Lines of Testimony     

PAUL STANDISH 《Journal of Philosophy of Education》2020,54(2):319-339

The topic of testimony has gained increased prominence in recent years in epistemology, where it is typically taken to refer to the possible acquisition of knowledge through the understanding and acceptance of someone else's judgement. There is no doubt that learning in this way is a prominent feature of education. This conception of testimony contrasts, however, with the more restricted way in which it is commonly understood: everyday usage situates the concept in such contexts as places of worship and courts of law. Testimony in these contexts is likely to be seen by the epistemologist as a special case of testimony in the wider sense, but is this accurate? With reference to contrasting traditions in philosophy and drawing on examples from film and literature, this paper considers the relationship between the epistemological and the everyday senses of testimony, exploring the significance of these matters for questions of teaching and learning as well as for the understanding of language as a whole.  相似文献   

The Research Community Philosophy and History of the Discipline of Education: A Retrospect of Collaborative Research over Two Decades. Continued—Part Two     

PAUL SMEYERS  MARC DEPAEPE 《Journal of Philosophy of Education》2020,54(5):1395-1397

The Research Community ‘Philosophy and History of the Discipline of Education’ was established in 1999. First an overview is given of the two main areas into which the more than 180 chapters published in 12 books can be grouped. In general the papers are addressing ‘internal’ educational research topics and more ‘external’ relations. The suite of papers in this issue continues the selection of material presented during the 2017 and 2018 meetings and follow on from the suite published in an issue of this journal earlier this year (54:3). Next, the suite of papers appearing in this issue is introduced. In this, and the preceding suite, aspects of the production and acceleration, as well as of the (re)presentation, dissemination and reception of educational research are brought into focus.  相似文献   

The Cement of Society     

PAUL WEIRICH 《Philosophical Books》1992,33(1):1-9

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Experience, Explanation and Faith     

PAUL HELM 《Philosophical Books》1985,26(1):50-52

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Book Review Section 1     

WILLIAM CORNEGAY  PAUL T. ROSEWELL  CHARLES A. TESCONI  CHARLES KNIKER  WILLIAM W. BRICKMAN  DONALD E. GERLOCK 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3-4):59-71

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Who Should Pay for Higher Education?     

PAUL BOU‐HABIB 《Journal of Philosophy of Education》2010,44(4):479-495

Policies that shift the costs of higher education from the taxpayer to the university student or graduate are increasingly popular, yet they have not been subjected to a thorough normative analysis. This paper provides a critical survey of the standard arguments that have been used in the public debate on higher education funding. These arguments are found to be wanting. In their place, the paper offers a more systematic approach for dealing with the normative issues raised by the funding of higher education. This approach is drawn from the political theory of John Rawls, whose view seeks to reconcile the values of equality, efficiency, and liberty. I show that, contrary to what we may think at first, an egalitarian approach like Rawls' does not in principle rule out policies that shift the funding burden from taxpayers to students or graduates. Which funding policy that approach selects as most fair will instead depend on the likely impact on the lifetime income prospects of the worst‐off group in society, and this is a question which will need to be settled by empirical evidence.  相似文献   

THE PRESUMPTION OF ATHEISM AND OTHER ESSAYS, GOD AND PHILOSOPHY, SOCIOLOGY, EQUALITY AND EDUCATION, THINKING ABOUT THINKING     

PAUL HELM 《Philosophical Books》1976,17(3):120-121

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THE STRANGE DEATH OF PROGRESSIVE EDUCATION     

PAUL NASH 《Educational theory》1964,14(2):65-82

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On the Epistemological Basis of Large‐Scale Population Studies and their Educational Use     

PAUL SMEYERS 《Journal of Philosophy of Education》2008,42(Z1):63-86

This paper attempts to take seriously the claim that we can look for causes in order to understand the reality we live (in), and focuses therefore primarily on ‘the natural world’. It will be argued that even if we were to fully endorse the programme of looking for antecedents, a dominant driver for many educational researchers, this would still not solve the problems they commonly set out to address. It will illustrate the problem of contextualisation in using an example of educational research that uses the methodology of the randomised field trial. In these kind of studies the paradigm of causality and its experimental laboratory approach is modified to incorporate the exigencies of real life situations. The claim that these studies too do not put one in a position to derive straightforward conclusions for policy makers or more generally for educational practitioners will be substantiated. Finally, some concluding remarks will be offered that indicate what may be expected from large‐scale population studies and what their epistemological basis is.  相似文献   

Empathy, Paternalism and Practical Reason: Philosophy of Education and the Ethics of Care Revisited     

PAUL SMEYERS 《Journal of Philosophy of Education》2010,44(1):171-180

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