![]() Giving an over-all picture of the intellectual landscape, somewhatĬomplicated (for a detailed account of this topography, see Phillipsġ985, 2010). ![]() The inward/outward looking nature of the field of philosophy ofĮducation alluded to above makes the task of delineating the field, of This entry is a selective survey of important contemporary work in Anglophone philosophy of education it does not treat in detail recent scholarship outside that context. As with any philosophical thesis it isĬontroversial some dimensions of the controversy are explored Those historical figures it continues to be defended by contemporary Varying articulations and qualifications been embraced by most of This view, that educationĬentrally involves the fostering of reason or rationality, has with Informed the view that education should foster in all students, to theĮxtent possible, the disposition to seek reasons and the ability toĮvaluate them cogently, and to be guided by their evaluations in Reasoned inquiry championed by Socrates and his descendants have long History is not the focus here, it is worth noting that the ideals of Philosophical agendas (Curren 2000, 2018 Rorty 1998). That tradition incorporated educational concerns into their broader Many of the most distinguished figures in Western philosophical tradition, from Socrates’ battles with the Philosophy of education has a long and distinguished history in the Interests of all involved in or affected by educational efforts andĪrrangements, and informed and well-reasoned valuation of educational In all this the philosopher of education prizes conceptualĬlarity, argumentative rigor, the fair-minded consideration of the Testing, the social, economic, legal and moral dimensions of specificįunding arrangements, the justification of curriculum decisions,Įtc.). Practices (e.g., the desirability of standardized curricula and Worth teaching, the character of educational equality and justice,Įtc.) and problems concerning specific educational policies and Its subject matter includesīoth basic philosophical issues (e.g., the nature of the knowledge Of the traditional theory/practice divide. Takes place, philosophy of education concerns itself with both sides Practice and the social, legal, and institutional contexts in which it Because it looksīoth inward to the parent discipline and outward to educational Mind and language, and other areas of philosophy. Social/political philosophy, epistemology, metaphysics, philosophy of Profound, the subject is wide-ranging, involving issues in ethics and Social and individual manifestations so varied, and its influence so Philosophical problems arising from educational theory and practice.īecause that practice is ubiquitous in and across human societies, its ![]() Philosophy concerned with the nature and aims of education and the Philosophy of education is the branch of applied or practical
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