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The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the Anglophone and German‐inspired deployment of the concept of critical rationality in philosophy of education. The claims to objectivity of the Anglophone tradition are contrasted with a more self‐conscious concern for social justice and improvement in other European traditions, which has been followed more recently by a greater scepticism concerning the potential of critique for delivering social justice and improvement in education. This has parallels with the growing Anglophone disillusion with ‘classical’ analytic philosophy of education. This in turn has resulted in a greater awareness of the limitations of critique: its ideological character, its rootedness in specific contexts, its own potential dogmatism and its ambiguities. The various contributions to this volume are briefly described and related to each other. 相似文献
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Frieda Heyting 《Journal of Philosophy of Education》2004,38(3):493-510
How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively ‘certain’ criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In order to explore the possibilities of a conception of educational critique that avoids the pitfalls of foundationalism, I analyse the epistemological dimensions of this much‐feared relativism, illustrating this with some characteristic examples. Solving the problems raised will require an interpretation of critique that leaves our daily sense of critique intact, without literally adopting its—foundationalist—basic assumptions. After systematically developing such an alternative interpretation of critical usage, a non‐relativist but still non‐foundationalist and powerful conception of philosophical critique seems possible. I illustrate results with some examples from philosophy of education. 相似文献
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Frieda Heyting 《Journal of Philosophy of Education》2004,38(2):241-247
In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of ideals. Third, I question whether ideals could or should be ‘passed on’ in education, drawing attention to their non‐objective, personally created nature. 相似文献
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Rachmatullah Arif Reichsman Frieda Lord Trudi Dorsey Chad Mott Bradford Lester James Wiebe Eric 《Journal of Science Education and Technology》2021,30(4):511-528
Journal of Science Education and Technology - This study examined students’ genetics learning in a game-based environment by exploring the connections between the expectancy-value theory of... 相似文献
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Frieda Rogatsky 《Quarterly Journal of Speech》2013,99(1):90-91
HANNAH ARENDT: FOR LOVE OF THE WORLD. By Elisabeth Young‐Bruehl. New Haven: Yale University Press, 1982; pp. xxv + 563. $25.00. THE ORIGINS OF TOTALITARIANISM. By Hannah Arendt. New York: Harcourt Brace Jovanovich, 1973; pp. xl + 527. $4.95. THE HUMAN CONDITION. By Hannah Arendt. Chicago: The University of Chicago Press, 1958; pp. 333. $3.95. RAHEL VARNHAGEN: THE LIFE OF A JEWISH WOMAN. By Hannah Arendt. New York: Harcourt Brace Jovanovich, 1974; pp. xx + 236. $3.95. BETWEEN PAST AND FUTURE. By Hannah Arendt. New York: Viking Press, 1968; pp. 306. $2.45. EICHMANN IN JERUSALEM: A REPORT ON THE BANALITY OF EVIL. By Hannah Arendt. New York: Viking Press, 1965; pp. 312. $2.75. ON REVOLUTION. By Hannah Arendt. New York: Viking Press, 1965; pp. 344. $1.65. MEN IN DARK TIMES. By Hannah Arendt. New York: Harcourt Brace &; World, 1968; pp. x + 272. $2.45. ILLUMINATIONS. Edited and with an introduction by Hannah Arendt. New York: Schocken, 1969; pp. 278. $5.50. CRISES OF THE REPUBLIC. By Hannah Arendt. New York: Harcourt Brace Jovanovich, 1972; pp. 240. $2.95. THE LIFE OF THE MIND, 2 volumes. By Hannah Arendt (Mary McCarthy, ed.). New York: Harcourt Brace Jovanovich, 1978; pp. 535. $25.00. THE JEW AS PARIAH. By Hannah Arendt. R. H. Feldman, ed. New York: Grove Press, 1978; pp. 288. $6.95. THE POLITICAL THOUGHT OF HANNAH ARENDT. By Margaret Canovan. New York: Harcourt Brace Jovanovich, 1974; pp. 136. $6.50. HANNAH ARENDT: THE RECOVERY OF THE PUBLIC WORLD. Edited by M. A. Hill. New York: St. Martin's Press, 1979; pp. xiii + 363. $14.95. HANNAH ARENDT: LECTURES ON KANT'S POLITICAL PHILOSOPHY. Edited and with an interpretive essay by Ronald Beiner. Chicago: The University of Chicago Press, 1982; pp. 174. 相似文献
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Frieda Rogatzky 《Quarterly Journal of Speech》2013,99(4):547-548
OUR EMINENT FRIEND EDMUND BURKE. SIX ESSAYS. By Thomas W. Copeland. New Haven: Yale University Press, 1949; pp. ix+251. $4.00. HANDBOOK OF BIOLINGUISTICS. Part One—Section A. The Structures and Processes of Expression with General Introduction to Biolinguistics. By Clarence L. Mead‐er and John H. Muyskens. Foreword by Leon H. Strong. Toledo: Herbert C. Weiler, 1950; pp. xxi+330. $10.00. THE ART OF BOARD MEMBERSHIP. By Roy Sorenson. New York: Association Press, 1950; pp. 160. $2.00. SPEECH THERAPY FOR THE PHYSICALLY HANDICAPPED. By Sara Stinchfield Hawk. Stanford, California: Stanford University Press, 1950; pp. xiii+245. $400. TEXTBOOK OF ABNORMAL PSYCHOLOGY. By Carney Landis and M. Marjorie Bolles. (Revised edition). New York: The Macmillan Company, 1950; pp. x+634. $5.00. HOW TO OVERCOME STUTTERING. By George Wilton. New York: Harper and Brothers, 1950; pp. xvi+168. $2.50. ORAL READING. With Particular Attention to the Problem of Inflection. By Tyson V. Anderson. Kansas City: The Placentium Press, 1949; pp. 127. $3.00. LEAVE YOUR LANGUAGE ALONE. By Robert A. Hall, Jr. Ithaca, New York: Linguistica, 1950; pp. ix+254. $3.00. FREDERICK DOUGLASS. By Benjamin Quarles. Washington: The Associated Publishers, Inc., 1948; pp. xi+378. $4.00. A RHETORIC OF MOTIVES. By Kenneth Burke. New York: Prentice‐Hall, Inc., 1950; pp. xv+340. $5.00. THE PEOPLE LOOK AT RADIO. By Paul F. Lazarsfeld and Harry Field. Chapel Hill: The University of North Carolina Press, 1946; pp. ix+158. $2.50. RADIO LISTENING IN AMERICA. The people Look at Radio—Again. By Paul F. Lazarsfeld and Patricia L. Kendall. New York: Prentice‐Hall, Inc., 1948; pp. v+178. $2.50. RADIO AND POETRY. By Milton Allen Kaplan. New York: Columbia University Press, 1949; pp. ix+333. $4.50. TRAINING THE LOCAL ANNOUNCER. By Samuel B. Gould and Sidney A. Diamond. New York: Longmans, Green and Company, 1930; pp. xiii+201. $2.50. RADIO DRAMA ACTING AND PRODUG TION. By Walter Krulevitch Kingson and Rome Cowgill. (Revised edition). New York: Rinehart and Company, 1950; pp. 373. $3.25. 相似文献