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Philosophie und Physik am außerschulischen Lernort: Konzepte zur Natur der Naturwissenschaften an Schule und Hochschule (essentials)
by Annika Kruse Cornelia DenzDieses essential zeigt am Beispiel des innovativen Projekts ,,Selberdenken!" auf, wie eine Verbindung von Naturwissenschaft und Philosophie auf der Basis von forschend-entdeckendem Lernen und explorativem Experimentieren an Schule und Hochschule gelingt. Fragen wie ,,Was denkt man, wenn man nach den Bausteinen der Materie sucht?" und ,,Wie schafft man es, Daten durch die Luft zu transportieren?" bieten dabei das Potenzial, Jugendliche für ein tiefgreifendes Verständnis unserer technisierten Welt zu begeistern. Motor für diese kritisch-neugierige Perspektive ist die Naturphilosophie, die auf lebendige Weise neben der fachlichen Dimension auch die Hintergründe von Naturwissenschaft thematisiert.
Philosophiedidaktik 4.0?: Chancen und Risiken der digitalen Lehre in der Philosophie (Philosophische Bildung in Schule und Hochschule)
by Minkyung Kim Tobias Gutmann Sophia PeukertPhilosophie lebt vom unmittelbaren Dialog – das ist zumindest die sokratische Auffassung. Welche Folgen hat es, wenn der unmittelbare Dialog ersetzt wird durch indirektere Arten der Kommunikation? Mit dem zunehmenden Einsatz digitaler Lehrformate an den Universitäten stellt sich diese Frage in besonderer Dringlichkeit. Die Beiträge in diesem Sammelband diskutieren die Chancen und Risiken der digitalen Lehre in der Philosophie. Sie widmen sich u.a. folgenden Fragen: Welche Elemente der Präsenzlehre können durch die digitale Lehre nicht adäquat ersetzt werden? Kann man die Präsenzlehre gewinnbringend mit digitalen Lehrformen kombinieren? Hat die digitale Lehre Auswirkungen auf das Philosophieverständnis der Studierenden? Führt der Einsatz digitaler Lehrformen zu Gerechtigkeitsproblemen?
Philosophiedidaktik und Bildungsphilosophie: Kontroversen und neue Aufgaben (Philosophische Bildung in Schule und Hochschule)
by Bettina BussmannDie Philosophiedidaktik ist eine herausfordernde Disziplin. In ihrer Aufgabe als Vermittlungs- und Reflexionswissenschaft muss sie Entwicklungen der aktuellen Philosophie berücksichtigen, auf die komplexen Veränderungen unserer Lebenswelt reagieren, die Herausforderungen des Lernorts Schule ernst nehmen und die Erkenntnisse wesentlicher Bezugsdisziplinen einbeziehen. Diese Vernetzungsaufgabe verlangt nach systematischen philosophiedidaktischen Untersuchungen für die Lehrkräfteausbildung. Ziel dieses Bandes ist die Analyse und Diskussion der philosophischen, fachdidaktischen und bildungstheoretischen Fragestellungen einer Reihe komplexer Herausforderungen, die für die Ausbildung an der Hochschule, im Referendariat sowie in der Fort- und Weiterbildung wirksam werden: Welche Rolle kann und soll philosophische Bildung in inter- und transdisziplinären Bezügen spielen, wie z.B. bei der Bildung für nachhaltige Entwicklung oder in einem Bildungslabor? Wie kann und sollte Philosophieren mit Kindern praktiziert werden? Wie kann und sollte mit der Forderung nach Inklusion umgegangen werden? Ist problemorientierter Unterricht der Goldstandard philosophischen Unterrichtens oder nicht? Auf diese und weitere Fragen geben die Beiträge der Autor*innen Antworten und Lösungsvorschläge, in denen alte und neue Kontroversen sichtbar werden. Der Band versteht sich als Beitrag zu lebendigen Grundsatzdiskursen, die ein Fundament liefern für die Entwicklung eines zeitgemäßen Philosophie- und Ethikunterrichts.
Philosophieren mit Kindern und Jugendlichen: Grundlagen – Methoden – Praxis (Philosophische Bildung in Schule und Hochschule)
by Bettina BussmannKinder und Jugendliche sind Meister im Staunen. Sie sind neugierig, machen sich Gedanken und stellen unermüdlich Fragen. Dieser Wunsch, Neues zu entdecken und die Fähigkeit, zu staunen, können Ausgangspunkte für philosophische Fragestellungen sein. Wenn Kinder philosophieren, können sie ihre Meinung begründet äußern, das Für und Wider bestimmter Probleme abwägen, Gedankenexperimente durchführen und so über sich selbst hinauswachsen. Kinder brauchen allerdings spezielle Zugänge zur Welt der Philosophie, um das Philosophieren zu lernen, und Gesprächsleiter*innen benötigen dafür entsprechendes philosophisches Wissen, methodische Werkzeuge und ansprechende Materialien. „Philosophieren mit Kindern und Jugendlichen“ ist ein sowohl praxisorientiertes als auch fachphilosophisch fundiertes Lehrbuch. Die Unterrichtsmodule sind für Kinder der Grundschule und der Sekundarstufe 1 konzipiert, vieles eignet sich auch für die Arbeit mit älteren Schüler*innen und Erwachsenen. Alle Einheiten sollen angehenden und praktizierenden Lehrkräften anhand der eingesetzten Materialien vermitteln, was das spezifisch Philosophische der jeweiligen Thematik ist, welche Methoden besonders geeignet sind, welche Probleme auftreten können und worauf man bei der Planung achten muss.
Philosophies of Catholic Education: Linking Neo-Scholastic Legacies and Contemporary Concerns
by James ArthurThis seminal volume takes an interdisciplinary approach to presenting an authoritative account of contemporary philosophies of Catholic education, intersecting the substantive boundaries of education, religious studies, philosophy, and theology to ultimately re-examine these philosophies and reinvigorate the authentic aspects of the Catholic educational endeavour.Against the backdrop of an increasingly volatile debate between liberal and conservative values within Catholic educational and theological settings, chapters provide a thorough and judicious blending of historical accuracy with contemporary urgency. Combining a diversity of knowledge and historical account – including discussion on Thomism, Christian existentialism, and ideologically oppositional philosophies – the book argues that philosophies of Catholic education are in a new process of evolution necessary in order to justify the aims and priorities of Catholic education.This book will be of value to academics, scholars, teachers, and researchers with an interest in Roman Catholicism and the philosophy of education. Those more broadly interested in exploring the intersection between education, philosophy, and religion will also find the volume of use.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.
Philosophies of Islamic Education: Historical Perspectives and Emerging Discourses (Routledge Research in Religion and Education #4)
by Mujadad Zaman Nadeem A. MemonThe study of Islamic education has hitherto remained a tangential inquiry in the broader focus of Islamic Studies. In the wake of this neglect, a renaissance of sorts has occurred in recent years, reconfiguring the importance of Islam’s attitudes to knowledge, learning and education as paramount in the study and appreciation of Islamic civilization. Philosophies of Islamic Education, stands in tandem to this call and takes a pioneering step in establishing the importance of its study for the educationalist, academic and student alike. Broken into four sections, it deals with theological, pedagogic, institutional and contemporary issues reflecting the diverse and often competing notions and practices of Islamic education. As a unique international collaboration bringing into conversation theologians, historians, philosophers, teachers and sociologists of education Philosophies of Islamic Education intends to provide fresh means for conversing with contemporary debates in ethics, secularization theory, child psychology, multiculturalism, interfaith dialogue and moral education. In doing so, it hopes to offer an important and timely contribution to educational studies as well as give new insight for academia in terms of conceiving learning and education.
Philosophische Bildung und Didaktik: Dimensionen, Vermittlungen, Perspektiven (Ethik und Bildung)
by Christian TheinDie Beiträge dieses Bandes betrachten die Verbindung zwischen bildungsphilosophischen und philosophiedidaktischen Themen. So werden im ersten Teil "Philosophie und Bildung" aus der Philosophie heraus Konzepte und Ideen entwickelt, die für theoretische und praktische Fragen der Bildung von Relevanz sind. Der zweite Teil enthält Beiträge, die das besondere Verhältnis von philosophischer Bildung und Philosophiedidaktik in den Blick nehmen. Der dritte Themenblock schlägt dann die Brücke von den fachdidaktischen Konzepten und Ideen in den konkreten Unterricht: Philosophiedidaktik und philosophische Unterrichtspraxis.
Philosophising the Dialogos Way towards Wisdom in Education: Between Critical Thinking and Spiritual Contemplation
by Guro Hansen HelskogPhilosophising the Dialogos Way towards Wisdom in Education proposes the innovative and holistic Dialogos approach to practical philosophy as a way of facilitating wisdom-oriented pedagogy. The book encourages individual and collective development through dialectical interplays between personal life, philosophical concepts and subject matter. Based on two decades of the author’s reflective pedagogical practice research, this book develops a philosophy of dialogical relationships. It analyses approaches to philosophical practice and suggests facilitation moves and philosophical exercises that can be adapted across educational levels, school subjects and higher education disciplines. Chapters provide examples of transformative philosophical group dialogues and suggest pathways towards multi perspective thinking, mutual understanding and wisdom in culturally diverse contexts. Philosophising the Dialogos Way towards Wisdom in Education can be used as a holistic approach to democracy education, peace education, education for sustainable living and wellbeing. The book will be of great interest to academics, researchers and students in the fields of teacher education, philosophy of education and higher education. It will also appeal to practising professionals such as teachers and teacher educators in secondary and higher education.
Philosophy Mathematics Educ (Studies In Mathematics Education Ser. #No. 1)
by Paul ErnestFirst published in 1991. Routledge is an imprint of Taylor & Francis, an informa company.
Philosophy Through Storytelling
by Pauline PurcellThis is an accessible beginners manual with all you need to run philosophy groups with children or adults. Whether you work with school pupils, students or adults, philosophy offers the opportunity to develop thinking skills that have both personal and academic application. This practical manual contains detailed guidance and a set of short stories for running philosophy groups. It is ideal for use in schools, the sessions can be used in a variety of environments, and with participants of all ages from five to 95. In each session, the participants start with a warm-up, examine a key stimulus, generate questions from that stimulus, agree to focus on one question and share, and challenge and develop views on that question. Finally they consider how well the process went, warm-down and end the session. Using this approach to philosophy is an excellent way to challenge thinking and to encourage interaction, as some participant responses show: 'It's much more worth listening to than I expected', 'It is great to hear what others think and believe', and 'I feel I know the people in my group much better'. This title is particularly ideal for schools using the P4C (Philosophy for Children) method and for adult special needs group leaders. This accessible manual helps you to introduce philosophy to your group and will change how you and your students think about themselves and others.
Philosophy and Allotment : John Locke's influence on Henry L. Dawes (SpringerBriefs in History of Science and Technology)
by David BergeronThis book provides a new perspective for examining the Native policies of the late nineteenth century. It centers on the figure of Henry Laurens Dawes, and more specifically, on the conceptual roots of his views on allotment, education and assimilation. These roots are grounded in John Locke’s epistemology and pedagogy. Through a philosophical analysis of Dawes’ ideas and policies, the book provides a new approach to arrive at a better understanding of an important historical process. In this regard, an often-overlooked link between philosophy and history is clarified, helping philosophers, historians and other scholars in their quest for knowledge. This book clarifies the impact of philosophical ideas on historical conceptions, and by studying Dawes, also addresses the reflection behind a major historical process. Political and social philosophers, as well as historians of ideas and of Native policies, will greatly benefit from this concise book.
Philosophy and Childhood: Critical Perspectives and Affirmative Practices
by Walter Omar KohanKohan offers a transformative, revolutionary, and more radical alternative theory and practice of philosophy for children. He critiques the current state of philosophy for children and demonstrates alternative ways of thinking and practicing philosophy in childhood education.
Philosophy and Education: An Introduction in Christian Perspective
by George R. KnightThis book has been a classic in its field for more than a quarter of a century. New features of this revised and updated fourth edition make it of even greater usefulness in the educational philosophy classrooms of a new century. These include an all-new chapter on the Christian teacher in the public school setting; "Points to Ponder" study questions at the end of each chapter; new material addressing the latest relevant issues, including the rise of the home school movement, and the relation of the Intelligent Design debate to Christian educational philosophy; a fresh, new text design, including call-out highlights of major themes; and an updated bibliography and references.
Philosophy and Education: An introduction to key questions and themes (Foundations of Education Studies)
by Joanna Haynes Ken Gale Melanie ParkerWritten specifically for education studies students, this accessible text offers a clear introduction to philosophy and education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring live weblinks for each activity which can be visited at www.routledge.com/cw/haynes. The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as the teaching of critical thinking and philosophy in schools. Features include: a range of individual and group activities that invite questioning and discussion case studies and examples from a variety of formal and informal education settings and contexts reference to philosophically informed practices of research, reading, writing and teaching suggestions for further reading in philosophy and education overviews and - and key questions for each chapter Drawing on readers’ experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy and education for the first time.
Philosophy and Educational Foundations (Routledge Library Editions: Philosophy of Education)
by Allen BrentWhat models in the social sciences underlie existing or proposed patterns of educational practice? What theories of knowledge inform such models and thus arguably sanction such practice? In this book, first published in 1983, the author seeks some tentative answers. Wittgenstein’s understanding of ‘family resemblance’ and Chomsky’s ‘linguistic universals’ are interpreted, contrary to Hamlyn, as reconcilable notions that can both illuminate and refine Hirst’s understanding of ‘categorical concepts’. In the light of such a reformulated theory, Brent suggest ways in which a unified model of the social sciences could yield a unified curriculum theory. This title will be of interest to students of the philosophy of education and curriculum studies.
Philosophy and Educational Policy: A Critical Introduction
by Christopher Winch John GingellWhat are the concepts and theories behind current debates about education?This comprehensive introduction to philosophy of education discusses issues that are of current public interest and debate. It locates education at the heart of questions concerned with culture, ethics, politics, economics and shows how key educational issues have to be approached in a contextual way. Written in a clear and accessible manner with current issues in mind the book covers: the curriculum teaching and learning educational research assessment moral, personal and civic education autonomy and multicultural issues in a liberal society education and work privatisation and markets This book will be particularly useful to students on Education Studies courses, to those preparing for a career in teaching, to students of politics and to serving teachers undertaking further study in education.
Philosophy and Engineering: Reflections on Practice, Principles and Process
by Natasha Mccarthy David E. Goldberg Diane P MichelfelderBuilding on the breakthrough text Philosophy and Engineering: An Emerging Agenda, this book offers 30 chapters covering conceptual and substantive developments in the philosophy of engineering, along with a series of critical reflections by engineering practitioners. The volume demonstrates how reflective engineering can contribute to a better understanding of engineering identity and explores how integrating engineering and philosophy could lead to innovation in engineering methods, design and education. The volume is divided into reflections on practice, principles and process, each of which challenges prevalent assumptions and commitments within engineering and philosophy. The volume explores the ontological and epistemological dimensions of engineering and exposes the falsity of the commonly held belief that the field is simply the application of science knowledge to problem solving. Above all, the perspectives collected here demonstrate the value of a constructive dialogue between engineering and philosophy and show how collaboration between the disciplines casts light on longstanding problems from both sides. The chapters in this volume are from a diverse and international body of authors, including philosophers and engineers, and represent a highly select group of papers originally presented in three different conferences. These are the 2008 Workshop on Philosophy and Engineering (WPE-2008) held at the Royal Academy of Engineering; the 2009 meeting of the Society for Philosophy and Technology (SPT-2009) at the University of Twente in the Netherlands; and the Forum on Philosophy, Engineering, and Technology (fPET-2010), held in Golden, Colorado at the Colorado School of Mines.
Philosophy and Modern Liberal Arts Education
by Nigel TubbsThis book argues for a modern version of liberal arts education, exploring first principles within the divine comedy of educational logic. By reforming the three philosophies of metaphysics, nature and ethics upon which liberal arts education is based, Tubbs offers a profound transatlantic philosophical and educational challenge to the subject.
Philosophy and Pedagogy of Early Childhood (ISSN)
by Sandy Farquhar and E. Jayne WhiteIn recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy. The contributors to Philosophy and Pedagogy of Early Childhood explore pedagogy through a philosophical lens, and discuss themes including intersubjectivity, alterity, ethics, and creative experience. Although these themes are addressed in very different ways, each invokes a call to teachers to consider their own position in the dialogical process of learning, and suggests that pedagogy is necessarily situated, provisional, compositional, and discursive. Such critical and philosophical inquiry is a welcome antidote in an era of pedagogical certainty and standards-based agendas. This book was originally published as a special issue of Educational Philosophy and Theory.
Philosophy and Theory in Educational Research: Writing in the margin
by Naomi Hodgson Amanda FulfordPhilosophy and Theory in Educational Research: Writing in the margin explores the practices of reading and writing in educational philosophy and theory. Showing that there is no ‘right way’ to approach research in educational philosophy, but illustrating its possibilities, this text invites an engagement with philosophy as a possibility – and opening possibilities – for educational research. Drawing on their own research and theoretical and philosophical sources, the authors investigate the important issue of what it means to read and write when there is no prescribed structure. Innovative in its contribution to the literature, this edited volume enlightens readers in three ways. The volume focuses on the practices of reading and writing that are central to research in educational philosophy, suggesting that these practices constitute the research, rather than simply reporting it. It is not a prescriptive guide and should not be read procedurally. Rather, it is intended to illustrate the possibilities for this kind of research, and to suggest starting points for those pursuing research projects. Finally, attention is given to the ways in which conducting educational philosophy can be educative in itself, both to the researcher in writing it, and to its audience in reading it. With contributions from international scholars in the field of educational philosophy, this book is a valuable guide for practitioner-researchers, taught postgraduate and doctoral students, and early career researchers in university education departments. Academic staff teaching research methods and seeking to introduce their students to philosophy-as-research without wishing to offer a prescriptive ‘how to’ guide will also find this book of particular interest.
Philosophy and the Study of Education: New Perspectives on a Complex Relationship (The Routledge Education Studies Series)
by Tom FeldgesCombining contributions from international academics and practitioners, this new text develops students’ ability to philosophise as well as learn about philosophy and education. It considers issues concerned with the interface between education and wider society but goes beyond this to explore education and philosophy at a micro level: the teacher–learner relationship. It challenges and empowers students to use philosophy as a tool within education, as a set of theories to understand education and as a potential means to develop solutions to problems as they occur within practice. Assuming no pre-existing philosophical background, Philosophy and the Study of Education explores complex topics including: encouraging young people to criticise and challenge all authority; the limits of a religious-based education; the desire for ‘alternative facts’ or ‘truths’; the second-class status of vocational pursuits; the inherent struggle in the teacher–student relationship; the relationship between emotion, morality and autonomy in teaching. Including discussion questions and further recommended reading, this thought-providing book will support and inspire all those on Education Studies, Childhood Studies and Youth Studies courses in developing a critical perspective and understanding the true value of philosophy within education.
Philosophy and the Teacher (Students Library Of Education Ser.)
by D. I. LloydFirst published in 1976. Routledge is an imprint of Taylor & Francis, an informa company.
Philosophy at the Gymnasium
by Erik KenyonPhilosophy at the Gymnasium returns Greek moral philosophy to its original context—the gyms of Athens—to understand how training for the body sparked training for the mind. The result is an engaging inroad to Greek thought that wrestles with big questions about life, happiness, and education, while providing fresh perspectives on standing scholarly debates.In Philosophy at the Gymnasium, Erik Kenyon reveals the egalitarian spirit of the ancient gym, in which clothes—and with them, social markers—are shed at the door, leaving individuals to compete based on their physical and intellectual merits alone. The work opens with Socratic dialogues set in gyms that call for reform in character education. It explores Plato's moral and political philosophy through the lens of mental and civic health. And it holds up Olympic victors as Aristotle's model for the life of happiness through training.
Philosophy for Children Across the Primary Curriculum: Inspirational Themed Planning
by Katie Quinn Alison ShorerThis is an easy-to-use, theme-based resource book for Philosophy for Children (P4C) practitioners in primary school settings. It covers ten popular themes which include many current affair issues and enduring curriculum themes such as artificial intelligence, biodiversity, resilience, and waste. Each theme provides planning for every subject and links to the relevant English national curriculum expectations. Offering ideas for a year’s worth of work, it can be dipped into for inspiration or used for step-by-step sessions. There are links to video clips, websites, and stories that teachers and practitioners can use to base their concept exploration and enquires on. Presenting a range of philosophical ideas, activities, and resources, this book is essential for all primary P4C facilitators excited by embedding and exploring philosophy across the curriculum.
Philosophy for Children Across the Primary Curriculum: Inspirational Themed Planning
by Katie Quinn Alison ShorerThis is an easy-to-use, theme-based resource book for Philosophy for Children (P4C) practitioners in primary school settings. It covers ten popular themes which include many current affair issues and enduring curriculum themes such as artificial intelligence, biodiversity, resilience, and waste.Each theme provides planning for every subject and links to the relevant English national curriculum expectations. Offering ideas for a year’s worth of work, it can be dipped into for inspiration or used for step-by-step sessions. There are links to video clips, websites, and stories that teachers and practitioners can use to base their concept exploration and enquires on.Presenting a range of philosophical ideas, activities, and resources, this book is essential for all primary P4C facilitators excited by embedding and exploring philosophy across the curriculum.