempts towards a philosophy of software engineering and to introduce our own philosophical thoughts in this context. Finally,
we invite the professional philosophers of science to participate in this interesting new discourse.
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Stefan GrunerEmail: |
7.
Barry L. Bull 《Studies in Philosophy and Education》2008,27(6):449-460
Liberal political theory is widely believed to be an inadequate source of civic commitment and thus of civic education primarily
because of its commitment to what is perceived as a pervasive individualism. In this paper, I explore the possibility that
John Rawls’s later political philosophy may provide a response to this belief. I first articulate a conception of liberal
politics derived from Rawls’s idea of reflective equilibrium that generates an overlapping consensus about political principles
among those who hold a wide variety of cultural and personal conceptions of the good. Next I develop the aims for civic education
in a society that employs such a politics. Then I suggest the elements of the public school curriculum appropriate for such
a civic education, including a robust multicultural education, intellectual reflection on the society’s history, and philosophical
training that enables children to understand the events and policies of their nation as following from general political principles.
I also consider the kinds of classroom practice that seem necessary to provide the motivation to engage in the process of
the emergence of an overlapping consensus, including opportunities to develop and to reflect on the principles that may be
included in the current consensus and to understand the way in which those principles relate to children’s developing conceptions
of the good. Finally, I compare this conception of civic education to those of other liberal theorists.
相似文献
Barry L. BullEmail: |
8.
Experimental philosophy and philosophical intuition 总被引:4,自引:3,他引:1
Ernest Sosa 《Philosophical Studies》2007,132(1):99-107
The topic is experimental philosophy as a naturalistic movement, and its bearing on the value of intuitions in philosophy.
This paper explores first how the movement might bear on philosophy more generally, and how it might amount to something novel
and promising. Then it turns to one accomplishment repeatedly claimed for it already: namely, the discrediting of armchair
intuitions as used in philosophy.
相似文献
Ernest SosaEmail: |
9.
Mark Day 《Philosophia》2008,36(4):417-427
The approach that philosophers have taken to history has too often been one-dimensional. It is my aim in this paper to map
out a future multi-dimensional philosophy of history, by invoking the notion of a relation with the past, and by arguing for
the philosophical relevance of multiple such relations.
相似文献
Mark DayEmail: |
10.
Mark E. Jonas 《Studies in Philosophy and Education》2009,28(2):153-169
In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy
of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads
to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some
of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I
then offer an alternative conception that is more consistent with Nietzsche’s thought, and provides a more nuanced understanding
of Nietzsche’s “anti-democratic” pedagogy. Ultimately, I argue that while Nietzsche’s educational philosophy is not egalitarian,
it can be effectively utilized in “democratic” classrooms, assuming his concept of self-overcoming is properly construed.
相似文献
Mark E. JonasEmail: |
11.
Rolf Loeber Dustin A. Pardini Alison Hipwell Magda Stouthamer-Loeber Kate Keenan Mark A. Sembower 《Journal of abnormal child psychology》2009,37(6):777-791
Relatively little is known about the factor structure of disruptive behavior among preadolescent girls. The present study
reports on exploratory and confirmatory factor analyses of disruptive girl behavior over four successive data waves as rated
by parents and teachers in a large, representative community sample of girls (N = 2,451). Five factors were identified from parent ratings (oppositional behavior/conduct problems, inattention, hyperactivity/impulsivity,
relational aggression, and callous-unemotional behaviors), and four factors were identified derived from teacher ratings (oppositional
behavior/conduct problems/callous-unemotional behaviors, inattention, hyperactivityimpulsivity, and relational aggression).
There was a high degree of consistency of items loading on equivalent factors across parent and teacher ratings. Year-to-year
stability of factors between ages five and 12 was high for parent ratings (ICC = 0.70 to 0.88), and slightly lower for teacher
ratings (ICC = 0.56 to 0.83). These findings are discussed in terms of possible adjustment to the criteria for children's
disruptive behavior disorders found in the Diagnostic and Statistical Manual for Mental Disorders.
相似文献
Rolf Loeber (Corresponding author)Email: |
Dustin A. PardiniEmail: |
Alison HipwellEmail: |
Magda Stouthamer-LoeberEmail: |
Kate KeenanEmail: |
Mark A. SembowerEmail: |
12.
Miki Takasuna’s paper on “Proliferation of Western Methodological Thought in Psychology in Japan: Ways of Objectification”
offers many significant clues for reconsidering the history and unity of psychology. Its treatment of the reception of psychology
in Japan hints at the relevance of the models of the subject for psychology—including the allegedly “official” psychology.
The aim of this paper is to suggest such reconsideration, on the basis of a distinction between psychology-importing and psychology-exporting
countries, and provide a reflection on the cultural problems of assimilation by the latter of a discipline advanced by the
former. This perspective leads us to acknowledge the existence of a variety of psychological programs corresponding to the
transformation and modernization of different social realities. Also, an indication is offered of several possible levels
of analysis of such programs, which are seen to be related with the emergence of psychology as the science of modernity.
相似文献
Enrique Lafuente (Corresponding author)Email: |
13.
Luke O’Sullivan 《Philosophia》2008,36(4):429-452
This paper argues that the identity of history as a discipline derives from its distinctive combination of intellectual assumptions,
or categories. Many of these categories are shared with other fields of thought, including science, literature, and common
sense, but in history are understood in a unique way. This paper first examines the general notion of categories of historical
understanding, then scrutinises some of the specific categories suggested by classic authors on the philosophy of history
such as Dilthey and Collingwood. More recent works by Goldstein, Oakeshott, Bevir, and Tucker are treated as contributions
to the same discussion. It concludes that the various categories these writers have proposed are neither trivial nor incompatible
and that when collated they do indeed compose a framework capable of characterising historical thought.
相似文献
Luke O’SullivanEmail: |
14.
Stéphane Legrand 《Sophia》2008,47(3):281-291
This article aims at showing that in spite of Michel Foucault’s violent rejection of phenomenology, this discipline never
ceased to bear a crucial significance for his archaeological and genealogical analyses, in that it can be construed as a symptom
indicating the most serious challenge that the contemporary philosophy has to meet: thinking together Experience and Knowledge.
The author intends to prove, by resorting to the Marxian concept of ‘objectively necessary appearance’, that Foucault’s main
opposition to phenomenology stems from his original conception of the theory as a sort of experiment made by the philosopher
on himself and on his own historical a priori.
相似文献
Stéphane LegrandEmail: |
15.
Tony Fitzpatrick 《Res Publica》2008,14(2):83-100
It has been common for researchers and commentators within the discipline of Social and Public Policy to evoke Rawlsian theories
of justice. Yet some now argue that the contractualist tradition cannot adequately incorporate, or account for, relations
of care, respect and interdependency. Though contractualism has its flaws this article proposes that we should not reject
it. Through a critique of one of its most esteemed critics, Martha Nussbaum, it proposes that contractualism can be defended
against the capabilities approach she prefers. The article concludes by suggesting how and why the moral philosophy of Thomas
Scanlon offers a basis for reconciling the strengths of a contractualist, egalitarian liberalism with those of Nussbaum’s
capabilities approach.
相似文献
Tony FitzpatrickEmail: |
16.
Educating moral emotions: a praxiological analysis 总被引:1,自引:1,他引:0
This paper presents a praxiological analysis of three everyday educational practices or strategies that can be considered
as being directed at the moral formation of the emotions. The first consists in requests to imagine other's emotional reactions.
The second comprises requests to imitate normative emotional reactions and the third to re-appraise the features of a situation
that are relevant to an emotional response. The interest of these categories is not just that they help to organize and recognize
the significance of what might otherwise appear to be a disparate set of ordinary moral-educational interactions between children
and educators. We suggest, further, that this analysis provides some new insight into what distinguishes the broad and recurrent
conceptions of moral education from one another. Rather than being straightforwardly reducible to intractable differences
over core normative or meta-ethical questions they can also be seen as correlating with different suppositions about the central
role of the emotions in moral life and, correspondingly, different but to a large degree compatible interpretations of what
the "education of the moral emotions" primarily means.
相似文献
Bruce MaxwellEmail: |
17.
Yahya Yasrebi 《Topoi》2007,26(2):255-265
After the problems of epistemology, the most fundamental problem of Islamic philosophy is that of causality. Causality has
been studied from various perspectives. This paper endeavors first to analyze the issues of causality in Islamic philosophy
and then to critique them. A sketch is provided of the history of the development of theories of causality in Islamic philosophy,
with particular attention to how religious considerations came to determine the shape of the philosophical theories that were
accepted. It is suggested that outstanding philosophical and theological problems that have plagued the tradition of Islamic
philosophy require a new approach to the issue of causality.
相似文献
Yahya YasrebiEmail: |
18.
James D. Marshall 《Studies in Philosophy and Education》2007,26(2):97-109
In this paper I wish to comment upon the use of polemical argument in philosophy of education and education. Like Foucault,
I believe that a whole morality is at stake because polemical argument obfuscates the search for truth at the expense of truth
and the other’s veracity, integrity and dignity. The use of polemics is illustrated by two arguments. The first general argument
is taken from an attack upon Albert Camus by the British writer Colin Wilson. The second more particular example is taken
from attacks in New Zealand by the State Department of Education upon the educational ideas of the novelist and educator Sylvia
Ashton-Warner. Finally I discuss how polemics might be countered in education.
相似文献
James D. MarshallEmail: |
19.
Evan Selinger 《Phenomenology and the Cognitive Sciences》2008,7(2):301-308
Harry Collins interprets Hubert Dreyfus’s philosophy of embodiment as a criticism of all possible forms of artificial intelligence.
I argue that this characterization is inaccurate and predicated upon a misunderstanding of the relevance of phenomenology
for empirical scientific research.
相似文献
Evan SelingerEmail: |
20.
Mahin Chenari 《Phenomenology and the Cognitive Sciences》2009,8(1):17-31
In contemporary philosophy and psychology there is an ongoing debate around the concept of theory of mind. Theory of mind
concerns our ability to understand another person. The two approaches that dominate the debate are “Theory Theory” (TT) and
“Simulation Theory” (ST). This paper explores the connection between theory of mind and hermeneutics. Although both speak
of the nature of understanding, and the way we gain and organize our knowledge of others, certain aspects of Schleiermacher’s
hermeneutics reflect a theory approach, long before TT itself was developed. In contrast, Dilthey’s hermeneutics reflects
a simulation approach. In contrast to both of these approaches, I propose a contextual theory, as a parallel to Gadamer’s
work in hermeneutics, and as a view that offers the basis for an important critique of both TT and ST.
相似文献
Mahin ChenariEmail: |