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Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research on well-being and concern over the well-being of students and teachers has grown dramatically in recent years. Researchers and reformers in positive psychology and education, self-determination theory, social and emotional learning, liberal-democratic political and educational philosophy, and neo-Aristotelian theories of flourishing and character education have played formative and intersecting roles in what is now an international movement to promote the lifelong flourishing of students as an alternative to a human capital and economic growth focus for education. This article defends this flourishing-focused reorientation of education policy and practice, using a value-led and evidence-informed methodology. It sorts through the conceptual disputes and clarifies the ethical considerations that should guide efforts to advance the well-being of students and teachers, assesses key claims and arguments, and brings together compatible aspects of the leading philosophical and psychological perspectives on flourishing as an aim of education. It identifies ethically and evidentially justifiable points of consensus on well-being and flourishing in education, presents a consensus model of relationships between educational environments, learning, and flourishing, and concludes with some recommendations for educational policy and practice. [ABSTRACT FROM AUTHOR]

Lately, several key experts have proposed that well-being and flourishing ought to be the ultimate aim of education. To make this aspiration into reality, we need (1) a shared normative vision, (2) a shared understanding of key features of flourishing, and (3) shared flagship indicators to assess flourishing. Normatively, while the aim of education indeed ought to be the lifelong flourishing of the students, promoting it requires recognizing potential trade-offs between students' current well-being and lifelong flourishing as well as each student's individualistic flourishing and the capability of the society to promote the flourishing of all. Flourishing itself involves the following three dimensions: subjectively experienced well-being, psychological functioning, and certain foundational capacities and virtues through which human potential is realized. We need consensus around these elements and their lead indicators to transform the abstract aspiration into a trackable target pursued through evidence-based practices by education systems around the world. [ABSTRACT FROM AUTHOR]

'Finding Consensus on Well-Being in Education' is an ambitious and inspiring work in favor of establishing flourishing as the aim of education in classrooms and schools worldwide. The authors offer theories of action to explain how education for flourishing would be virtuously self-sustaining in its ideal state, how we could transition from current educational policies and practices to those that foster flourishing, and why schools currently impede student, teacher, and social flourishing. This commentary critically examines each theory of action, raising questions about the reasons that schools currently fail to promote flourishing and why and how they might do in the future. I argue that David Cohen's classic essay 'Plus Ça Change...' provides important insight into why education for flourishing may take as long to develop and take to scale in the twenty-first century as Deweyan progressive education took (and is continuing to take) in the twentieth century. The kind of education that the authors of 'Finding Consensus' are calling for is hard and ambitious work that may take a very long time to get right – even as it is also well worth trying to do so. [ABSTRACT FROM AUTHOR]

It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an "unprecedented solution" to climate change, or (2) leave students unprepared to adapt to a global catastrophe. Using these criteria, he analyzes several possible ways to help students adapt to disaster, including teaching survivalism, encouraging forms of emotional resilience (like the Stoic apatheia), and helping students to appreciate the current moment. These adaptive responses seem to violate the first criterion. At the same time, an educational response focused entirely on climate activism seems to violate the second criterion. Warnick ends by exploring ways to accommodate the need for both adaptation and social engagement, finding promise in the idea of a tragic activism. [ABSTRACT FROM AUTHOR]

In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices.

The aim of education is a key question; in a certain sense it is a traditional question — viewed by some as a given. Indeed, perhaps because it appears to be self-evident, it has long since ceased to be a focus, with a number of undesirable consequences. Education invariably remains an action that is explicitly or implicitly imbued with intentionality, but if it loses sight of its goals (or, worse still, does not acknowledge them expressively), it risks becoming ethically and politically ambiguous, if not downright corrupted or distorted.

Perpetuating the discipline of philosophy is not the main educational responsibility of philosophers. Instead, it is to equip students with those distinctively philosophical intellectual resources that will serve students in serving the public good through participation in the economy (broadly conceived) and democratic life. Given this responsibility philosophers, individually and collectively, have a duty to take teaching and learning more seriously than they do. The paper offers some confident ideas about what this means when it comes to approaching training and professional development and some more tentative ideas about what it means, specifically, for the Philosophy curriculum and the pedagogical strategies philosophers should adopt in the classroom. [ABSTRACT FROM AUTHOR]

Within the recent rise in the incorporation of contemplative practices in higher education, mindfulness stands out as the most studied and implemented practice. However, most of its studied implementations have been focused on interventions associated with mental health. Very little attention has been given to the study of mindfulness's potential broader educational impact. This study is based on the analysis of final assignments from the course „mindfulness and education„, taught to 673 students at three Faculties of Education between 2011 and 2018 and on a retrospective questionnaire. Results show that in addition to common effects of mindfulness (e.g., stress-reduction), many students recognised mindfulness as an educational practice that had transformed their view of the nature of education and sometimes of life itself. The paper lends support to the understanding and framing of mindfulness as aformative educational practice that accords with aims of higher education. [ABSTRACT FROM AUTHOR]

Although Paul Hirst was no longer working in the educational field between 2010 and 2020, echoes of his ideas resonate through the decade. I look at three examples. [1] The National Curriculum. In the 1990s Hirst had been critical of the newly introduced National Curriculum of 1988, built as it was around ten foundation subjects rather than practices of everyday life. While curricular reforms under the Labour governments of 1997–2010 came somewhat closer to his ideas, there has been a reversion since then to a subject-centred curriculum, with tests and examinations based on it much to the fore. But calls for more attention to social issues like climate change and ethnic diversity have Hirstian resonances, as have critical comments on the status quo from leading figures in politics and the inspectorate. [2] 'Powerful knowledge.' This notion, closely associated with the sociologist Michael Young, has been widely influential in educational circles since 2010. Its original definition in terms of bodies of knowledge with their own systems of concepts, is reminiscent of Hirst's celebrated and later abandoned 'forms of knowledge' theory. The paper speculates on possible biographical explanations of this commonality. [3] Teacher education. In 2017 HMCI Amanda Spielman commented on the need to improve teachers' poor understanding of curriculum theory and notes that in the past it was better. This chimes with comments of Paul Hirst in 1994, although it is not clear how far Spielman would support his view that this work should first be rooted in practical teaching experience. [ABSTRACT FROM AUTHOR]

In this article, Claudia Ruitenberg argues that the debate for or against instrumentalism in education is less fruitful than (a) a debate about the ends worth striving for, regardless of whether education is the best means to that end; and (b) a debate about the educational practices that are currently valued in and of themselves, regardless of whether these will turn out to serve other ends in the future. Using examples from visual art and examining arguments for and against "art for art's sake" and "education for education's sake," Ruitenberg argues that education designed for instrumental purposes is already infected by a certain uselessness, while education that supposedly serves no purpose outside of itself "suffers" from a certain usefulness. [ABSTRACT FROM AUTHOR]

In this paper, I ask whether educational value is determined in any way by intrinsic value. The aim of the paper is to explore whether appeals to the intrinsic value of an activity or state of affairs can justify proposed educational value. I turn to Korsgaard's work on the concept of intrinsic value to cast light on the relationship between intrinsic value and educational value. Korsgaard claims that the often held distinction between intrinsic and instrumental value conflates two separate distinctions. These are the intrinsic/extrinsic value distinction and the final/instrumental value distinction. These two distinctions will be considered with regard to literature that appeals to intrinsic value. The distinctions between intrinsic/extrinsic value and final/instrumental value will be used to clarify puzzles which arise when philosophers of education use the concept of intrinsic value to make claims about educational value. I argue that the intrinsic/extrinsic value distinction has little bearing on an activity's educational value. The instrumental/final value distinction is relevant, but does not imply that activities with final value are any more educationally valuable than those with instrumental value. I conclude that, regardless of the distinction being appealed to, general intrinsic value has little bearing on educational value. [ABSTRACT FROM AUTHOR]

A century after the founding of the Ministry of Public Education of Mexico, it is appropriate to return to the educational approach of its founder, José Vasconcelos, to identify the congruence and greatness of its civilizing purpose based on instruction, work, culture, and art--a truly comprehensive educational project. The purpose of this article is to present the concept of education that underlies the Pedagogía Estructurativa of José Vasconcelos and to propose five aims of education that arise from it and that keep a harmonious, hierarchical, and systemic relationship. This proposal is the result of the selection, organization, and analysis of Vasconcelos's work and mainly of the analysis of his book De Robinsón a Odiseo: Pedagogía Estructurativa. This article is divided into three parts. The first part integrates the concept of education. The second part identifies the educable areas or dimensions of the person. The third part proposes the classification of the five aims of education of Vasconcelo's thought, namely physical, professional, intellectual, ethical, and aesthetic education. Each educational level presupposes and complements the previous one, achieving a transcendental individual development while attending to the spiritual and material well-being of the community. Thus the value of Vasconcelos's humanist ideology is shown. Vasconcelos conferred his humanism on the Ministry of Public Education while conveying his passion for the spiritual regeneration of Mexicans through the fight against «ignorance and misery, our true enemies» (Vasconcelos, 1920a, p. 52). [ABSTRACT FROM AUTHOR]

Copyright of Espacio, Tiempo y Educación is the property of Espacio, Tiempo y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article begins with a fictional example of a life that has been spent frugally in several different ways and for different reasons over time: in wartime, through many decades of simple living, through a period marked by anxiety over the threat to future generations from the depletion of global resources and the climate crisis, to the COVID-19 emergency. The mini-biography serves as an introduction to a more systematic account of these various perspectives on frugality and reasons for adopting a frugal way of living. This provides the framework for a discussion of different aspects of education for frugality in the main body of the article. There are two brief sections at the end dealing, first, with a caveat about the climate change argument for education in frugality and, second, with wider issues that the topic raises.

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article begins with a fictional example of a life that has been spent frugally in several different ways and for different reasons over time: in wartime, through many decades of simple living, through a period marked by anxiety over the threat to future generations from the depletion of global resources and the climate crisis, to the COVID-19 emergency. The mini-biography serves as an introduction to a more systematic account of these various perspectives on frugality and reasons for adopting a frugal way of living. This provides the framework for a discussion of different aspects of education for frugality in the main body of the article. There are two brief sections at the end dealing, first, with a caveat about the climate change argument for education in frugality and, second, with wider issues that the topic raises. [ABSTRACT FROM AUTHOR]

This paper considers the role of pedagogy in teachers education cooperated with discipline, using a case example. The case example is Science Lesson Research I・II, a subject in the Faculty of Education at Kagawa University in which this cooperation can be considered to function effectively. This class has continued with almost the same content and form at until today since 1998. The class adopts a method in which physics, chemistry, biology, and geoscience teachers teach lessons with science pedagogy teachers through discussion with the students. When doing so, it is essential that the teachers reach a shared understanding of how science should be taught in advance. The main aspects of how science should be taught in the shared understanding are enabling children to understand scientific knowledge with interest, and requiring elementary and junior high school teachers to base their teaching on the government curriculum guidelines and textbooks, while including innovations and creativity beyond them. Explaining the validity of this way of teaching science based on a pedagogical conception of education is an important role of pedagogy. This explanation is shown by this paper. In doing so, this paper takes the premise that it will clarify what lessons that respect the right of the child to express his or her own views are like. [ABSTRACT FROM AUTHOR]

The Aims of Teaching Philosophy, Instrumentalization, and Didactics of Philosophy - Philosophy for children is often associated with the effects in the areas of moral and citizenship education. Teaching of philosophy in the gymnasium also has goals in the curriculum that describe its positive effects. In this context, Gert Biesta draws attention to the instrumentalization of philosophy. The question is to what extent the institutional context and the related formal requirements influence the teaching of philosophy. The analysis of different didactics of philosophy shows that it is possible to distinguish between external and internal goals of philosophy. The external ones may be associated with instrumentalization, while the internal ones play an important role in the initiation into the practice of philosophizing. It also shows that we can distinguish two types of the didactics of philosophy: didactics that contribute to the efficiency of instruction, and didactics that can contribute to the emergence of the subject.

Philosophy for children is an educational movement that includes diverse goals that are not always clearly articulated by theorists and practitioners. In order to navigate the multitude of aims found in the philosophy for children literature I propose distinguishing between the following categories of goals: aims of education; educational goals of philosophy for children (internal and external); goals of a community of philosophical inquiry (procedural, epistemic, encounter, community, telos); goals of the facilitator; and goals of the children. The definitions of these various types are given along with some examples of how the distinctions between them can be of aid in understanding the approaches, criticisms, and practice of philosophy for children. [ABSTRACT FROM AUTHOR]

In this post-truth era, public education—and education more generally—appears to be under attack. In the US, the numbers who forsake a public education for either home schooling, or for for-profit or charter schools, are increasing. Public schools are closing with more rapidity, especially in the urban areas of the US. Conservative legislators villainize teachers and administrators. State legislatures enact ever more restrictive and controlling laws and policies; for example, bills seeking to restrict even which bathroom a student might use (the so-called "bathroom bills"). Schools are also under attack in a more literal sense, via school shootings and also via a perceived, socially-constructed increase of school violence. In response, leaders and policy makers seek a quick fix: they call for increased use of metal detectors in schools, an increased police presence, and even for arming teachers/staff (forcing some/all teachers to carry a gun, or at minimum, making a gun-carry certificate a requirement). In more global terms, and framing the issue in neoliberal terms, schools are criticized for preparing students poorly for their future roles in capitalist economies/societies. But such instrumentalist logics, employing the language of productivity, efficiency and profit, neglect the intrinsic purposes of education. This article explores the current trends and suggests alternatives. [ABSTRACT FROM AUTHOR]

Siinse uurimuse eesmärk on analüüsida väärtuskasvatust toetavaid tegevusi ja nende tulemuslikkuse hindamist Eesti üldhariduskoolides. Uurime, kuivõrd toovad Eesti üldhariduskoolid refleksiooni kaudu välja väärtusi toetavaid tegevusi ning analüüsivad deklareeritud ja tegevustes rakendatavate väärtuste kooskõla. Vaatluse all on tegevused, mida koolid seostavad väärtuskasvatuse toetamisega, ning see, kas ja milliste meetoditega analüüsivad koolid väärtuskasvatust toetavate tegevuste tulemuslikkust. Analüüsi aluseks on üldhariduskoolide koostatud eneseanalüüsid, mis on esitatud Tartu Ülikooli eetikakeskuse tunnustusprogrammi ja mis sisaldavad väärtusarenduse analüüsi neljas valdkonnas. Valimisse kuulub 39 eneseanalüüsi aastatest 2010; 2016 ja 2019, mida analüüsiti kvalitatiivse sisuanalüüsi abil. Siinse uurimuse põhjal saab öelda, et Eesti koolides on levinud integreeriv eetiline kasvatus. [ABSTRACT FROM AUTHOR]

The New Welsh Curriculum sets itself apart from its predecessors through the use of explicit aims; these are the Four Purposes of the New Welsh Curriculum. At the same time, it sets out six Areas of Learning and Experience which incorporate traditional school subjects and emphasise the importance of providing a broad and balanced education. In this paper, I ask whether these two strands, the Four Purposes and the six Areas of Learning and Experience, can be united into a single coherent curriculum. I argue that if the curriculum is entirely driven by the Four Purposes, then much of the content associated with traditional school subjects in the Areas of Learning and Experience is redundant. On the contrary, if the Areas of Learning and Experience are prioritised, then the Four Purposes are unlikely to be met. In response, I propose that the content associated with Areas of Learning and Experience can be understood a prerequisite for meeting the Four Purposes, but the content is not sufficient on its own. This reconciles some of the tension between the two curriculum strands, but means that the Areas of Learning and Experience will need to be supplemented by additional activities in order for the New Welsh Curriculum to achieve its purposes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the societal orientations (individualist vs. collectivist) of educational aims, in constructions of teacher professionalism framed by the Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) insight and lesson reports. The critical discourse analysis of OECD TALIS documents suggests that the OECD discourse on teacher professionalism attested to a dual orientation: individualist and anti-collectivist. Our results contribute to the theoretical understanding of the educational aims of the OECD, which lead the global discourse in education, and of the cultural orientation that is part of its conceptualization of new professional teaching. The article discusses the implications of its findings. [ABSTRACT FROM AUTHOR]

In this essay, Mason Marshall argues that Plato's views on Forms play a central role in his educational philosophy. In response to what certain commentators have recently written, Marshall contends that this interpretation not only is accurate but also is advantageous because of how it can help philosophy of education. He also addresses the view, proposed by one philosopher of education, that Plato believes that the most valuable sort of knowledge cannot be fully expressed in words and that the objects of this knowledge are something other than transcendent Forms. Preferable to that view, Marshall argues, is the idea that Plato wants knowledge of Forms which is nonrepresentational. [ABSTRACT FROM AUTHOR]

Based on the liberal tradition of the age of Enlightenment, the scholars of London Line, including R. S. Peters, R. F. Dearden, among others, had advocated autonomy as an educational aim since the 1960s. The core claims of London Line are provided in the first section. The second section discusses numerous criticisms, which had risen since the 1980s, including C. M. Stone's and S. E. Cuypers' criticisms to autonomy as educational aim. The third section expresses the perspectives of E. Callan, who integrated the spirit of communitarianism to the liberal concepts of autonomy, and put much more emphasis on interest-oriented curriculum than White did. Despite some criticisms, London Line scholars still defended autonomy as an aim of education, and this is discussed in the fourth section. Finally, the author concludes that rationality might be overvalued with regard to the role autonomy had played in London Line. Nevertheless, we can reconstruct the concept of autonomy as it encompasses emotion, volition, recognition, etc. In general, the idea of reconstructed autonomy should be the core educational aim embodied in Taiwanese democratic spirit nowadays. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Icelandic Journal of Education / Timarit um Uppeldi og Menntun is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aims and purposes of education systems across the globe have been the driving engine of these systems. The aims and purposes have been based on multiple foundations of education everywhere in the world. The educational philosophies are determined by the philosophy of life held by a nation. Subsequently the philosophy of a nation determines the aims and purposes of educational system. This qualitative study explored the aims and purposes of education developed in different ideological contexts, using content analysis of various writings and works of different scholars. The study found that different educational systems in different educational contexts neglect the sound and holistic development of human personality. To the extent of theory, the Islamic system of education provides universal principles and values along with the realistic goals. However, such a practical model of education is nonexistent at national level in the Islamic countries including our own. The educational system in Pakistan produces the so-called educated individuals who are devoid of universal human values and promotes extremism, sectarianism and materialistic outlook leading to complex issues. The study suggests that the only remedy for our problems in this post-modern era is implementation of the appropriate goals of education aiming to cater harmoniously to all aspects of human existence. Pakistan is still unable to devise a system of education which is truly potential to develop pluralistic worldview among youth. Therefore, there is a dire need to revisit educational aims and purposes to prepare the youth for the current era and its issues and challenges. [ABSTRACT FROM AUTHOR]

Copyright of Educational Review (1563-3527) is the property of National Kaohsiung Normal University, Department of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)