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Journal articles on the topic 'Education – Philosophy'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Muttaqin, Ali. "Implikasi Aliran Filsafat Pendidikan dalam Pengembangan Kurikulum Pendidikan Islam." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 1, no. 1 (2017): 67–92. http://dx.doi.org/10.32764/dinamika.v1i1.105.

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Islamic education phenomenon with its kinds and shapes has good philosophic evidence. Philosophy of education is application of philosophyc ideas in education which has essential values to aim the purpose and the performance of Islamic education. Generally, the tendencies in philosophy had created the typology of Islamic education philosophy. Its tendencies influenced the development Islamic education curriculum. This paper tries to explain the tendency of education philosophy which influenced Islamic education curriculum.Keyword : Philosophy , Islamic education curriculum

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2

Do Carmo da Silva, Dom Virgílio. "John Dewey’s Thought of Civic Education in ‘Democracy and Education’." Diálogos 1 (November 17, 2016): 117–24. http://dx.doi.org/10.53930/27892182.dialogos.1.116.

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To draw a relation between philosophy and education is not an easy task. However, such task is doable when this relation is approached through a philosopher or, even better, a philosopher from the field of education. Such approach is considered more specific and thus, deeper because it is possible to gauge the relation by looking for its relevance. Bearing this idea in mind, I would like to present John Dewey’s view of the relation between philosophy and education. Such relation is discussed mostly in his opus ‘Democracy and Education’, which particularly highlights civic education.

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Mardonov, Ravshan. "Eastern Philosophy Of Education And Educational Policy: Features And Priorities." American Journal of Social Science and Education Innovations 03, no. 02 (2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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Chun, Chongyoon. "Ricoeur’s dialogism and philosophy education : - Philosophy education for pre-service philosophy teachers -." Korean Journal of Rhetoric 36 (December 31, 2019): 239–64. http://dx.doi.org/10.31325/kjr.2019.12.36.239.

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5

Marks, Joel. "Teaching Philosophy, Being a Philosopher." Teaching Philosophy 16, no. 2 (1993): 99–104. http://dx.doi.org/10.5840/teachphil199316220.

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6

NEWSOME, GEORGE L. "EDUCATIONAL PHILOSOPHY AND THE EDUCATIONAL PHILOSOPHER." Educational Theory 9, no. 2 (2007): 97–104. http://dx.doi.org/10.1111/j.1741-5446.1959.tb01254.x.

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7

D'souza, Mario O. "Philosophy, philosophy of education, and the education of teachers." Interchange 23, no. 3 (1992): 255–64. http://dx.doi.org/10.1007/bf01450186.

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8

Das, Rolla. "Sundar Sarukkai on Indian Higher Education: Quality, Excellence in Neoliberal Times." Tattva - Journal of Philosophy 10, no. 1 (2018): 89–93. http://dx.doi.org/10.12726/tjp.19.6.

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Sundar Sarukkai is a philosopher and is currently associated with the National Institute of Advanced Studies, Bangalore as a Professor of Philosophy. His research interests range from philosophy of science, philosophy of mathematics, postmodernism, phenomenology to philosophy of art. A critical philosopher whocan, with élan, and a certain sense of analytical rigour, transverse the philosophical terrains between the Western and Indian traditions. He has authored several books, such as Translating the World: Science and Language (2002), Philosophy of Symmetry (2004) and Indian Philosophy and Phi

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9

Honcharenko, Olga. "Philosophy and Philosophical Education in Kazimierz Twardowski’s Interpretation." Filosofiya osvity. Philosophy of Education 18, no. 1 (2016): 221–37. http://dx.doi.org/10.31874/2309-1606-2016-18-1-221-237.

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Philosophy determination, its place and purpose in human life and society is the eternal philosophical problem. In this paper the reader is suggested to analyze the attempt of its solving by outstanding Polish philosopher Kazimierz Twardowski. Free from the extremes of metaphysics and minimalism, Kazimierz Twardowski’s philosophy has not only created the conditions for philosophical culture development, but has also brought up a pleiad of philosophically educated scientists. What are the peculiarities of Kazimierz Twardowski’s philosophy? On the bases of philosophical papers analysis, scientif

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10

VOLKOVA, SVETLANA. "LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION." Studia Humanitatis 21, no. 4 (2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a proce

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11

Valentine,, Timothy. "Philosophy of Education." International Philosophical Quarterly 49, no. 1 (2009): 109–12. http://dx.doi.org/10.5840/ipq20094919.

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12

Woodbridge, Frederick J. E. "Education and Philosophy." Thinking: The Journal of Philosophy for Children 8, no. 3 (1989): 2–9. http://dx.doi.org/10.5840/thinking1989832.

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13

Hamlyn, D. W. "Philosophy and Education." International Studies in Philosophy 32, no. 4 (2000): 144–46. http://dx.doi.org/10.5840/intstudphil200032467.

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14

Stewart, Douglas. "Philosophy for Education." Journal of Educational Thought / Revue de la Pensée Educative 18, no. 1 (2018): 54–55. http://dx.doi.org/10.55016/ojs/jet.v18i1.44129.

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15

Carr, Wilfred. "Philosophy and Education." Journal of Philosophy of Education 38, no. 1 (2004): 55–73. http://dx.doi.org/10.1111/j.0309-8249.2004.00363.x.

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16

Marshall, James D. "Philosophy, Polemics, Education." Studies in Philosophy and Education 26, no. 2 (2006): 97–109. http://dx.doi.org/10.1007/s11217-006-9021-3.

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17

Pajak, Edward. "Philosophy of Education." Educational Studies 28, no. 3-4 (1997): 279–83. http://dx.doi.org/10.1080/00131946.1997.10815569.

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18

Siegel, Harvey. "Philosophy of Education." Teaching Philosophy 20, no. 1 (1997): 83–88. http://dx.doi.org/10.5840/teachphil199720111.

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19

Rajesh, Kumar, and Kumar Vijay. "Philosophy of education." i-manager's Journal on Nursing 14, no. 4 (2025): 37. https://doi.org/10.26634/jnur.14.4.21728.

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This paper examines the author's progression in comprehending and formulating an educational philosophy throughout his MScN journey. The author explores fundamental educational concepts, encompassing instructional and learning tactics, assessment and evaluation techniques, curriculum design, and problem-based learning. The examination of philosophy in education is emphasized as a cornerstone for critical thinking, ethical decision-making, and enhanced teaching methodologies. A primary concept is student-centered learning, which prioritizes active student engagement and autonomy in the learning

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20

Zheng, Yuxin. "Philosophy of Mathematics, Mathematics Education, and Philosophy of Mathematics Education." Humanistic Mathematics Network Journal 1, no. 9 (1994): 32–41. http://dx.doi.org/10.5642/hmnj.199401.09.09.

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21

Frølund, Sune. "Teori-praksis-distinktionen og pædagogisk filosofi." Studier i Pædagogisk Filosofi 2, no. 2 (2014): 34. http://dx.doi.org/10.7146/spf.v2i2.15447.

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Educational philosopher Wilfred Carr claims that the formation of philosophy of education in accordance with the theory-centered paradigm of modernist philosophy is responsible for the miserable fact that educational practitioners take no interest in philosophy of education. A real contemporary philosophy of education, Carr suggests, would give up theory and the “foundationalist” idea of seeking a firm ground for practice outside of practice. The paper, firstly, takes up Carr’s debate with Paul Hirst on Carr’s notion of philosophy of education, and, secondly, moves on to inquire the interpreta

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22

Luiz Gava, Gustavo. "The Philosophy of Distance Education." American Journal of Educational Research 2, no. 12C (2014): 1–3. http://dx.doi.org/10.12691/education-2-12c-1.

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23

Kien, Le Trung. "Education Motto of President Ho Chi Minh - Theoretical Basis of the Orientation of Constructing Philosophy of College Education in Vietnam Nowadays." International Journal of Religion 5, no. 11 (2024): 8243–50. http://dx.doi.org/10.61707/qy96d969.

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From the philosophy of life and human morality, Ho Chi Minh's epistemology was raised to a high general level of dialectical thinking on the basic issues of the Vietnamese revolution. The outstanding characteristic of him is to perceive thoroughly and thoughtfully the nature and movement trends of things, phenomena and life processes in relationships, and then, correctly and appropriately solve the development requirements of real life. He grasped the laws of history, creatively applied them and developed them to a new level. The legacies that he left behind have created a system of comprehens

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24

Krishan, Gopal, and Gurpreet Singh Uppal. "Greek Political Thought: An over- view of Platonic concepts of Philosopher Kings and Education." Think India 22, no. 3 (2019): 1802–14. http://dx.doi.org/10.26643/think-india.v22i3.8571.

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This research paper analyses two very crucial aspects of Platonic philosophy of philosopher kings and education. Both these concepts are central to the political philosophy of Plato. Infact Plato’s philosopher kings are entirely based upon his concept of education because it is only through the scheme of education that philosopher kings are made .Thus this paper analyses about these two concepts of Plato in a very comprehensive way.

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Н.М., Биць. "ФІЛОСОФІЯ ОСВІТИ У США ТА ВЕЛИКІЙ БРИТАНІЇ: ТЕОРЕТИЧНИЙ АСПЕКТ". Вісник Харківського національного педагогічного університету імені Г.С. Сковороди "Філософія" 1, № 45 (2015): 96–104. https://doi.org/10.5281/zenodo.22408.

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In the article the development of philosophical views on education in Anglo-American environment is considered. The evolution of philosophy of education as a separate branch of philosophical knowledge from its beginnings in philosophical and pedagogical ideas of John Dewey - the founder of the Anglo-American tradition of philosophy of education is tracked. Philosophy of Education Societies in the USA and Great Britain promote the philosophic treatment of educational practice. The positions of modern English-speaking philosophers of education are reported. Anglo-American philosophy of education

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26

Pavlis, Dimitris, and John Gkiosos. "John Dewey, From Philosophy of Pragmatism to Progressive Education." Journal of Arts and Humanities 6, no. 9 (2017): 23. http://dx.doi.org/10.18533/journal.v6i9.1257.

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<p>The reason for this publication has been our interest in educational issues on the one hand, and, on the other, in the philosophy of education of J. Dewey. This resulted in further approaching the philosophy of Pragmatism and considering its influence on J. Dewey’s philosophy of education. At the same time, we have sought the influences on his work from Aristotelian thought. In this direction, we show that the American philosopher considered the philosophy of pragmatism as applicable to a democratic education, which is also considered to be moral education.</p>

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27

Situngkir, Friska Ledina, and Izwita Dewi. "The view of mathematics education as science." International Journal of Trends in Mathematics Education Research 5, no. 3 (2022): 328–32. http://dx.doi.org/10.33122/ijtmer.v5i3.155.

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This paper will discuss the view of mathematics education as science. This study is the result of a variety of relevant literature related to mathematics education as a science in a scientific discipline. Philosophically, mathematics is considered as the queen of science used by humans in everyday life. While knowledge itself is closely related to philosophy, where these two terms cannot be separated from each other. The science of studying natural phenomena itself. Science is the product of epistemology, ontology, and axiology. Philosophy and science are two similarities in that both seek the

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28

Bai, Heesoon. "Philosophy for Education: Towards Human Agency." Paideusis 15, no. 1 (2020): 7–19. http://dx.doi.org/10.7202/1072690ar.

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This paper considers the contribution of philosophy to education. First, a case is made that the fundamental goal of education is to cultivate human agency in the sense of being able to enact one’s freedom (as opposed to conditioned and habituated patterns of thinking, perception, and action) grounded in personal knowledge and ethics. This agency is named as ‘autonomy’ in this paper. Secondly, philosophy is conceived as an “art of living,” which has ancient roots in both the East and West. An argument is made that identifying philosophical activity as predominantly discursive and theoretical a

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29

Laoh, Gerald F. J., Yusak Tanasyah, Abednego Tri Gumono, and Bobby Kurnia Putrawan. "IMPLIKASI FILSAFAT HEGEL DALAM ETIKA PENDIDIKAN KRISTEN." JPAK: Jurnal Pendidikan Agama Katolik 24, no. 2 (2024): 212–27. http://dx.doi.org/10.34150/jpak.v24i2.614.

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It is undeniable that some philosophical sciences greatly influence Christian education today. In some universities, philosophy is combined with Christian theology and even produces scholars of philosophy of theology. Methods and philosophies of thinking in philosophy are often applied in scientific studies of Christian education today to find an objective truth. In this study, the researcher examines the implications of the thought of a famous modern philosopher, namely George W. F Hegel, on Christian education. Researchers find both in the study of literature that there are several contribut

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30

Maluleka, P., and T. Mathebula. "Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy." Yesterday and Today 27 (2022): 65–89. http://dx.doi.org/10.17159/2223-0386/2022/n27a3.

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A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity and hermeneutic philosophy. In this article, we maintain that the last three of these trends, namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are useful in our attempt to contribute to Africanising the school history curriculum (SHC) in the Curriculum Assessment Policy Statement (CAPS) in post-ap

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31

Jonathan, Ruth. "Education, Philosophy of Education and Context." Journal of Philosophy of Education 19, no. 1 (1985): 13–25. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00072.x.

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32

Wain, Kenneth A. "Lifelong education and philosophy of education." International Journal of Lifelong Education 4, no. 2 (1985): 107–17. http://dx.doi.org/10.1080/0260137850040202.

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33

Kaur, Harjinder. "Implications Of Educational Philosophy Of Sri Aurobindo In 21st Century." Edumania-An International Multidisciplinary Journal 02, no. 02 (2024): 193–203. http://dx.doi.org/10.59231/edumania/9047.

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Sri Aurobindo, an Indian philosopher, yogi, and poet, developed Integral Education, a comprehensive educational philosophy that emphasizes holistic development of individuals. This research article examines Sri Aurobindo’s educational philosophy, based on integral development and spiritual evolution, and its relevance in the 21st-century education landscape. It highlights how principles like holistic learning, self-discovery, and higher consciousness can guide transformative educational practices in the digital age. Aurobindo, a great Indian philosopher, contributed significantly to the develo

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34

White, John. "Philosophy, philosophy of education, and economic realities." Theory and Research in Education 11, no. 3 (2013): 294–303. http://dx.doi.org/10.1177/1477878513498180.

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35

Black-Hawkins, Kristine. "Inclusive education and the philosophy of education: what can inclusive education learn from philosophy?" Cambridge Journal of Education 44, no. 4 (2014): 445–50. http://dx.doi.org/10.1080/0305764x.2014.960258.

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36

SAITO, NAOKO. "Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell." Journal of Philosophy of Education 40, no. 3 (2006): 345–56. http://dx.doi.org/10.1111/j.1467-9752.2006.00527.x.

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37

McWhorter, Ladelle. "Can a Postmodern Philosopher Teach Modern Philosophy?" Teaching Philosophy 23, no. 1 (2000): 1–13. http://dx.doi.org/10.5840/teachphil20002313.

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38

Dr. Muhammad Rafiq ul Islam and Prof. Dr. Muhammad Saleem Mazhar. "Sources of Knowledge in Iqbal’s Philosophy of Education." Inception-Journal of Languages and Literature 4, no. 1 (2024): 1–10. https://doi.org/10.36755/ijll.v4i1.102.

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Allama Muhammad Iqbal was a poet and philosopher as well as an educationist. Although there are no formal works of his on the philosophy of education, yet his poetry, prose and sermons contain ample educational guidance. In terms of education, the sources of knowledge are very important. Iqbal has thoroughly discussed the sources of education and has discussed revelation, intuition as well as teacher, curriculum and research. These ideas of his not only clarify the lines of his philosophy of education, but also determine a course of action for Muslim education.

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39

Johnston, James Scott. "Idealism, Pragmatism, And The Birth of Pragmatist Educational Thought in America." Encounters in Theory and History of Education 23 (January 31, 2023): 259–75. http://dx.doi.org/10.24908/encounters.v23i0.16274.

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This article articulates some of the historic as well as the main philosophic contributions to the transitional period in educational thought in America, 1866-1895. This is a period in which the movement away from idealism towards pragmatism as the basis for educational thought began. Contemporaneous with the development of pragmatism was a development in educational thought that stressed naturalism, functionalism, and the organic nature of mind and behaviour. As idealism laid claim to the dominant philosophy in America in the period 1866-1895, so too did it lay claim to being the dominant phi

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Sesanti, Simphiwe. "Teaching Ancient Egyptian Philosophy of Education in Teacher Education." Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 11, no. 2 (2022): 109–26. http://dx.doi.org/10.4314/ft.v11i2.8.

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In 2003, almost a decade after South Africa’s 1994 first democratic elections, an academic debate emerged about the need to include the indigenous African philosophy of education in teacher education. Subsequently, Ubuntu philosophy has been given attention in philosophy for teacher education. However, ancient Egyptian philosophy of education, an indigenous African tradition, is absent. On their part, European and Asian philosophies of education are centred, leaving space for some philosophers of education to falsely attribute the genesis of philosophy, in general, and philosophy of education,

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41

ASHILOVA, MADINA, ALIBEK BEGALINOV, and KALIMASH BEGALINOVA. "PHILOSOPHY OF EDUCATION AND PEDAGOGY: SUBJECT STATUS." Studia Humanitatis 16, no. 3 (2020): 4–8. http://dx.doi.org/10.15393/j12.art.2020.3581.

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The article deals with the features of the relationship between pedagogy and philosophy of education in the historical and genetic aspect. Various facets of their interaction caused by ideological and methodological approaches to the educational process are shown. Attention is drawn to the fact that the feature that distinguishes the philosophy of education from pedagogy is a holistic vision of education, the study of its problems in the most generalized and conceptual form. Various scientific approaches to pedagogy and philosophy of education are revealed, among which the situation developed

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42

Belov, Vladimir N., and Alexandra S. Perepechina. "Hermann Cohen and Jewish Religious Education." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 40, no. 3 (2024): 526–35. https://doi.org/10.21638/spbu17.2024.313.

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The eminent philosopher and Jewish intellectual Hermann Cohen (1842–1918) lived his life in accordance with the principles and ideas he developed in his philosophical and religious thought. His work fell during the German Empire, a difficult historical era for Jewish society, when anti-Semitism and immature liberalism were gaining ground. In the history of Jewish philosophy, Cohen’s writings stand out as systematized and rationally grounded. The article presents a range of biographical facts that had a direct influence on the religious and philosophical views of the founder of the Marburg scho

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Pan, Dawei. "Embracing e-Philosophy." Teaching Philosophy 44, no. 3 (2021): 281–95. http://dx.doi.org/10.5840/teachphil202132138.

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Online classes have brought with them challenges, as well as opportunities, for philosophy and philosophical education. The democratization of interactions, the creative tension between anonymity and publicity, and the virtualization and centralization of information that compel participants to focus on the mobility of ideas together make up what the present article calls e-philosophy. The article presents three issues essential to teaching philosophy via the internet: building a framework for communication, syllabus design, and engaging participants. Two major problems specific to China, wher

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44

권영우. "Is philosophy just humanities?: Philosophy, the original name of science - Education of philosophy as interdisciplinary education." Studies in Philosophy East-West ll, no. 73 (2014): 373–94. http://dx.doi.org/10.15841/kspew..73.201409.373.

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Rogers, Alan, K. Wain, W. M. Rivera, and B. Holmberg. "Philosophy of Lifelong Education." British Journal of Educational Studies 35, no. 3 (1987): 301. http://dx.doi.org/10.2307/3121272.

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Gardiner, Tony, and Paul Ernest. "Mathematics, Education and Philosophy." Mathematical Gazette 80, no. 488 (1996): 440. http://dx.doi.org/10.2307/3619606.

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47

Guisán, Esperanza. "Analytic philosophy and education." Enrahonar. Quaderns de filosofia 11 (March 1, 1985): 75. http://dx.doi.org/10.5565/rev/enrahonar.834.

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48

Sulistyono, Tabah. "MUHAMMADIYAH’S PHILOSOPHY OF EDUCATION." Interdisciplinary Social Studies 1, no. 6 (2022): 766–72. http://dx.doi.org/10.55324/iss.v1i6.154.

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Background: The basis of this research is first, the existence of a civilization of 'philosophy of life' muhammadiyah education; Second, there is a tajdid movement; third, Muhammadiyah as a pillar of religious thought in Indonesia; fourth, the concept of education that muhammadiyah has built and; Fifth, the philosophy of education that muhammadiyah began to construct is relatively young. This research builds on the question of how the construction of Islamic educational philosophy according to Muhammadiyah. Aim: This research aims to explore aspects of educational philosophy according to

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49

Bhat, Ali Muhammad. "Islamic Philosophy of Education." Journal of Culture and Values in Education 2, no. 2 (2019): 73–76. http://dx.doi.org/10.46303/jcve.02.02.5.

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Reddiford, Gordon. "Philosophy of Education Today." Cogito 1, no. 3 (1987): 33–35. http://dx.doi.org/10.5840/cogito19871326.

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