美国哲学中的实用主义运动

使实用主义成为哲学呼声的历史背景中有四个主要的“默认的”特征,被实用主义者认可的这些特征有助于我们理解实用主义运动所具有的同一性。同时,其中某些特征在某些实用主义者身上体现得更为突出,这个事实有助于说明在这场运动中产生的不同观点。     

Philosophy,Religion and Education American Style: A Literature Review

This literature review presents an overview of Christian higher education in the United States with particular attention to philosophical trends and their influence on institutions of Christian origin. This literature review is situated in the context of the discussion of the need, or lack thereof, for helping students integrate their faith with the learning they acquire in colleges and universities.     

American Philosophy as a Technototem

John McCumber's Time in the Ditch: American Philosophy and the McCarthy Era provides a compelling account of a repressed part of philosophy's history and its tragic consequences for subsequent decades of philosophic practice in the U.S. Political values and interests originating in McCarthyism got encoded within abstract conceptual frameworks, propelling analytic philosophy to an undeserved position of authority while depriving it of critical self-understanding. This comment identifies residues of McCarthyism still playing out in the Science Wars, and the career of critical philosophic projects in both other disciplines and philosophy's feminist and multicultural fringes.     

The Future of Education ... and its Philosophy

Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation, truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers MacIntyre’s suggestion that the notion of the educated public can solve the former tension and concurrently re-launch the notion of education in the postmodern world—central to MacIntyre’s plan is the reform of the university. And against it Rorty’s suggestion that acculturation and individuation be regarded as different but connected processes, with individuation conceived as self-creation and located in the non-vocational university.     

Gandhi's Philosophy of Education

Book Information Gandhi's Philosophy of Education. Gandhi's Philosophy of Education Glynn Richards Oxford Oxford University Press 2001 viii + 118 Hardback By Glynn Richards. Oxford University Press. Oxford. Pp. viii + 118. Hardback:,     

Risking Philosophy of Education

Teaching philosophy of education offers us a chance to apply the familiar Socratic dialectic to ourselves. But it is very seldom taught in this spirit, if taught at all. Perhaps we fear that such a course would be impossibly self-referential. This paper argues, however, that precisely this kind of self-reference could be its strength . I outline a course of this sort, based upon a number of iterations I have taught over the past few years. A range of different classroom styles are enacted and examined for their hidden assumptions about teaching, learning, and knowledge.     

African Philosophy of Education: The Price of Unchallengeability

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.

Problems and Renewal in American Philosophy

Time in the Ditch presents evidence that the politics of the McCarthy Era has distorted American philosophy, both institutionally and intellectually, ever since that time. It proposes a new paradigm, situating reason, which is free of those distortions. It is neither an account of the new golden age of philosophy outside philosophy departments (as Harding wishes) nor a general history of the rise of analytical philosophy (as Hollinger thinks). I defend myself against Cohen's charges of factual error and historical misreading, and explain mycritical views on the way the history of philosophy is generally taught in the U.S.     

The Elective System in American Education

Abstract

The Distribution and Relation of Educational Abilities. By Cyril Burt. London, Darling, 1917. 93 p.

The Child's Unconscious Mind. By Wilfrid Lay. N. Y., Dodd, Mead and Co., 1919. 329 p.

Education For Character. By Frank C. Sharp. Indianapolis, Bobbs-Merrill Co., 1917. 453 p.

Mental Hygiene of Childhood. By William A. White. (With an introduction by H. Addington Bruce.) Boston, Little, Brown and Co., 1919. 193 p.

Experimental Education. By Robert R. Rusk. N. Y., Longmans, Green and Co., 1919. 346 p.

The American Language. By H. L. Mencken. N. Y., Knopf, 1919. 374 p.

The Winston Simplified Dictionary. Edited by William D. Lewis and Edgar A. Singer. Phil., Winston Co., 1919. 820 p.

First Lessons in Business. By J. A. Bexell. Philadelphia, Lippincott, 1919. 174 p. (Thrift Text Series).     

Philosophy of Education is Bent

Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal inquiries, I think, will do our field good. Because of its attention to what it takes to be willing to learn and to approach theoretical and real world obstacles with open if cautious interest, philosophy of education is about holding concepts and movements in tension, bending the implications of commonplace, commonsensical ideas about education, and carefully examining the all of these maneuvers for the exclusions they wittingly and unwittingly produce. Problematizing the certainties derived from majoritarian positions, be it whiteness, Westernness, or any other dominant perspective, can provide us with a diversity of claims to scrutinize and epistemological positions to be wary of.     

Philosophy of Education in Spain

Studies in Philosophy and Education -