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MICHAEL BONNETT 《Journal of Philosophy of Education》1995,29(3):295-309
There are renewed claims that thinking, or important aspects of it, should be conceived in terms of certain general powers, skills or competencies which should be taught as such. Some possibilities for confusion within this view are identified and it is argued that its undoubted attractions must be weighed against certain severe dangers, particularly with regard to how it may predispose us to conceive of content and its role in thinking. Some implications for teaching of a view of thinking that affirms the sanctity of content are sketched. 相似文献
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Education and Selfhood: A Phenomenological Investigation 总被引：1，自引：0，他引：1
MICHAEL BONNETT 《Journal of Philosophy of Education》2009,43(3):357-370
Although effectively the idea of selfhood receives scant attention in much current educational policy, it is an idea that is central to understanding education in the Western tradition. This paper evaluates the implications of a growing movement in educational philosophy and theory to see the self as relational to the extent that it possesses little or no internally maintained steady identity and is constantly reconstituted by external agencies in a variety of ways. A well-worked-through view that draws on the work of Hannah Arendt and Emmanuel Levinas amongst others and that is taken to be representative of this wider movement is examined. It is argued that while important issues concerning the relationship between education and individual subjectivities are raised in ways that invite productive discussion, ultimately the decentred and de-nucleated conception of the self to which its argument leads is both phenomenologically untenable and educationally stultifying. 相似文献
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While the influence of multicultural and anti-racist education has declined significantly in England and Wales since the late 1980s (as a result of the continuing impact of New Right thinking on education policy), this has not occurred in other countries. For example, in Canada successive federal administrations-irrespective of political hue-have remained firmly committed to Pierre Trudeau's (1971) pluralistic notion of the Canadian 'mosaic' and continued to endorse educational and social policies to promote 'race' and ethnic equality. Despite this, regional devolution has ensured that the responses to these federal initiatives at the provincial level have been varied and that developments in practice have been uneven. In this paper, we draw upon ethnographic data in an attempt to provide a sociological account of these regional differences. Focusing on the perspectives of a sample of 42 'active players' in the field of race equity education (i.e. teachers and youth workers, academics, university administrators, school board officials, equity officers, provincial government officials, consultants, grass-roots activists and representatives of various pressure groups), we compare and contrast the developments in theory, policy and practice in two Canadian provinces: Ontario and British Columbia. Throughout the paper, we underline the importance of grounded research, focusing on the part played by local political and historical conditions in both shaping and modifying the articulation and effects of federal policy. 相似文献
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The aim of this paper is to compare constructions of anti-racist education in Canada and Britain. Particular attention is given to developments in the province of Ontario and in England and Wales. It is argued that the ideological characteristics of anti-racism in each country have been shaped by particular national and local discourses of 'racial', national and political identity. We show that while the impact of anti-racism on educational policy making in England and Wales has declined significantly since the 1980s, this has not occurred in Ontario (where anti-racism remains a potent influence). Some of the key dilemmas faced by both British and Canadian anti-racist practitioners, grass-roots activists and scholars are identified and the emergence and growth of anti-racist education in both societies assessed. We conclude by reflecting upon the value of comparative studies of anti-racist education. 相似文献
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At the 2019 Annual Conference of the Philosophy of Education Society of Great Britain, Michael Bonnett was an invited speaker, giving a paper entitled ‘Transcendent nature, sustainability, and ‘ecologising’ education’. In this keynote, Bonnett shared portions of his forthcoming book, Environmental Consciousness, Nature, and Philosophy of Education: Ecologizing Education (London, Routledge). A day earlier at the conference Jeff Stickney gave a paper entitled ‘Informal place-based learning in environmental sustainability education: Seeing anew the Cloister oak tree at New College through Heidegger & Wittgenstein's Philosophies.’ Here we offer a section of Stickney's paper discussing Bonnett's environmental philosophy, focusing on a central aspect of his work: aesthetic and place-based education as a way of connecting more deeply with ‘nature’. Instead of delivering his paper at the conference, Stickney led participants on a walk across the Oxford campus, talking about the place and seeking to enhance appreciation of the evergreen oak tree in the cloister by entertaining different philosophical perspectives while those gathered drew the tree. The exercise was meant to illustrate what aesthetic, emplaced transcendence might actually look and feel like, in practice. Bonnett humbly agreed to write a brief response for this Special Issue. 相似文献
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