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Philosophia - In spite of some panentheistic traits in his philosophy, Spinoza was clearly a pantheist. Spinoza’s God is not personal and not transcendent but immanent, as God is identical to... 相似文献
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Tal Gilead 《Studies in Philosophy and Education》2013,32(6):623-639
In recent decades education is increasingly perceived as an instrument for generating economic growth and enhancing production. Unexpectedly, however, many prominent economists, throughout history, have rejected this view of education. This article examines the grounds on which Tibor Scitovsky, who was one of the leading economists of twentieth century America, objected to the spread of production oriented education. The article begins by an historical overview of the relationship between economic and educational theory. It then explains why Scitovsky held the economic growth achieved in the 20th necessitates an educational reform and presents the outline of this proposed educational reform. It is argued that by distinguishing between creative and defensive forms of consumption and by highlighting the inherent tension between comfort and pleasure, Scitovsky offers an innovative and challenging conception of the desired relationship between economics and education that can serve as an alternative to the one that prevails today and amend its many fallacies. The paper concludes by briefly exploring some of the educational implications that stem from Scitovsky’s thought. It is maintained that Scitovsky’s views provides an original defense for teaching the arts and humanities and a suggestive perspective on consumer education and teaching of high culture. 相似文献
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Tal Gilead 《Studies in Philosophy and Education》2009,28(6):555-567
Although since the 1960s human capital theory has played a major role in guiding educational policy, philosophical issues
that stem from this development have rarely been discussed. In this article, I critically examine how the idea that human
capital should serve as a guide to educational policy making stands in relation to the role assigned to education in promoting
social cooperation. I begin by exploring the conception of human conduct that underlies human capital theory. I then move
to examine the conception of social cooperation that tacitly guides human capital theory and maintain that it could not be
effectively defended. I, therefore, turn to examine alternative ways to combine between human capital theory and the promotion
of social cooperation. My main argument is that under existing conditions there is a deep theoretical incompatibility between
the philosophical foundations of human capital theory and the ways in which education seeks to promote social cooperation. 相似文献
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Gilead Bar-Elli 《Erkenntnis》1982,17(2):229-248
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