- Table View
- List View
Philosophical Education Beyond the Classroom
by Markus TiedemannDidactics of philosophy and ethics demands problem based orientation and relevance for real life experiences. However, excursions, extracurricular places of learning or 'outdoor education' have hardly been taken into account. A systematic exploration of possible cooperations, synergy effects or incompatibilities has not yet been carried out. The present volume attempts to close this gap and to create an initial basis for further research, testing and discussion. It is intended to make a contribution to teacher training at universities and study seminars as well as to exploratory research in subject didactics.
Philosophical, Educational, and Moral Openings in Doctoral Pursuits and Supervision: Promoting the Values of Wonder, Wander, and Whisper in African Higher Education (Routledge Research in Higher Education)
by Yusef WaghidThis timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education. Written by one of the foremost academics in the field, the book combines the normative philosophical, educational, and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also as existential, ethical, and political shaping of the self. By reflecting on three decades of doctoral supervision, the author gives an account of how his students have been initiated into moral discourses of democratic citizenship education and the intellectual adventures they have embarked upon through scholarly texts. The book also presents itself as a decolonial venture that repositions and resituates doctoral education in resistance to the hegemony of colonisation, inhumanity, inequality, unfreedom, and injustice in Southern Africa. Ultimately arguing for the relevance of wonder, wander, and whisper in academic culture, the book will appeal to scholars, researchers, and postgraduates in the fields of higher education, philosophy of education, and sociology of education as well as African education and doctoral studies more broadly.
A Philosophical Examination of Social Justice and Child Poverty
by Gottfried Schweiger Gunter GrafThis book is open access under a CCBY license.  Child poverty is one of the biggest challenges of today, harming millions of children. In this book, it is investigated from a philosophical social justice perspective, primarily in the context of modern welfare states. Based on both normative theory (particularly the capability approach) and empirical evidence, the authors identify the injustices of child poverty, showing how it negatively affects the well-being of children as well as their whole life course. But child poverty is not 'givenby nature'. It is avoidable and there is certainly the moral duty to alleviate it. Therefore, Graf and Schweiger develop a normative theory of responsibilities, which clarifies the moral role of different agents in the poor child's environment: the family, the state and many others, that have so far been neglected in philosophical theories. They conclude their book by sketching how their theory can be extended to global child poverty and what it means to show equal respect and concern for everychild  - no matter where and in which context they were born.
Philosophical Foundations for the Curriculum (Routledge Library Editions: Philosophy of Education #3)
by Allen BrentIn this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.
Philosophical Foundations of Education: Lessons for India
by Siddheshwar Rameshwar BhattThis book provides a philosophical foundation to the theory and practice of education from the Indian perspective. It is guided by an 'axionoetic' approach to education and therefore it deals with the epistemological foundation and value orientation of education. The author discusses the ontological, epistemological, logical, ethical and axiological bases of education in a holistic and integrated manner. The author maintains that education is a planned, methodical and purposive enhancement of human potentialities as a natural development. This presupposes correct and adequate formulation of the objectives and goals of education as per the needs and aspirations of pupils. Education also equips individuals for a good quality of life. Keeping in view the applied dimension of philosophy, this book analyses practical issues of moral education like character building value-negativism in the context of education. It also deals with issues concerning peace, sustainable development, sustainable judicious consumption etc. which should have a bearing on educational policies and programmes.
Philosophical Foundations of the Religious Axis: Religion, Politics, and American Political Architecture (Palgrave Studies in Religion, Politics, and Policy)
by John R. PottengerThis book discusses the evolution of three philosophical foundations from the twelfth through the eighteenth centuries that converged to form the basis of liberal democracy’s approach to the place and role of religion in society and politics. Identified by the author as a “religious axis,” the period of convergence promoted rational and empirical investigation, enabled the development of diverse religious beliefs, and affirmed religious liberty and expressions amidst pluralist politics. The author shows that the religious axis’ three philosophical foundations—epistemic, axiological, and political—undergird the political architecture of American liberal democracy that designed a containment structure to protect a vast array of religious expressions and encourage their presence in the public square. Moreover, the structure embodied a democratic ethos that drives religious and political pluralism—but within limits. The author argues that this containment structure has paradoxically ignited frenzied fires of faith that politically threaten the structure’s own limits.
Philosophical Foundations of the Three Sociologies (Routledge Library Editions: Social Theory)
by Ted BentonAn extended historical and philosophical argument, this book will be a valuable text for all students of the philosophy of the social sciences. It discusses the serious alternatives to positivist and empiricist accounts of the physical sciences, and poses the debate between naturalism and anti-naturalism in the social sciences in new terms. Recent materialist and realist philosophies of science make possible a defence of naturalism which does not make concessions to positivism and which recognizes the force of several of the anti-positivist arguments from the main anti-naturalist (neo-Kantian) tradition. The author presents a critical evaluation of empiricist and positivist theories of knowledge, and investigates some classic attempts at using them to provide the philosophical foundation for a scientific sociology. He takes the Kantian critique of empiricism as the starting point for the main anti-positivist and anti-naturalist philosophical approaches to the social studies. He goes on to investigate the inadequacy of post-Kantian arguments from Rickert, Weber, Winch and others, both against non-positivist forms of naturalism and as the possible source of a distinctive philosophical foundation for the social studies. The book concludes with a critical investigation of the Marxian tradition and an attempt to establish the possibility of a materialist and realist defence of the project of a natural science of history, which escapes the fundamental flaws of both positivist and neo-Kantian attempts at philosophical foundation.
A Philosophical History of German Sociology (Routledge Studies in Critical Realism)
by Frédéric VandenbergheA Philosophical History of German Sociology presents a systematic reconstruction of critical theory, from the founding fathers of sociology (Marx, Simmel, Weber) via Lukács to the Frankfurt School (Horkheimer, Adorno, Habermas). Through an in depth analysis of the theories of alienation, rationalisation and reification, it investigates the metatheoretical presuppositions of a critical theory of the present that not only highlights the reality of domination, but is also able to highlight the possibilities of emancipation. Although not written as a textbook, its clear and cogent introduction to some of the main theories of sociology make this book a valuable resource for undergraduates and postgraduates alike. The following in-depth investigation of theories of alienation and reification offer essential material for any critique of the dehumanizing tendencies of today’s global world. Recently translated into English from the original French for the first time, this text showcases Vandenberghe's mastery of the German, French and English schools of sociology study. The result is an important and challenging text that is essential reading for sociology students of all levels. Frédéric Vandenberghe is a Sociology professor and researcher at Iuperj (Instituto Universitário de Pesquisas do Rio de Janeiro), Rio de Janeiro, Brazil. His writings on a broad range of sociological topics have been published as books and articles around the world.
Philosophical, Ideological, and Theoretical Perspectives on Education
by Gerald L. GutekGerald Gutek's Philosophical, Ideological, and Theoretical Perspectives on Education uses a systems approach to help readers examine the major schools of philosophy of education; consider the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyze the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. The concepts are made clear through the book's helpful chapter organization, which includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationship and application to education, especially to schools, curriculum, instruction, and to teachers and students.
A Philosophical Investigation of Rape: The Making and Unmaking of the Feminine Self (Routledge Research in Gender and Society)
by Louise du ToitThis book offers a critical feminist perspective on the widely debated topic of transitional justice and forgiveness. Louise Du Toit examines the phenomenon of rape with a feminist philosophical discourse concerning women’s or ‘feminine’ subjectivity and selfhood. She demonstrates how the hierarchical dichotomy of male active versus female passive sexuality – which obscures the true nature of rape – is embedded in the dominant western symbolic frame. Through a Hegelian and phenomenological reading of first-person accounts by rape victims, she excavates an understanding of rape that also starts to open up a way out of the denial and destruction of female sexual subjectivity.
Philosophical Issues in Education (Routledge Library Editions: Philosophy of Education #11)
by John KleinigThe philosophy of education is an important component of most education courses. The subject is often split into two traditions, one emphasising the use of analytic philosophy, the other engaging in radical social criticism. This book, first published in 1982, brings together the strengths of both traditions and takes stock of the debate. This study provides an interesting introduction to all the major philosophical issues in education which is different to many other works on the subject.
The Philosophical Limitations of Educational Assessment: Implications for Academic Selection
by Ian CantleyThis book uses philosophical analysis to argue that there are tensions associated with using results of high stakes tests to predict students’ future potential. The implications of these issues for the interpretation of test scores in general are then elucidated before their connotations for academic selection are considered. After a brief overview of the history of academic selection in the United Kingdom, and a review of evidence pertaining to its consequences, it is argued that the practice of using the results of contemporary high stakes tests to make important decisions about students incurs logical and moral problems that a conscientious educator cannot ignore. The gravity of the moral transgression depends on the purpose and significance of the test and, in the case of high stakes tests used for academic selection purposes, it is argued that, not only can the moral wrong be highly significant, but better solutions are within reach.
Philosophical Perspectives on Compulsory Education
by Marianna PapastephanouFrom antiquity to the present, schools of some form have, in one way or other, been involved in the material and symbolic reproduction of societies. Such diachronic resilience, along with the synchronic omnipresence of schooling often makes schools appear as natural, self-evident and unavoidable. This naturalization of schooling is then extended to its modern specification as compulsory in a universalist fashion. This book does not only seek to explore what is left of older debates on compulsory education in the years' hindsight but also to associate the discussion of schooling with new theoretical developments and new emphases. It contains a first part, which operates, primarily, at the conceptual and justificatory level and reserves a, more or less, qualified welcome to a revisited notion of compulsory. And it supplements this first part with a second, more applied one that focuses on specific aspects of compulsory schooling and/or education. From Luther down to John Stuart Mill and John Dewey, compulsory education has been heralded either as a vehicle of social coordination and individual well-being, or as a vehicle of democratization and progress, or as a means for protecting the rights of the young and of society, and so on and so forth. But there have also been periods of challenge and denaturalization of compulsory education, producing a range of interesting and spirited debates not only on matters of educational legality but also on matters that boil down to broader philosophical questions about the self and the world. Without neglecting the lasting significance of older debates, argumentation over schooling, its character and its scope can be recast in the light of current philosophical educational debates. Given the fact that failure adequately to mine such connections leads to a lack in philosophical-educational engagement with one of the most central pedagogical practices of the contemporary world, namely, the school, the book aspires to remedy this lack and to put together work that addresses those connections through the highly original and innovative work of its contributors. The subtext in all contributions is a vision of educational transformation in one way or other. All chapters (from the most theoretical to the most practice-related) promote a version of a recast or redirected compulsory schooling.
Philosophical Perspectives on Gender in Sport and Physical Activity
by Paul Davis Charlene WeavingThere are a broad variety of sex and gender resonances in sport, from the clash of traditional ideas of femininity and athleticism represented by female athletes, to the culture of homophobia in mainstream male sport. Despite the many sociological and cultural volumes addressing these subjects, this collection is the first to focus on the philosophical writings that they have inspired. The editors have selected twelve of the most thought-provoking philosophical articles on these subjects from the past thirty years, to create a valuable and much needed resource. Written by established experts from all over the world, the essays in this collection cover four major themes: sport and the construction of the female objectification and the sexualization of sport homophobia sex boundaries: obstruction, naturalization and opposition. The book gathers a broad range of philosophical viewpoints on gender in sport into one unique source, subjecting the philosophical origins and characteristics of some of the most controversial topics in sport to rigorous scrutiny. With a balance of male and female contributors from both sides of the Atlantic, and a comprehensive introduction and postscript to contextualize the source material, Philosophical Perspectives on Gender in Sport and Physical Activity is essential reading for all students of the philosophy of sport, sport and gender, and feminist philosophy.
Philosophical Perspectives on Moral and Civic Education: Shaping Citizens and Their Schools (Routledge Studies in Contemporary Philosophy)
by Colin Macleod Christine TappoletMany people place great stock in the importance of civic virtue to the success of democratic communities. Is this hope well-grounded? The fundamental question is whether it is even possible to cultivate ethical and civic virtues in the first place. Taking for granted that it is possible, at least three further questions that arise: What are the key elements of civic virtue? How should we cultivate these virtuous dispositions? And finally, how should schools be organized in order to make the education of citizen possible? These interrelated questions are the focus of this collection. By considering these questions from a variety of philosophical perspectives ranging from moral psychology, philosophy of education, and political philosophy, the nine essays assembled here advance our understanding of the challenges we face in trying to shape children to be virtuous citizens.
Philosophical Perspectives on Play
by Malcolm MacLean, Wendy Russell and Emily RyallPhilosophical Perspectives on Play builds on the disciplinary and paradigmatic bridges constructed between the study of philosophy and play in The Philosophy of Play (Routledge, 2013) to develop a richer understanding of the concept and nature of play and its relation to human life and value. Made up of contributions from leading international thinkers and inviting readers to explore the presumptions often attached to play and playfulness, the book considers ways that play in ‘virtual’ and ‘real’ worlds can inform understandings of each, critiquing established norms and encouraging scepticism about the practice and experience of play. Organised around four central themes -- play(ing) at the limits, aesthetics, metaphysics/ontology and ethics -- the book extends and challenges notions of play by drawing on issues emerging in sport, gaming, literature, space and art, with specific attention paid to disruption and danger. It is intended to provide scholars and practitioners working in the spheres of play, education, games, sport and related subjects with a deeper understanding of philosophical thought and to open dialogue across these disciplines.
Philosophical Perspectives on Teacher Education (Journal of Philosophy of Education)
by Ruth Heilbronn Lorraine Foreman PeckPhilosophical Perspectives on Teacher Education presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices. Brings together philosophical essays on an underserved yet urgent aspect of teacher education Explores the kinds of ethical considerations that should enter into discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporary debates about what the future of teacher education should be
Philosophical Perspectives on the Engineering Approach in Biology: Living Machines? (History and Philosophy of Biology)
by Sune Holm Maria SerbanPhilosophical Perspectives on the Engineering Approach in Biology provides a philosophical examination of what has been called the most powerful metaphor in biology: The machine metaphor. The chapters collected in this volume discuss the idea that living systems can be understood through the lens of engineering methods and machine metaphors from both historical, theoretical, and practical perspectives. In their contributions the authors examine questions about scientific explanation and methodology, the interrelationship between science and engineering, and the impact that the use of engineering metaphors in science may have for bioethics and science communication, such as the worry that its wide application reinforces public misconceptions of the nature of new biotechnology and biological life. The book also contains an introduction that describes the rise of the machine analogy and the many ways in which it plays a central role in fundamental debates about e.g. design, adaptation, and reductionism in the philosophy of biology. The book will be useful as a core reading for professionals as well as graduate and undergraduate students in courses of philosophy of science and for life scientists taking courses in philosophy of science and bioethics.
Philosophical Presentations of Raising Children: The Grammar of Upbringing
by Naomi Hodgson Stefan RamaekersThis book uses contemporary film to articulate a philosophical account of raising children. It forms part of a revaluation of the parent as a pedagogical figure, which stands in contrast to the instrumental accounts dominant in contemporary ‘parenting’ culture. Hodgson and Ramaekers use film in order to offer an affirmative account of the experience of raising children, as a presentation of those inevitable aspects and experiences that upbringing is: the initiation into language and the world; the representative nature of the parent; and the maintaining of mundane practices that constitute our shared culture and community. The films which are discussed are taken as grammatical investigations and enable the authors to develop an account of the use of film in education and as educational philosophy, and to respond to each film’s invitation to articulate the existential dimensions of raising children. Philosophical Presentations of Raising Children will be of interest to students and scholars across a range of disciplines, including education, sociology, philosophy, critical parenting studies and film studies.
Philosophical Urbanism: Lineages in Mind-Environment Patterns
by Abraham AkkermanThis book expands on the thought of Walter Benjamin by exploring the notion of modern mind, pointing to the mutual and ongoing feedback between mind and city-form. Since the Neolithic Age, volumes and voids have been the founding constituents of built environments as projections of gender—as spatial allegories of the masculine and the feminine. While these allegories had been largely in balance throughout the early history of the city, increasingly during modernity, volume has overcome void in city-form. This volume investigates the pattern of Benjamin's thinking and extends it to the larger psycho-cultural and urban contexts of various time periods, pointing to environ/mental progression in the unfolding of modernity.
A Philosophical View of the Ocean and Humanity (Springerbriefs In Environmental Science Ser.)
by Anders OmstedtThis book is about the ocean and about the future. It is written in two modes, a concerned analytical scientific mode and an intuitive artistic mode in which the ocean is given a voice. The disconnect in the relationship between human dependency on and feelings about the ocean is examined in a dialogue between these two modes. The book illustrates how science and the arts can be connected to increase our awareness of the state of the ocean and support behavioural change. This book is intended for everyone who would like to contribute to the sustainable use of the ocean. Includes forewords by Alice Newton, University of Algarve, Portugal and Martin Visbeck, GEOMAR, Helmholtz Centre for Ocean Research, Kiel, Germany.
A Philosophical View of the Ocean and Humanity: Second Edition
by Anders OmstedtThis book provides an overview of major threats to our blue planet. But also tools for connecting facts and values to change our often destructive behavior towards nature. The solutions to achieving an ocean in harmony with man are within us, where compassion, curiosity, empathy, courage, and creativity are needed for sustainable change. Therefore, with this book, I want to arouse your curiosity and give the reader, the courage to face the future better by introducing tools for deep diving into our outer and inner world with many hidden resources. The book brings the reader into humans' challenges with the ocean and its future. It addresses some of the main questions in the United Nations Ocean Decade initiative that aims to change how humans deal with the ocean. This unique book will stimulate a broad way of thinking by connecting analytical science thinking and intuition. In the book's first part, art and dreams are used to connect science and art. This knowledge is then applied in part II of the book, written in two modes: a concerned science mode and an intuitive, artistic mode in which the ocean is given a voice. Part III illustrates how science and art can be connected to increase our awareness of the state of the ocean and support behavioral change.
Philosophie der Führung
by Lisa Katharin Schmalzried Dieter FreyFührungskräfte arbeiten heute in einem unsicheren Umfeld mit wachsenden Anforderungen und immer variableren Rahmenbedingungen. Dennoch müssen sie Sicherheit ausstrahlen und ihren Mitarbeitern eine Orientierung bieten. Viele Führungskräfte empfinden dies als belastend und suchen nach einer Art Kompass, an dem sie ihr Handeln ausrichten können, nach dauerhaften Prinzipien für eine "gute Führung". Dieses Buch bietet einen solchen Kompass und leitet dazu "neue" Erkenntnisse aus uralten Theorien ab: Hätten Sie gedacht, dass die großen Philosophen von Kant über Rousseau bis Popper Anregungen für Ihr tägliches Führungshandeln bereit halten? - Wie Sie nach Ansicht Aristoteles als Chef ein gutes Vorbild werden? Wie Sie laut Hobbes mit egoistischen Mitarbeitern umgehen können? Wie nach Popper ein kritischer Dialog zu besseren Entscheidungen führen kann? Den Autoren dieses Buches gelingt es, in übersichtlichen Kapiteln verständlich und knapp die Grundlagen einer Theorie zu erklären, praktische Hinweise für eine moderne Führungskraft abzuleiten und schließlich ein verständliches Modell einer ethikorientierten Führung zu formulieren. - Kernthese: Gute Führung, die sich moralischen Werten verpflichtet sieht, ist auch eine erfolgreiche Führung! Und ganz nebenbei liest sich das Buch als eine unterhaltsame Einführung in die großen philosophischen Theorien. Für alle, die mit Aufgaben der Menschenführung betraut sind, ob in sozialen und kommerziellen Organisationen, im Bildungsbereich oder der Kindererziehung.
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.