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1.
Shane Jesse Ralston 《Educational theory》2011,61(3):351-364
When Dewey scholars and educational theorists appeal to the value of educative growth, what exactly do they mean? Is an individual's growth contingent on receiving a formal education? Is growth too abstract a goal for educators to pursue? Richard Rorty contended that the request for a “criterion of growth” is a mistake made by John Dewey's “conservative critics,” for it unnecessarily restricts the future “down to the size of the present.” Nonetheless, educational practitioners inspired by Dewey's educational writings may ask Dewey scholars and educational theorists, “How do I facilitate growth in my classroom?” Here Shane Ralston asserts, in spite of Rorty's argument, that searching for a more concrete standard of Deweyan growth is perfectly legitimate. In this essay, Ralston reviews four recent books on Dewey's educational philosophy—Naoko Saito's The Gleam of Light: Moral Perfectionism and Education in Dewey and Emerson, Stephen Fishman and Lucille McCarthy's John Dewey and the Philosophy and Practice of Hope, and James Scott Johnston's Inquiry and Education: John Dewey and the Quest for Democracy and Deweyan Inquiry: From Educational Theory to Practice—and through his analysis identifies some possible ways for Dewey‐inspired educators to make growth a more practical pedagogical ideal. 相似文献
2.
ÁINE MAHON 《Journal of Philosophy of Education》2017,51(1):102-113
I argue in this paper for the rich and subtle connections between moral philosophy and literature as they are articulated and explored in the work of the contemporary American philosopher, Cora Diamond. In its significance for broader educational debates—specifically, debates regarding the value of the arts and humanities in a context of global economic collapse—Diamond's work is strikingly original. I argue that it offers much more to educators than the related work of her Anglo‐American contemporaries, among them Martha Nussbaum and Richard Rorty. In development of my position, I read Diamond's 2008 essay, The Difficulty of Reality and the Difficulty of Philosophy, withA Girl is a Half‐formed Thing, the debut novel of Irish writer Eimear McBride. 相似文献
3.
Olivier Michaud 《Educational theory》2012,62(3):287-304
Educational authority is an issue in contemporary democracies. Surprisingly, little attention has been given to the problem of authority in Jean‐Jacques Rousseau's Emile and his work has not been addressed in the contemporary debate on the issue of authority in democratic education. Olivier Michaud's goals are, first, to address both of these oversights by offering an original reading of the problem of authority in Emile and then to rehabilitate the notion of “educational authority” for democratic educators today. Contrary to progressive readings of Emile, he argues, Rousseau's position on this issue is not reducible to “education against authority.” What appears at first glance to be an education against authority is, in a deeper sense, an education toward and even within authority. Michaud contends that we have to embrace these complexities and contradictions that inform Rousseau's work in order to gain insights into the place and role of authority in democratic education. Michaud sheds light on Rousseau's stance on authority through a close study of specific topics addressed in Emile, including negative education, opinion, one's relation to God, friendship and loving relationships, and, finally, the relation Rousseau established with his reader. 相似文献
4.
Marianna Papastephanou 《Educational theory》2011,61(1):97-115
In this essay, Marianna Papastephanou discusses three books—Michalinos Zembylas's The Politics of Trauma in Education; Sigal Ben‐Porath's Citizenship Under Fire: Democratic Education in Times of Conflict; and Kenneth Saltman's Capitalizing on Disaster: Taking and Breaking Public Schools—from the perspective of the material causality of conflict and of the significance this might have for conflict resolution and the role that education may play in it. Setting out from the Derridean standpoint of spectrality, Papastephanou explores divergences and convergences of Zembylas's critical emotional praxis, Ben‐Porath's counterposition of belligerent and expansive citizenship education, and Saltman's critique of educational programs that capitalize on natural disasters and wars. Papastephanou examines various operations of ontology in an interplay with hauntology (to use Jacques Derrida's terminology) and thus puts forward a critical approach to the contribution of each perspective. 相似文献
5.
Inga Elgqvist‐Saltzman 《Scandinavian Journal of Educational Research》2013,57(3):123-140
Elgqvist‐Saltzman, I. 1985. Rational Efficiency and Human Sensibility in Educational Reform: A Swedish Case Study in an Australian Framework. Scandinavian Journal of Educational Research 29, 123‐140. Swedish reform in higher education during 1950‐1980 is presented in a time‐line perspective. Different stages are discussed in relation to a technical, bureaucratic and social model of educational planning, using the Australian sociologist M. Pusey's conceptual framework. An evaluation approach with a life‐line methodology is presented as well as some results. From a woman's point of view, it seems that reforms have not been able to match rational efficiency with human sensibility in the way predicted by the Australian historian W.F. Conell in his review of the period of educational reconstruction and expansion. 相似文献
6.
Helen Colley 《British Educational Research Journal》2014,40(4):660-681
This paper presents a research‐based, theoretically‐informed contribution to the debate on ‘impact’ in educational research, and specifically a response to Gardner's 2011 presidential address to the British Educational Research Association. It begins by discussing the development of the research ‘impact’ agenda as a global phenomenon, and reviews the current state of debate about ‘impact’ in the UK's Research Excellence Framework. It goes on to argue that a radical alternative perspective on this agenda is needed, and outlines Bourdieu's sociology—including his much‐neglected concept of illusio—as offering potential for generating critical insights into demands for ‘impact’. The term illusio in particular calls us to examine the ‘stakes’ that matter in the field of educational research: the objects of value that elicit commitment from players and are ‘worth the candle’. This framework is then applied first to analyse an account of how an ESRC‐funded project that I led was received by different research ‘users’ as we sought to generate impact for our findings. Second, it is used to show that the field of educational research has changed; that it has bifurcated between the field of research production and that of research reception; and that the former is being subordinated to the latter. The paper concludes by arguing that, despite many educational researchers' commitments to ‘make a difference’ in wider society, the research ‘impact’ imperative is one that encroaches on academic freedom; and that academics need to find collective ways in which to resist it. 相似文献
7.
The English social and educational reformer, Mary Carpenter, became involved in the imperialist venture in India in the 1860s and 1870s. Imbued with liberal, anti‐racist attitudes, she was drawn to India particularly because of gender interests. Inspired by and working with Indian reformers, she was apparently welcomed on her four visits to India where her own ideas on women's rights were further developed. In England she eagerly publicised her experiences and strove, with some success, to achieve her interpretation of what Indian reformers desired. How far Mary Carpenter actually could understand the Indian situation, how far her liberalism in fact was touched by cultural imperialism and class attitudes — her own ethnicity as an Englishwoman — indeed, are examined here. It will be seen that to understand fully racial and imperial attitudes of late nineteenth century England it is crucial to interrelate gendered notions with them. 相似文献
8.
Jerome S. Bruner 《牛津教育评论》2013,39(1):31-50
ABSTRACT The child‐centred theme of natural development in Rousseau's Emile has exercised a powerful and benign influence on education. Rousseau's proposed curriculum for girls, however, seems extraordinarily illiberal, requiring as it does a rigorous preparation for playing the traditional female role in a male‐dominated society. It is argued here that such a conservative policy on the education of girls is inevitable in an educational theory which makes a virtue of its empirical foundations. Observational studies of the female's nature and of her needs and interests portray her as society permits or requires her to be rather than as she could or should be. This is a dangerous weakness in influential twentieth‐century versions of child‐centred theory which have embraced a scientific approach in the hope of enhancing their credibility. The full educational development of girls, however, requires a distinctive vision of how things ought to be, a willingness to defend such value judgments, and a determination to intervene positively in the classroom. 相似文献
9.
In this review essay, Mark Brenneman and Frank Margonis address three recent book‐length contributions to the ongoing discussion around cosmopolitanism and educational thought: Mark Olssen's Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy and Education, Sharon Todd's Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism, and Ilan Gur‐Ze’ev's Beyond the Modern‐Postmodern Struggle in Education: Toward Counter‐Education and Enduring Improvisation. Brenneman and Margonis argue that these contributions exhibit a marked disenchantment with Enlightenment conceptions of human possibilities as these inform concrete recommendations in the field of the philosophy of education. All three books call for a rethinking of modernist categories in educational thought, a call that is supported by the authors' respective distrust and ultimate disenchantment with the residual presence of ideas of human perfectibility harbored in the philosophical categories that animate discussions in multicultural, liberal, neoliberal, and postmodern educational discussion. Brenneman and Margonis argue that each of these books theorizes from its own respective regionally specific circumstances, and they therefore prove valuable to philosophers of education who struggle toward their own local responses to human difference and the pedagogical possibilities of educational relations. 相似文献
10.
Geoff Whitty 《British Journal of Sociology of Education》1997,18(2):149-163
This paper looks back at the career of the sociologist Karl Mannheim, who died 50 years ago. It considers how far Mannheim's work remains relevant and discusses what lessons it may still have to offer. Quoting Sir Fred Clarke as saying that educational theory and education policy that took no account of changes in the wider social order would be not only blind but positively harmful, the paper suggests that a similar case applies today. It therefore remains essential that Mannheim's legacy is preserved and that the sociological imagination is exercised in relation to contemporary education policy and education research. In the light of Mannheim's own shift from diagnosing the crisis to prescribing the remedies, the paper also reflects on how far it is legitimate for sociologists of education to make such a move. Finally, the paper considers how Mannheim's notion of planning for democracy might be superseded by more genuinely democratic forms of education policy‐making in the aftermath of current neo‐liberal policies of deregulation. 相似文献
11.
Nihad Bunar 《Scandinavian Journal of Educational Research》2013,57(4):423-438
The question of what role free schools should perform in the Swedish educational system has been a contested subject between three ideological, theoretical, political and policy tenets. The first, “contribution to pedagogical diversity in a controlled school market” reflects a traditional social democratic view. The second, “contribution to a better education on a competitive school market” reflects a neo‐liberal approach. The third tenet, “contribution to the maintenance of groups' and individuals' cultural and religious identity” reflects a multicultural view insisting on the thesis that a family's cultural and religious identity should be a steering motive for the school choice. The aim of this article is to take a closer look at what the three tenets that constitute the “riddle” contain—including their claims, responses to critics, arguments and empirical evidence—and to discuss some of their practical impacts on the shaping of educational policy. 相似文献
12.
Laurence Tamatea 《Globalisation, Societies & Education》2005,3(3):311-334
The paper’s focus is The Dakar framework for action—education for all: meeting our collective commitments, which presents the UNESCO, G8, World Bank and International Monetary Fund’s blueprint for the ‘development’ of education globally by 2015. Taking a discourse analytic approach, discussion of the Dakar framework make two claims. The first is that the Framework has a Matrix‐like effect in that it potentially closes out other ways of thinking about and practicing education. The second argument is that the apparent contradiction between its deployment of a human rights centered discourse and neo‐liberal discourse that establishes this Matrix‐like effect, must be understood as something more than simply an exercise in lies, deception and rhetoric. Rather, the Matrix‐like effect of the Framework succeeds not because the Framework lies, but because it doubly exploits the very same ambivalence in liberal‐humanism that facilitated the European control of ‘Others’ in an earlier era of globalisation. Gandhi who challenged the Matrix‐like effects of globalising British Empire power in this earlier era of globalisation is referred to in the paper as a real figure of history to exemplify the Neo figure in the discussion of the Matrix as a metaphor for the neo‐liberal EFA policy. 相似文献
13.
Deanne Bogdan 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):291-316
At a time when both philosophy of education and the arts are under threat within education, this article inquires into interdisciplinarity as one way of approaching the disciplines of philosophy of education and aesthetics. The article offers a retrospective autobiographical intellectual history and phenomenology of the author's own learning and scholarship within Higher Education in three main areas—philosophy of literature education, women's studies, and philosophy of music education, areas paralleling the three periods of her academic career. One sub-theme of this narrative about the balancing act of working in literature and music through philosophy of education is the author's ongoing resistance to professionalization or disciplinary academic control—of literature, philosophy, and music—while being a critical student of educational theory and practice in these areas—philosophy, literature and music within philosophy of education—of thus being “betwixt and between.” Two other themes comprising the article's subtext are “praxis” and “embodiment.” The double entendre of the phrase “working through” entails, first, using the arts of literature and music to practise philosophy of education; and secondly, embracing the psychological, ethical, and spiritual introspection that comes with critical engagement of the arts and its discourses. In short, the article aims to reprise some burning philosophical educational questions that have preoccupied its author over the years, questions deemed especially pertinent to the current increasingly diverse membership in the discipline of educational studies. 相似文献
14.
Peter Love 《Educational Psychology in Practice》2009,25(1):3-8
Contemporary society’s expectations of educational psychology, and of a role for educational psychologists within these expectations, were major themes of, and subtexts to, many of the papers delivered at recent annual courses of the Association of Educational Psychologists (AEP). The distinctive contribution of educational psychology and a perceived “identity crisis” of its practitioners was the subject of examination in recent issues of Educational Psychology in Practice. Within this context it may be both salutary and heartening to review the aspirations of educational psychologists, during a period from the mid‐1960s to the late‐1980s, to shed their stereotype as psychometricians, and later as gatekeepers to special education, in favour of a supportive role to pupils, teachers and parents. Articles published in this journal and its predecessors are drawn upon to illustrate the earlier search by educational psychologists for a role and a status within the local government field. Reference is also made to the author’s experience of working as an educational psychologist from the early 1950s to the end of the 1980s. 相似文献
15.
Anniina Leiviskä 《Educational theory》2015,65(5):581-600
In this article, Anniina Leiviskä argues that the educational relevance of Hans‐Georg Gadamer's concept of tradition has remained unacknowledged because of the conservatism that has been associated with Gadamer's hermeneutics, particularly his notion of tradition. Therefore, Leiviskä seeks to reveal the reflective, nonconservative nature of Gadamer's concept of tradition in order to illuminate its significance with respect to the philosophy of education. Utilizing Gadamer's reinterpretation of the Aristotelian notion of phronesis, she outlines a concept of situated rationality that rests upon the idea of the historicity of human existence, and she suggests that this concept may be used to define a central aim of education. Leiviskä argues that instead of disengaged objectivity, rationality as phronesis stands for the reflective reappropriation of one's tradition, which is enabled by one's situatedness in history and requires encountering other horizons — including the horizons of the past — through which one may be addressed and challenged. 相似文献
16.
Susan Laird 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):17-33
This presidential lecture to the American Educational Studies Association argues that school lunch matters as education, not merely as management, especially within the ethically challenging contexts of the New Jim Crow (with its school-to-prison pipeline) and the Anthropocene—both wicked problems. The educational significance of children's foodways, school food, and school lunch has deep roots in early modern, as well as high modern thought, and within the past decade a new educational studies scholarship on school lunch has emerged concurrently with Michelle Obama's leadership for National School Lunch Program reforms. This study invites a wide range of educational studies scholarship by mapping school lunch matters that might frame new curriculum theorizing with the purpose of developing leaders' ethical responses to both the school-to-prison pipeline and the environmental crisis. This conceptual frame focuses a prospectus for educational creativity on school lunch's health matters, choice matters, table matters, earth matters, aesthetics matters, kitchen matters, community matters, service matters, and study matters. 相似文献
17.
18.
The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. 相似文献
19.
Maria Poulou 《Teachers and Teaching》2013,19(6):555-574
In a context where the role of the teacher and teacher education are undergoing considerable change, the role of educational psychology in teacher preparation is discussed within a new framework. Educational psychology is now perceived as an inherent component within teacher training and professional development, having previously been an additional course and often considered irrelevant to teaching practice. The current paper discusses the relationship between educational psychology and teacher preparation. Educational psychology's contribution to teachers' professional development is delineated through the constructs of teachers' prior beliefs about teaching, reflective practice and self‐efficacy, while its contribution to the improvement of teacher–pupil interaction is viewed through the lenses of instruction theories, social and emotional learning, special educational needs and classroom management. It is argued that through a productive dialectic dialogue between educational psychology and education, educational psychology provides the knowledge defined by its field to be utilized by teachers, whereas at the same time, teachers gain a wider reconceptualization of their practice. 相似文献
20.
ANTON SEVILLA‐LIU 《Journal of Philosophy of Education》2021,55(1):243-262
What does it mean to educate for self‐awareness? How does this fit within education, with its other objectives, and other learning processes? These are key questions for more comprehensive versions of the mindful education movement. In order to provide some responses to these questions from a cohesive philosophical position, this article examines the philosophy of education of Mori Akira (1915–1976). It closely analyses his philosophy of self‐awareness (jikaku), while drawing comparisons with other Kyoto School philosophers. In order to fully understand Mori's particular conception of self‐awareness, it traces how this idea developed throughout his entire career: from his first book, The Philosophical Quest for Educational Ideals (1948), which focusses on the questing self‐awareness of the teacher, to the early–middle period (particularly The Practicality and Inwardness of Education, 1955, and Philosophical Anthropology of Education, 1961), which develops a systematic view of the self‐awareness of students, and to his final book, The Fundamental Principles of Human Formation (1977), which re‐examines generativity in light of uncertainty and death. What this trajectory shows is a view of education centred on self‐awareness and dynamically wrestling with key educational paradoxes, potentially deepening the philosophical grounding of mindful education. 相似文献