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Journal articles on the topic 'Education philosphy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Ai Phu, Le. "Dialectical Relationship Between 4Hs (Study-Ask-Understand-Act) and 4Ts (Resonsibility for Oneself, Responsibility for Family, Responsibility for Society, Responsibility for Nature) in Setting an Open Education." Tập san Khoa học và kỹ thuật trường Đại học Bình Dương 1, no. 1 (May 3, 2019): 4–15. http://dx.doi.org/10.25073/1859-4336/bdujst.351.

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Philosophy of education sets out a guideline to an educational system and/or institution. By the philosophy of education, a direction of the educational system and institution is identified. And the philosophy of education itself brings in a basis to define principles of realization as well as to keep all institutional activities in alignment with the philosophy of education. Thus, the philosphy of education is so important and indispensable to an educational system and institution. Moreover, it is the reciprocal relationship between the educational philosphy and its principles which forms up

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2

SATO, Tomihiko. "Perspectives for Philosphy of Physical Education." Journal of the Philosophy of Sport and Physical Education 28, no. 1 (2006): 1–10. http://dx.doi.org/10.9772/jpspe1979.28.1.

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3

Downing, Mike. "Comment: a philosphy of landscape education?" Planning Outlook 29, no. 1 (January 1986): 1–3. http://dx.doi.org/10.1080/00320718608711756.

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4

Zamarian, Agnieszka. "About death at school? Education and teaching majors in the face of humanistic-oriented death education as an element of school education – attitude and selected differentiating factors." Studia z Teorii Wychowania XI, no. 4(33) (December 31, 2020): 303–22. http://dx.doi.org/10.5604/01.3001.0014.6568.

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The paper deals with the topic of education for the mature reception of the phenomenon of death and its place in school education from the perspective of the conception of Hannelore Wass. It presents the results of research on the attitude of education and teaching majors to humanistic-oriented death educationa as an element of school education and selected factors differentiating it. Data was collected using author’s tool with confirmed, satisfactory psychomeric properties. The conducted analyzes indicates that respondents, depending on their religiosity, personal educational philosphy, exper

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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 (February 28, 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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Fadlan, Fadlan. "KONSEP PEMBANGUNAN EKONOMI BERBASIS ISLAM (Sebuah Upaya Pembangunan Ekonomi Indonesia yang Adil, Makmur, dan Sejahtera)." AL-IHKAM: Jurnal Hukum & Pranata Sosial 5, no. 2 (July 21, 2012): 257–74. http://dx.doi.org/10.19105/al-lhkam.v5i2.293.

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Abstract: Islam anticipates economic developmen, however it still consider as a part of the development of human being as the greatest one. The essence is that human being enables to control the economic environment as well as to improve the life quality. There are four basic Islamic teachings dealing with the philosphy of Islamic economic development: tawhîd, rubûbiyah, khalîfah and tazkiyah. The principle of tauhîd is to prevent a concentrated economy power. khalîfah principle is to guard against environmet damage and to protect natural sources conservation. The principle of tazkiyah to proh

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7

Haddad, Samir. "Educação e Filosofia." Cadernos Nietzsche 43, no. 3 (September 2022): 145–64. http://dx.doi.org/10.1590/2316-82422022v4303sh.

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Resumo O trabalho busca problematizar as relações entre filosofia, educação, escola e ensino. Dividiremos a nossa abordagem em três questões balizadoras: as relações da filosofia com a cidade, a atividade de professor e a filosofia e a filosofia como disciplina no sistema escolar, questões que se entrecruzam, se justapõem e se confundem. Cremos que essas reflexões devem apontar os caminhos para nossa reflexão futura.

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8

Muttaqin, Ali. "Implikasi Aliran Filsafat Pendidikan dalam Pengembangan Kurikulum Pendidikan Islam." DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 1, no. 1 (February 3, 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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9

VOLKOVA, SVETLANA. "LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION." Studia Humanitatis 21, no. 4 (December 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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10

ASHILOVA, MADINA, ALIBEK BEGALINOV, and KALIMASH BEGALINOVA. "PHILOSOPHY OF EDUCATION AND PEDAGOGY: SUBJECT STATUS." Studia Humanitatis 16, no. 3 (December 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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11

Ana Maria Monte Coelho, FROTA. "Infância, Filosofia da Educação e Fenomenologia: Aproximações Necessárias." PHENOMENOLOGICAL STUDIES-Revista da Abordagem Gestáltica 24, no. 1 (2018): 84–90. http://dx.doi.org/10.18065/rag.2018v24n1.9.

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12

Padilla Cuéllar, Yanet, Pascual Valdés Rodríguez, and Nancy Mesa Carpio. "La filosofía de la educación un espacio para reflexionar." Revista Obutchénie 1, no. 1 (March 15, 2017): 231–46. http://dx.doi.org/10.14393/obv1n1a2017-10.

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13

Dias, Rosa Maria. "Educação, cultura e filosofia no pensamento de Nietzsche." Cadernos Nietzsche 43, no. 3 (September 2022): 29–44. http://dx.doi.org/10.1590/2316-82422022v4303rmd.

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Resumo: Este artigo explicita a compreensão que Nietzsche tem da cultura e da educação de sua época. Mostra que para esse autor cultura e educação são inseparáveis e que por isso é necessário pensar em novas perspectivas para a educação de modo que ela sirva de alicerce para uma cultura sadia.

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14

Mishra, Akanksha, and Dr Alka Muddgal. "Integral Philosophy, Education, Thinking: Policy and Praxis in India." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 190–97. http://dx.doi.org/10.9756/int-jecse/v14i1.221024.

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Well elucidated and defined education policy is the most essential criteria for comprehensive progress of all human beings. From the time immemorial it is known that progress can be ushered only through education. A futuristic education policy both at the school and university level is extremely imperative. Countries at the global level have been adopting effective education policies to meet the changing needs of education and society at large. There is a need to shift educational approach from rote learning to understanding, from exhaustive learning techniques to excitement of discovery and t

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15

Luiz Gava, Gustavo. "The Philosophy of Distance Education." American Journal of Educational Research 2, no. 12C (November 13, 2014): 1–3. http://dx.doi.org/10.12691/education-2-12c-1.

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16

Velasco Moreno, Carlos Fernando. "FILOSOFÍA PARA NIÑOS: UN RETO PARA LA EDUCACIÓN ÉTICA Y EN VALORES." haser, no. 12 (2021): 13–45. http://dx.doi.org/10.12795/haser/2021.i12.01.

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Esta investigación parte de la necesidad colombiana de desarrollar el pensamiento crítico, principalmente en niños de educación básica primaria, como respuesta a la creciente problemática de conflictos escolares dentro y fuera de las aulas. Esto puede ser atendido desde la implementación de Filosofía para Niños (FpN), porque a partir del análisis de situaciones cotidianas, algunas de ellas convertidas en anécdotas, el docente promueve habilidades de pensamiento que las argumentan y las pasan por el matiz de la crítica. Este proceso se puede articular con las innovaciones que pretende tanto la

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17

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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18

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

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19

王儷靜, 王儷靜. "議題教育的教育學討論". 教育研究月刊 331, № 331 (листопад 2021): 004–17. http://dx.doi.org/10.53106/168063602021110331001.

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20

Khan, Dr Intakhab Alam. "Philosophy of Continuous Professional Development in India: The Higher Education Perspectives." Paripex - Indian Journal Of Research 3, no. 1 (January 15, 2012): 68–70. http://dx.doi.org/10.15373/22501991/jan2014/19.

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21

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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22

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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23

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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24

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

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25

Marshall, James D. "Philosophy, Polemics, Education." Studies in Philosophy and Education 26, no. 2 (December 6, 2006): 97–109. http://dx.doi.org/10.1007/s11217-006-9021-3.

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26

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

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27

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

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28

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

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29

Sesanti, Simphiwe. "Teaching Ancient Egyptian Philosophy of Education in Teacher Education." Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 11, no. 2 (September 23, 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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30

Cotinguiba Gomes, Euvaldo. "Philosophy and Its Course in History of Brazilian Education." American Journal of Educational Research 5, no. 7 (August 26, 2017): 770–75. http://dx.doi.org/10.12691/education-5-7-12.

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31

Zulfaqor, Muhammad Sayyid. "The Role of Islamic Education Philosophy in Education." Journal Intellectual Sufism Research (JISR) 4, no. 2 (May 30, 2022): 70–75. http://dx.doi.org/10.52032/jisr.v4i2.111.

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This journal discusses "The Role of Islamic Educational Philosophy in Education)". The problems in this journal are related to the role of Islamic educational philosophy in education. How the philosophy of Islamic education plays a good role in the world of education. This study uses a qualitative method with a Research Library on each book and other long files that can support the research in this journal. The results of the research First, the philosophy of Islamic education, produces a clue to the problems in Islamic education, the result of such deep thought, and attempts to explore the pr

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32

Guerrero González, Fernando. "La Filosofía y las Ciencias Administrativas en la gestión de la educación. Una colaboración ineludible." Sincronía XXVI, no. 82 (June 1, 2022): 3–20. http://dx.doi.org/10.32870/sincronia.axxvi.n82.1b22.

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Se reflexiona cómo la Filosofía y las Ciencias Administrativas deben colaborar interdisciplinariamente en la gestión de los centros escolares. Se intenta aducir cómo la Filosofía y su potencial teórico-práctico, puede ejercer una directriz inteligente y resolutiva en el quehacer administrativo de la gestión de la educación. Se proponen ciertos lineamientos metodológicos donde se argumenta a favor de la necesaria alianza y se postula una tutela teórica y práctica de la filosofía en esa colaboración. Finalmente, se proponen y ponderan un conjunto de casos prácticos donde la filosofía colabora, c

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33

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

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34

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

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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 (October 2, 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 (August 2006): 345–56. http://dx.doi.org/10.1111/j.1467-9752.2006.00527.x.

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37

White, John. "Philosophy, philosophy of education, and economic realities." Theory and Research in Education 11, no. 3 (September 12, 2013): 294–303. http://dx.doi.org/10.1177/1477878513498180.

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38

Dr. Niaz Muhammad Aajiz, Dr. Khisro Kalim Raza, and Ghazala Naheed Baig. "Khushal Khan Khattak Philosophy of Education." Research Journal of Social Sciences and Economics Review (RJSSER) 1, no. 3 (September 24, 2020): 218–23. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(218-223).

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Khushal Khan Khattak believed that the meaning of education is hidden in the training of individuals. He considers this training important for him from childhood to his death. Moreover, he feels free from the boundary walls of a school or college. In other words, he is a champion of informal education. For this purpose, he considers the entire earth as a school and all the things of the universe are teachers. In this regard Khushal's ultimate reliance is upon the character building, Development of ego/self-respect, personality development, and inclusion of Moral values, leadership training, an

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39

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

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40

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

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41

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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42

Sulistyono, Tabah. "MUHAMMADIYAH’S PHILOSOPHY OF EDUCATION." Interdisciplinary Social Studies 1, no. 6 (March 20, 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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43

Bhat, Ali Muhammad. "Islamic Philosophy of Education." Journal of Culture and Values in Education 2, no. 2 (June 24, 2019): 73–76. http://dx.doi.org/10.46303/jcve.02.02.5.

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44

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

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45

Kohan, Walter. "Education, Philosophy And Childhood." Thinking: The Journal of Philosophy for Children 16, no. 1 (2002): 4–11. http://dx.doi.org/10.5840/thinking20021612.

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46

Talcott, Samuel. "The Education of Philosophy." Philosophy Today 61, no. 3 (2017): 503–21. http://dx.doi.org/10.5840/philtoday2017918168.

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47

Sabornie, Edward J. "Philosophy of Special Education." Exceptionality 14, no. 2 (January 6, 2006): 63–64. http://dx.doi.org/10.1207/s15327035ex1402_1.

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48

Bredo, Eric. "Mead’s Philosophy of Education." Curriculum Inquiry 40, no. 2 (March 2010): 317–34. http://dx.doi.org/10.1111/j.1467-873x.2010.00484.x.

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49

HAMLYN, D. W. "Education and Wittgenstein's Philosophy." Journal of Philosophy of Education 23, no. 2 (December 1989): 213–22. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00208.x.

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50

DAVIS, ANDREW. "Philosophy of Mathematics Education." Journal of Philosophy of Education 26, no. 1 (July 1992): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00272.x.

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