Search

AbstractThe article explores several tensions in Bernard Stiegler’s philosophy of education. This article evaluates the epistemological and philosophical significance of the Prometheus myth in Stiegler’s work. It also examines Stiegler’s biographical reflections on how he became a philosopher, alongside his understanding of psychoanalysis (given Freud’s interpretation of the myth as a master discourse) and child psychology. The goal is to investigate the educational value of the Prometheus myth, as well as myths in general: what did Stiegler learn, and what can we learn from it? What insights did Prometheus gain? Furthermore, how can myths be utilized as teaching material according to Stiegler’s educational philosophy? Addressing these questions necessitates an exploration of the concept of fault, interpreted as hubris by the Greeks and later taken up by Stiegler. [ABSTRACT FROM AUTHOR]

In the aftermath of the COVID-19 pandemic, as well as the ensuring culture wars, the American school choice coalition has almost completely unraveled, but many school choice advocates assert that the coalition can be rebuilt. In this essay, I argue that the school choice coalition dissolved not because of politics or circumstance, but because the coalition's libertarians, progressives, and conservatives have fundamentally different first principles in politics and education – first principles that are present in the works of theorists like Thomas Paine and John Stuart Mill. By studying Paine and Mill, we can understand that any education-reform coalition will be a temporary aberration rather than an enduring alliance. [ABSTRACT FROM AUTHOR]

Previous literature informed by biopolitical theory has shown how global education for sustainable development differentiates between populations by assigning different roles, responsibilities, and lifestyles to rich and poor. Taking these arguments as a point of departure, this paper first identifies three different 'problems' pertaining to biopolitical differentiation within this literature and then elaborates on potential didactical responses to such problematic differentiation. The suggested didactical responses draw on Judith Butler's theories of vulnerability, Jacques Rancière's ideas of a presupposition of equality, and Michel Foucault's writing on ethics and self-formation. The paper contributes to previous research on biopolitical differentiation in education for sustainable development by suggesting potential didactical responses to the problematics put forth in these works. It also contributes to previous literature on how Butler's, Rancière's and Foucault's theories are relevant to education by relocating the arguments to the context of global implementation of education for sustainable development. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to characterize feminist pedagogy within the context of economics instruction in the US and to contribute to the development of this paradigm by charting out a research agenda for feminist pedagogy in economics. Our argument proceeds in two parts. First, we answer the question, what is feminist pedagogy in economics (FPiE)? This section sets out a working definition and contextualizes FPiE within the broader pedagogy literature, within the pedagogy literature specific to economics, and within the practice of economics teaching today. Next, we explore new directions for research and practice in FPiE by discussing post-positivist epistemologies, resisting the depoliticization of economics education, and effective responses to diversity in the neoliberal university. [ABSTRACT FROM AUTHOR]

"Learning To Live Together" (LTLT) has been proposed as one of the four UN pillars of education. Several Indian educationists including Aurobindo, Gandhi, Krishnamurti, and Tagore have emphasized equivalents like 'education of the heart' and founded schools that have pursued these goals, some for more than a century. This paper explores teachers' perspectives on conflict, satyagraha/dissent, and dialogue and their role in education for LTLT. The paper draws upon a three year-long, multiple-embedded case-study that studied 14 teachers at five Indian schools founded or inspired by the educationists through ethnographic observations and interviews. The paper finds that LTLT should be perceived as a form of active harmony, which includes disagreements, dissent, and conflicts. The findings suggest that teachers differentiated conflicts from violence, perceived disagreements and conflicts as forms of pluralism, and created space for voicing dissent and resolving conflicts. They drew on dialogue, empathetic understanding, democratic decision-making, and social action to leverage dissent as a tool for building an equitable and engaged community. [ABSTRACT FROM AUTHOR]

This article uses Charles W. Mills' Racial Contract to interrogate the political, historical, and philosophical roots of the conservative campaign against critical race theory (CRT) in schools. Prescribing that political power will be used to maintain a white supremacist racial hierarchy, the Racial Contract connects itself to American schools through what I have termed the American Educational Contract (AEC). To investigate these connections, I rely upon critical race hermeneutics (CRH) to better understand how American educational history and philosophy have been interpreted in ways that legitimate and normalize the whiteness inherent in the AEC. Finally, I demonstrate how the American Right resurrected time-tested tactics of the white polity – fiscal oppression, epistemological tampering, and emotional responses – to leverage the unique power of schools and reify Mill's Racial Contract. [ABSTRACT FROM AUTHOR]

This paper aims to raise awareness of the relevance of the philosophy of Charlotte Mason to primary school education today. First a biography of Mason, tracing her development from an orphaned pupil apprentice to an internationally influential figure, puts her philosophy in context. This is followed by an overview of her philosophy, with a focus on outdoor learning and on learning in history. Then three case studies of outdoor history investigations are analysed to explore the ways in which they reflect both the English National Curriculum and Mason's philosophy. First, eight-nine-year-old children visit Stone Age sites, then five-to-seven-year-olds visit a medieval castle and finally a group of primary school teachers investigate a seventeenth-century farmhouse during a residential weekend. The paper explores how Mason's philosophy and practice can enrich the teaching of history within contexts of the English Curriculum. [ABSTRACT FROM AUTHOR]

This paper explores how differently heterodox and mainstream economists think about teaching. It draws on data from interviews with sixteen leading heterodox economists, which we analyse according to the principles of thematic analysis. We find considerable variety in heterodoxy. Further, we find evidence that suggests at least some heterodox economists share some elements with mainstream counterparts: on pedagogical practice, the role of their teachers, and scant explicit knowledge of educational philosophy. However, we discover different heterodox educational goals when compared to mainstream peers, mainly clustered around a concern for more radical open-mindedness and free-thinking. Also, some of our respondents showed a commitment to pluralism and critical approach to reality in teaching. Our interviews suggest that heterodox pedagogy is a reaction against and struggle within a uniquely hierarchical and monist discipline, pointing to the sociology and ideology of the economics profession as a shaping factor. We conclude that these characteristics make heterodox pedagogy better suited to foster understanding of complex real-world economic crises associated with global warming, pandemics, and financial meltdown. [ABSTRACT FROM AUTHOR]

This article briefly introduces and comments on the EPAT special issue 'Philosophical reflections on modern education in Japan: strategies and prospects' edited by Morimichi Kato. There are seven papers excluding the editor's introductory essay. This special issue provides a unique approach to Japanese educational philosophy by offering and deliberating features and concepts peculiar to Japanese education. [ABSTRACT FROM AUTHOR]

Paul Natorp is better known as a key figure of Neo-Kantian epistemology than as a great educationist. This paper discusses the affinity for Natorp's theory of education in Japan in the first decades of the twentieth century. It presents an overview of Natorp's educational way of thinking and analyses the interest of Japanese educationists in the educational thought encapsulated in the conception of Natorp's educational theory, which he called Sozialpädagogik. Addressing the debate around Natorp's Sozialpädagogik within the Japanese national community of scholars, key points of the inception of the theory in Japan are examined, central scholars involved are identified, and the impact of Natorp's conception on the Japanese philosophy of education and educational practice is considered. [ABSTRACT FROM AUTHOR]

Dr. Barbara E. Jensen was a Former Editor of the Measurement in Physical Education and Exercise Science (MPEES) journal. In this role and through her teaching, scholarship, and other professional services, she made enormous contributions to the field of physical education and exercise science, with a key and immutable focus on the advancement of measurement and evaluation theory and application. She made an ordinary college professor's job extraordinary. Unpretentious and passionate with a distinctive pedagogy and sustainable devotion were her trademarks and unfailing legacies. By tracing and celebrating Dr. Jensen's dedicated life, teaching practices, commitment to the Humanics Philosophy, and professional activities, this article sheds constructive light on the preparation, development, and advancement of future generations of measurement and evaluation specialists in physical education and exercise science, while paying tribute to a giant in the field. [ABSTRACT FROM AUTHOR]

This article considers the curriculum framework governing economics teaching in Brazilian higher education. We assess economics teaching according to three criteria: its pluralism or monism regarding economic theory and method; its treatment of economics' wider socio-political dimensions; and its educational philosophical approach and goals. Against these criteria we conclude that Brazilian economics has been pluralist and open, particularly in comparison to other international governance frameworks. However, we argue that Brazil's prevailing TAMA – There Are Many Alternatives – framework is threatened by strong disciplinary, institutional and wider political pressures with both domestic and global roots. These forces may force Brazilian economics teaching to be less open, becoming more like the existing hegemonic approaches, such as those operating in Anglo/US systems. These changes partly reflect the neo-liberalization of higher education. [ABSTRACT FROM AUTHOR]

Arising from the question 'How might we think of pedagogy in early childhood education?', this article traces pedagogy's histories, conceptual difficulties, inherent foreclosures, and contextual particularities. It argues that within the context of early education, pedagogy has become an obscure, sophisticated supplement of some sort rather than an indeterminate field of responsive, generative, and collaborative practice of interpretation, ethical critique, and invention. Thinking through the trilogy of repair, release, and return, we make three significant moves in the paper. First, we repair pedagogy from unfortunate and quite common misunderstandings. Second, we release early childhood education from the suffocating dominant narrative of child development as its primary source of intelligibility and moral legitimacy. Finally, we return to the idea of early childhood education as a pedagogical project and offer a series of interconnected propositions that respond to the conditions of our times. Overall, we argue that if early childhood education studiously attends to pedagogical thought, its problematic developmentalism might become obsolete. [ABSTRACT FROM AUTHOR]

A burgeoning body of literature discusses the process of being and becoming a doctoral scholar, suggesting that graduate students should move beyond performing the role of 'good student' and transform into doctoral scholars and stewards of the profession. More recently, research has been conducted to identify more commonly held competencies and attributes doctoral scholars should develop. Even so, clear models for developing scholarly identity and specific habits-of-mind are more difficult to identify. The literature ranges from discussing this process as a form of transformation or identity development, as a form of socialisation, as regulative epistemology, or as the development of a scholarly habitus. While it would be fruitful to derive a new model for scholarly dispositions, we look to perennial wisdom and metaphors of intellectual excellence and lifelong learning that already exist. In this paper we illuminate three Confucian notions, elaborating the development of scholarly dispositions and cultivating particular habits of mind, values, and ways of being. Confucian philosophy sets forth ideal ways of being, valuing, and knowing that are highly developed in their own right and add a more holistic understanding to the conversation of scholarly identity development. [ABSTRACT FROM AUTHOR]

'Subjectification', the cornerstone concept of Biesta's philosophy of education, refers to how autonomy should be realized in educational settings and to the fact that explanation is irrelevant to emancipation. In this article a critical realist reading is provided of how Biesta links narrative learning to emancipation and of the shortcomings that spring from this connection. The central thesis of my argument is that truth and values should take center stage in an educational philosophy of emancipation and that these two concepts are left out of Biesta's conception of emancipation. It is suggested that Biesta's philosophy of emancipation has no criteria for distinguishing what is true from what is false and valuable from invaluable. This happens because it cannot adequately address (i) how one passes from 'is' to 'ought' (ii) the ways in which rational thinking could be emancipatory and (iii) the grounds on which emancipatory living is better than non emancipatory living. [ABSTRACT FROM AUTHOR]

This study presents the analysis of a translanguaging by design activity I conducted with students finishing an EFL program at a Costa Rican university, for which I showed them pictures of graffiti in Spanish and encouraged them to discuss these, using their entire linguistic repertoire. I recorded their discussions, selected instances of bilingual languaging, and analyzed their spontaneous and intuitive translanguaging. Whereas classroom interaction showed that students translanguaged for various purposes and in clearly distinctive ways, follow-up student interviews revealed some of the affordances and constraints of purposefully bringing translanguaging into programs that have for long been dominated by monolingual language ideologies. By and large, this study constitutes an attempt at transforming translanguaging from a furtive to a purposefully planned practice, which is a much-needed step forward in challenging monolingual and language separation ideologies in EFL programs and in disrupting the trend in EFL education to view students simply as learners, and not as emergent bilinguals with a complex linguistic repertoire and intricate languaging skills. [ABSTRACT FROM AUTHOR]

Upon the occasion of the 25th anniversary of the Journal of Public Affairs Education (JPAE), this article examines its development from 1995 to 2018. Many scholars in public affairs and administration have published in its pages, and the journal offers a large variety of articles on curriculum, pedagogy, and educational philosophy. This article presents the results of a qualitative content analysis of topics, as well as a quantitative bibliometric analysis of authorship patterns. Topics such as diversity and inclusion, teaching methodology, and the nature of public affairs education play prominent roles on the journal's pages. Collaboration among authors has become more common. Gender representation has experienced changes over time. International authors also contribute. The co-author network structure of JPAE is relatively sparse but shows potential for greater collaboration. Finally, this article identifies directions for future exploration in the journal. [ABSTRACT FROM AUTHOR]

Building on the author's previous works discussing Gramsci's and Ambedkar's political philosophies in favor of subalterns and Dalits as well as the concept of "spirituality" through which they affirm their full humanity, this essay explores their envisaged role of education in allowing the excluded to achieve participation in the democratic process. After discussing scholarship around education and Gramsci, the essay examines the same topic for Ambedkar, noting their commonalities, with the help of work from Padma Velaskar and Shaikaja Paik. After examining Dewey's influence on Ambedkar's ideas on education, the essay emphasizes the latter's originality in adapting his teacher's pragmatism to the Indian milieu and considers those authors who have explored a closeness between Gramsci and Dewey. The conclusion suggests a return to the practical educational philosophy of Gramsci and Ambedkar as still indispensable in the contemporary scenario for making democracy effective for all. [ABSTRACT FROM AUTHOR]

This paper evaluates the recent reform to the curricular governance framework for UK Economics teaching: the revised Subject Benchmark Statement document for Economics (SBSE). The crisis of confidence in economics which was amplified by the global financial crisis presented an opportunity for fundamental change in economics teaching. The paper asks whether the new SBSE represents change. We ask whether the new SBSE is pluralist with regard to economic theory and method; how it treats the economy and its wider socio-political dimension; what are its educational goals and approach; and overall, how much change has it brought? The paper concludes that the new SBSE does not constitute change: it still exhibits limited pluralism, ignores ethics, power and politics and ignores key educational goals. [ABSTRACT FROM AUTHOR]

This article offers a critique of a major recent initiative in economics teaching: the CORE project. CORE emerged in the wake of the global financial crisis, which was also something of a crisis for economics. The article deploys four evaluative criteria to pose four questions of CORE that address the demands of the student movement. CORE claims to be innovative and responsive to criticism. However, the article concludes that its reforms are relatively minor and superficial. CORE, like curricula that preceded the global financial crisis, still exhibits limited pluralism, ignores power and politics, and ignores key educational goals. Despite its opportunity to do so, CORE has not opened up space within economics for the teaching of political economy. [ABSTRACT FROM AUTHOR]

This article analyzesXueji(學記) and discusses some of the myths and facts in Western perceptions of Chinese educational practice. It also looks at the similarities and contrasts between Eastern and Western conceptions of teaching and learning. A careful study ofXueji(學記) will help in understanding some common Western misunderstandings and misperceptions of Chinese pedagogic practices, in particular, the views that Chinese educational practices and ideas are authoritarian, encourage obedience to authority over individual inquiry, promote memorization over comprehension, and are non-individualized to the point of encouraging uniformity over diversity. A better understanding of the classical Chinese approach to learning and teaching will foster a deeper understanding of the nature of pedagogic practices. Such an understanding will enable us to make a better assessment of the similarities and differences between Chinese and Western conceptions of learning and teaching with a view to sharing ideas from both cultural and philosophical perspectives. Throughout the discussion, this article will seek insights for teaching and learning today in a global context. [ABSTRACT FROM AUTHOR]

This essay traces out a new organization of Louis Althusser’s work that rests on his fundamental educational problematic: interpellation. There are three moments where Althusser discusses education in his writings: in the famous essay on schools as Ideological State Apparatuses, in his infamous essay on the university and the pedagogical function, and in a much more obscure reference to trade unions. In all three, Althusser is dealing with the problem of interpellation, yet none of these essays enable us to actually theorize what Althusser’s own practice of the seminar offers as educational logic—a practice that resulted in the student-teacher collaboration Reading Capital. In short, whereas the Institutional State Apparatus interpellates individuals and the trade union offers a counterinterpellation, the seminar is a form of disinterpellation that must be thought of as the educational unconscious of Althusser’s late writings on the encounter. [ABSTRACT FROM PUBLISHER]

In twenty-first century schooling in Australia, the coherence of curriculum is both a blessing and a curse. Teachers now have the hard-won and delicious license to bring forth (sing forth!) the arts in a mandated place in Australian education. Yet tensions still exist for the mindful arts educator. How do we enable the arts to do what they do best in the hands of children and young people – for instance, humanise, politicise and disrupt – while at the same time ensure the learning is measurable, accountable and, dare we say, containable? This is the tension of our educational era that could actually open up new pathways to school reform and offer fresh ways to view the importance of learning in life, especially for those currently disenfranchised by school systems that seek primarily to measure and contain. Drawing inspiration from the quiet disruptions of visual artists in Tasmanian schools, this presentation invites you to question how the arts more broadly – and drama specifically – can contribute to necessary disruptions in schooling life. [ABSTRACT FROM PUBLISHER]

For over 70 years Annemarie Roeper was able to breathe new life into many aspects of giftedness and gifted education. Capturing the magic of such a charismatic and visionary leader is a challenge. However, stories and storytelling provide a pathway into the narrative of Annemarie’s life as it evolved from young adulthood to elderhood. This article provides the lessons learned during a long-standing friendship and insights into her multidimensional personality. [ABSTRACT FROM AUTHOR]

In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test. [ABSTRACT FROM PUBLISHER]

Through combining theories of space and place with works on institutional being, virtues and modes of becoming, this article develops and promotes academic citizenship as the formation of dwelling, being and becoming on the placeful university beyond the campus. We argue that this is a prerequisite for the integration of the university in society and society in the university. We discuss the need for a concept of the placeful university to capture academic belonging in the nexus between university and society. As such, the conceptualisation of the placeful university provides an opportunity to re-imagine the possibilities of the university to integrate with people and society through dialogue and placeful-ness. Accordingly, supporting academic citizenship entails designing for the placeful university – a university that invites and promotes openness, dialogue, democracy, mutual integration, care and joint responsibility. Consequently, a comprehension of the placeful university is developed in the article to make the potentiality of academic citizenship for the future university emerge. [ABSTRACT FROM AUTHOR]

The final lines of Deleuze and Guattari’s What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle’s project of non-philosophy, but dispute its efficacy in terms of the designated relationship between non-philosophy and science, as had been realised by Laruelle at the time. However, the mature non-philosophy of Laruelle could indicate a resolution to the problematic relationship between science and educational philosophy that we have inherited due to the poststructural theories of Foucault, Derrida and Deleuze. Non-philosophy suggests a framework for thought that includes science in a non-positivist style and provides the means to view education as a performative practice. This article explores the non-philosophy of Laruelle in education as a means to view education under the conditions of strict immanence and in line with an anti-phenomenological metaphysics of non-representation. Laruelle is perhaps one of the most important critics of Deleuze in France, and as such, his insights into the Deleuzian oeuvre reveal a way forward for education as a practice that analyses science, philosophy and politics through non-philosophy. [ABSTRACT FROM PUBLISHER]

Many conservatives, including some conservative scholars, blame the ideas and influence of John Dewey for what has frequently been called a crisis of character, a catastrophic decline in moral behavior in the schools and society of North America. Dewey’s critics claim that he is responsible for the undermining of the kinds of instruction that could lead to the development of character and the strengthening of the will, and that his educational philosophy and example exert a ubiquitous and disastrous influence on students’ conceptions of moral behavior. This article sets forth the views of some of these critics and juxtaposes them with what Dewey actually believed and wrote regarding character education. The juxtaposition demonstrates that Dewey neither called for nor exemplified the kinds of character-eroding pedagogy his critics accuse him of championing; in addition, this paper highlights the ways in which Dewey argued consistently and convincingly that the pedagogical approaches advocated by his critics are the real culprits in the decline of character and moral education. [ABSTRACT FROM PUBLISHER]

A recent national curriculum guide for upper secondary schools in my home country, Iceland, requires secondary schools to work towards equality and five other overarching aims. This requirement raises questions about to what extent secondary schools have to change their curricula in order to approach these aims or work towards them in an adequate way. Textbooks on curriculum theory commonly invite their readers to choose between different perspectives that are presented as mutually exclusive. From one perspective, they tend to emphasize academic subjects, to the exclusion of perspectives that focus on improvement of society or individual development. There are, however, reasons to doubt that organizing a curriculum emphasizing general aims such as equality excludes using academic subjects as its principal building blocks. In this paper, I argue that if we take equality seriously as an aim of education, we should indeed emphasize academic school subjects, just as advocates of liberal education have done for a long time. Focusing on subjects and focusing on aims, such as equality, are therefore not mutually exclusive perspectives but two aspects that must coexist in any reasonable and sound pedagogy. [ABSTRACT FROM AUTHOR]

The only available English translation of Makiguchi Tsunesaburo's most characteristic work,Soka Kyoikugaku Taikei(The System of Value-Creating Pedagogy; 1930–1934), was published asEducation for Creative Livingin 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor.Education for Creative Living, not Makiguchi's Japanese original, has been translated into 13 languages and has contributed to introducing Makiguchi's educational ideas to the non-Japanese-speaking world. In this article, the author reports findings of a comparative, cross-linguistic textual analysis ofEducation for Creative LivingandSoka Kyoikugaku Taikei. Her findings indicate that Bethel has made many editorial choices without notifying the reader, such as putting more emphasis on philosophy than pedagogy, simplifying some of Makiguchi's arguments; omitting Makiguchi's references to various scholars; and omitting, inserting and revising portions of text. These editorial choices give the impression of a simpler, less sophisticated, less well-read Makiguchi to non-Japanese readers and renderEducation for Creative Livingproblematic as a primary source of academic research. [ABSTRACT FROM AUTHOR]

This article focuses on Daisaku Ikeda's (1928- ) philosophy and practice of intercultural dialogue-what I call 'value-creative dialogue'-as a new current in interculturalism and educational philosophy and theory. I use excerpts from Ikeda's writings to consider two aspects of his approach to dialogue. First, I locate his approach philosophically in Buddhism; in the examples of dialogue modeled by Ikeda's mentor, Josei Toda (1900-1958), and by Toda's mentor, Tsunesaburo Makiguchi (1871-1944); and in Makiguchi's theory of value creation (soka) and value-creating pedagogy. Second, I consider the multiple and value-creative levels Ikeda's dialogues play. I conclude with implications of value-creative dialogue in education in general and bilingual-bicultural education in particular. [ABSTRACT FROM AUTHOR]

This paper draws upon and critiques the Australian federal government's website My School as an archetypal example of the current tendency to abstract and quantify educational practice. Arguing in favour of a moral philosophical account of educational practice, the paper reveals how the My School website reduces complex educational practices to simple, supposedly objective, measures of student attainment, reflecting the broader 'audit' society/culture within which it is located. By revealing just how extensively the My School website reduces educational practices to numbers, the paper argues that we are in danger of losing sight of the 'internal' goods of Education which cannot be readily and simply codified, and that the teacher learning encouraged by the site marginalises more active and collective approaches. While having the potential to serve some beneficial diagnostic purposes, the My School website reinforces a view of teachers as passive consumers of information generated beyond their everyday practice. [ABSTRACT FROM AUTHOR]

In this paper we will define the object of study of Pedagogiek, followed by a brief discussion about current trends in educational policy, teacher education and educational research. We refer here to the continental European 'pedagogy as human science', or more precisely the 'science of the child's upbringing' in the social context. Central in this tradition is the moral debate about the complex relation between pedagogische aims and methods. Praxis has remained an important concept in this discussion down the centuries; it is concerned with the moral intentions behind a person's actions as well as the consequences of the actions in the social context. [ABSTRACT FROM AUTHOR]

Despite the dominance of instrumental, psychological approaches to educational theory and practice in North America, a different understanding of the value and dynamics of education is often articulated informally in cultural representations (e.g. fiction and feature films) and in personal recollections. This alternative understanding is one in which the personal characteristics of a teacher or professor, and the relation between student and teacher are often paramount. Through reference to existing research and to examples drawn from real-life practice, this paper presents a broadly existential and explicitly relational way of understanding education, or, rather, pedagogy. It gives special emphasis to the way that such an understanding has been articulated in the text Vergessene Zusammenhange: uber Kultur und Erziehung [Forgotten Connections: On Culture and Education] by Klaus Mollenhauer. The paper describes how the insights of Mollenhauer and other writers regarding an existential and relational pedagogy were translated and adapted for a North American course in teacher education, and how such a course can serve as an important ingredient in nurturing undergraduate students who are becoming teachers. [ABSTRACT FROM AUTHOR]

This paper is threefold. It is grounded in the philosophical work of two educational theorists: John Dewey and our contemporary Nel Noddings. It also brings into the conversation the ancient system of Tarot, arguing that its pictorial symbolism embodies intellectual, moral, and spiritual 'lessons' derived from collective human experiences across times, places, and cultures. For Dewey, to call somebody spiritual never meant to invoke some mysterious and non-natural entity outside of the real world. As a system of communication and interpretation, Tarot is oriented toward the discovery of meanings in the real experience and performs two functions, existential and educational, focusing on the ethical and spiritual dimension of experience. The pictorial images create an adventure story of the journey through the school of life, each new life experience contributing to self-understanding and, ultimately, spiritual rebirth. Tarot not only speaks in a different voice, therefore bringing forth the subtleties of Gilligan and Noddings' relational ethics, but also enables a process of critical self-reflection analogous to the ancient Socratic 'Know thyself' principle that makes life examined and thus meaningful. As a techne, it can and should become a valuable tool to complement an existing set of educational aids in the area of moral and spiritual education. [ABSTRACT FROM AUTHOR]

The modern Turkish state and society have been greatly influenced by reforms of the education system. Second Constitutional Period reforms can be viewed as the preparatory stage of Republican reforms and a time when many of the later reforms were planned and given limited application. In this way both periods contributed to the foundation of modern Turkey. The innovations pioneered by Late Ottoman intellectuals stemmed from various origins, mostly European positivists and materialist philosophers. American pragmatism was added as an ideological source during the foundation of the Republic. It can be observed that ideological trends took root from Ottoman times according to the degree that intellectuals were affected by them. In this paper, the ideological origins of educational reforms during the Second Constitution Period have been studied in relation to the influence of European philosophers on Ottoman intellectuals of the time and their ideological environments. Late Ottoman intellectuals were found to have been largely affected by France's positivism, German's materialism and Comte, Durkheim, Buchner and Spencer. The paper reveals how modern Turkey's educational philosophy parameters have been shaped by these intellectuals' ideas. [ABSTRACT FROM AUTHOR]

This paper brings together discourses surrounding two areas of supervision, educational and clinical, in order to address the increasing complexity of academic life. Educational supervision of postgraduate student researchers resonates with more clinical supervision practices. All are widely perceived as beneficial and promoted on ethical grounds. However, a comparison foregrounds supervision's problematic and questionable association with a neo-liberal economic agenda. Following a desire to speak the unspeakable in academic spaces, we apply a discursively informed critical analysis to describe supervision as an affluent, professional response to an increasingly restrictive individualism, which compounds the isolating function of an unsustainable regime. We explore the possibilities that supervisory practices offer as an organisational space in the domain of power, locating untapped potential in their ambivalence. We invite a radical revisioning of supervision as a platform that might have potential for an increasingly subversive and inclusive voice in higher education. [ABSTRACT FROM AUTHOR]

This article examines a series of historical examples drawn from antiquity in order to describe some basic organisational parameters which have continued to inform modern concepts of teaching and learning. The author adopts an analytic method modelled on the work of the philosopher Luce Irigaray, in an effort to demonstrate how sexual difference has been routinely suppressed in the history of education. By examining the notion of citizen and the social and political conditions within which our notions of community were shaped in antiquity, it is argued that we can glimpse another perspective of teaching and learning that reveals the reliance upon public and private segmentations of social roles in the generation of educational concepts. The author seeks to disclose how certain binary relations, such as public-private, open-hidden, speech-silence have structured practices in teaching and learning throughout the Western tradition. [ABSTRACT FROM AUTHOR]

Physical education is one of the more difficult subjects in the curriculum for generalist classroom teachers in primary schools to incorporate confidently into their teaching. In many primary schools, the generalist classroom teacher defers to a physical education specialist. This situation has both positive and negative features. In this context, this study brings together several prominent models of physical education teaching in an approach that enables the curriculum to be encountered through the interests of the children. This approach offers a generalist teacher, through appropriate professional development, a means for delivering a high-quality physical education programme, and also complements the repertoire of the specialist physical education teacher at both primary and secondary school levels. [ABSTRACT FROM AUTHOR]

Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ‘added value’ in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind-sets to comprehend fully its significance. [ABSTRACT FROM AUTHOR]

This paper outlines the life and work of Dr. Elliot W. Eisner, a champion of American education and the inclusion of art in students' lives. Three areas of Dr. Eisner's life are explored, his early formative years, his ideas on curriculum in the United States of America, and his research on the development of arts-based education in schools. The paper recommends several ways to achieve Discipline Based Arts Education (DBAE) in the instruction of culinary arts through the examination of Eisner's educational philosophy and its application in a culinary setting. [ABSTRACT FROM AUTHOR]

This article attempts to articulate the role of what I call the 'aletheic imagination' within contemporary aesthetic education and the fine arts curriculum, broadly conceived. In proposing such an idea I intend it to assist arts educators to undertake a more satisfactory pedagogical use of the aesthetic in theory and practice. Enriching the imagination by way of aletheia - 'of one who speaks truthfully or frankly' enabling a liberating syntax in aesthetic practice - encourages educators to highlight the multifaceted presence of the aesthetic in students' artistic awareness. The aesthetic is the opening up of the immanent potential for meaning: an endorsement of perception which generates the communicative possibilities of imagination in creative action. Here I offer a critique and reappraisal of John Dewey's naturalistic metaphysic of thinking and experience in relation to education in contrast with Lev Vygotsky's transformative psychological aesthetic. I argue that their stances may contribute to a contemporary revitalization of aesthetic education and, conceived alongside the paradigm of the aletheic imagination, promote a more discerning visual arts philosophy and practice for our times. [ABSTRACT FROM AUTHOR]

This paper advocates the argument that philosophical and empirical modes of inquiry are seldom brought together to gain a better understanding of pedagogical ethics in the natural settings of school life. Here, it is hoped that this kind of combination provides interpretative lenses for the deliberation of pedagogical practices. The paper aims to shift focus to the scene where the conditions and contingencies of pedagogical ethics may be found. This means exploring day-to-day details of pedagogical encounters to see what they might offer in putting forth an understanding of pedagogical ethics. This paper uses three interpretations from philosophy and ethics. It focuses on the perspectives of pedagogical purposes, obligations, and situations, together with their empirical interpretations of the ethic of ideals, the ethic of rights and duties, and the ethic of character and will. It shows how abstract philosophical theories can be translated into real-world ethics in education and how these reference points can help teachers in their practical ethical reflection. [ABSTRACT FROM AUTHOR]

The article discusses the environmental issues faced by Indigenous and non-Indigenous communities. It refers to knowledge integration which limits the capacity of post-secondary institutions to develop appropriate programming for future practitioners. It suggests that post-secondary institutions must prepare students to practice reconstellating when engaging with communities to meet environmental challenges.

The article describes the essential aspects of action research and how it can produce transformative changes and also discuss how action research has earlier been used in medical education. Also suggested are ways by which the transformative potential of action research in the medical education can be realized. It highlights that the action research has an exciting potential for introducing and understanding the process of change in medical education.