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Journal articles on the topic 'Naturalism. Education'

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Published: 4 June 2021
Last updated: 18 February 2022

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1

Evers., Colin W. "Naturalism and philosophy of education." Educational Philosophy and Theory 19, no. 2 (January 1987): 11–21. http://dx.doi.org/10.1111/j.1469-5812.1987.tb00002.x.

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2

Rottschaefer, William A. "MYTHIC RELIGIOUS NATURALISM." Zygon® 42, no. 2 (June 22, 2007): 369–408. http://dx.doi.org/10.1111/j.1467-9744.2007.00369.x.

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3

Hardwick, Charley D. "Religious Naturalism Today." Zygon® 38, no. 1 (March 2003): 111–16. http://dx.doi.org/10.1111/1467-9744.00483.

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4

Robbins, J. Wesley. "Broken‐Backed Naturalism." Zygon® 32, no. 4 (December 1997): 585–92. http://dx.doi.org/10.1111/0591-2385.00113.

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5

Lambert, Eric. "Naturalism and the Human Condition." Teaching Philosophy 26, no. 1 (2003): 97–100. http://dx.doi.org/10.5840/teachphil200326111.

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6

Stone, Jerome A. "Varieties of Religious Naturalism." Zygon® 38, no. 1 (March 2003): 89–93. http://dx.doi.org/10.1111/1467-9744.00480.

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7

Byl, John. "Naturalism, Theism and Objective Knowledge." Journal of Interdisciplinary Studies 14, no. 1 (2002): 69–90. http://dx.doi.org/10.5840/jis2002141/24.

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This essay proposes that various forms of relativism and naturalism are self-refuting. The rational defense of any worldview requires the prior acceptance of the existence of other rational minds, mental causation and free will, an objective language, and objective logical and rational standards, A worldview is self-refuting if its defense necessarily presumes entities that are explicitly denied by the worldview. In contrast, theism provides the epistemic and metaphysical basis to fully account for our diverse knowledge. Liberal arts education is in a crisis due to the fragmentation of knowledge and loss of purpose caused by the combined action of pragmatic deconstruction and scientific reductionism Only by regaining a full appreciation of the depth and comprehension of the Christian worldview can we recapture the cohesive unity in diversity of a genuine liberal arts education.
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8

Mahner, Martin. "The Role of Metaphysical Naturalism in Science." Science & Education 21, no. 10 (November 20, 2011): 1437–59. http://dx.doi.org/10.1007/s11191-011-9421-9.

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9

Milosavljevic, Boris. "Dimitrije Matic: Hegelianism and Naturalism." Theoria, Beograd 58, no. 1 (2015): 103–51. http://dx.doi.org/10.2298/theo1501103m.

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Dimitrije Matic (1821-1884) was a philosopher, jurist, professor of public law at the Belgrade Lyceum and politician. He served as Serbia?s Minister of Education and Church Affairs, acting Foreign Minister, Speaker of the Parliament, and member of the State Council. He was president of the Serbian Society of Letters and member of the Serbian Learned Society. Matic belonged to Serbian liberal-minded intellectual circles. He believed that the rule of force was unacceptable and that governments should promote and support popular education. Matic studied philosophy and law in Serbia (Kragujevac, Belgrade), Germany (Berlin, Heidelberg) and France (Paris), and received his doctorial degree in philosophy in Leipzig. In Berlin Matic embraced Hegel?s speculative philosophy and theory of state (philosophy of law). Among his professors were Georg Andreas Gabler (Hegel`s immediate successor), Otto Friedrich Gruppe, Wilhelm Vatke etc. In Halle he listened to another Hegelian, Johann Eduard Erdmann. He had the opportunity to attend Friedrich Schelling?s lectures on the philosophy of mythology. If the Right Hegelians developed Hegel?s philosophy along the lines they considered to be in accordance with Christian theology, and the Left Hegelians laid the emphasis on the anti-Christian tendencies of Hegel?s system and pushed it in the direction of materialism and socialism, Matic would be closer to the first. Actually, he was mostly influenced by his professor Karl Ludwig Michelet, with whom he established a lifelong friendship. Matic?s doctorial thesis (Dissertatio de via qua Fichtii, Schellingii, Hegeliique philosophia e speculativa investigatione Kantiana exculta sit) addressed the question of how the philosophy of Fichte, Schelling and Hegel developed from Kantian speculative thought. The paper deals with the question whether Matic took a shift from Hegelianism to Positivism (Naturalism) in the 1860s, which is a claim that was taken for granted in the Yugoslav (Serbian) Marxist histories of Serbian philosophy after the Second World War and Communist revolution. In fact, it is rooted in Milan Kujundzic-Aberdar?s (1842-1893) periodization of the Serbian philosophical literature. Kujundzic, professor of Philosophy at the Belgrade Great School, classified Matic?s Science of Education into the latest period of natural philosophy. In order to answer the question, the paper looks into the evolution of Matic?s philosophical, legal and political views. Matic followed Hegelian philosophy in his: Short Review (according to Hegel?s ? Psychology in Encyclopaedia of the Philosophical Sciences); Principles of Rational [Vernunftrecht] State Law [Staatslehre] according to Heinrich Zepfel?s book on the philosophy of law (Grunds?tze des allgemeinen und des konstitutionell-monarchischen Staatsrechts and Hegel?s Philosophy of Law) and History of Philosophy (according to Albert Schwegler?s History of Philosophy). There is nothing in Matic?s Science of Education that would corroborate the claim that he shifted from Hegelianism to Positivism. Though he had to attune his views to the changed, anti- Hegelian, intellectual climate and influences on academic life, he remained a Hegelian. The paper deals with the reasons why the Marxist histories of Serbian philosophy insisted on his alleged conversion.
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10

Klemm, David E. "RELIGIOUS NATURALISM OR THEOLOGICAL HUMANISM?" Zygon® 42, no. 2 (June 22, 2007): 357–68. http://dx.doi.org/10.1111/j.1467-9744.2007.00357.x.

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11

Rottschaefer, William A. "How to Make Naturalism Safe for Supernaturalism: An Evaluation of Willem Drees's Supernaturalistic Naturalism." Zygon® 36, no. 3 (September 2001): 407–53. http://dx.doi.org/10.1111/0591-2385.00371.

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12

Ivie, Stanley D. "Metaphor, Paradigm, and Education." Articles 52, no. 1 (August 14, 2017): 33–51. http://dx.doi.org/10.7202/1040803ar.

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Metaphor is a critical tool for thought. Lying at the heart of every systematic body of knowledge are three root metaphors — mechanism, organism, and mind. Historically, schools of philosophy — realism, naturalism, and idealism — have grown up around these metaphors. The root metaphors and their corresponding philosophies provide the paradigms underlying different exemplars of education. To illustrate how metaphors, paradigms, and exemplars all shape educational thought, the works of three educators — Hunter, Piaget, and Bruner — have been selected.
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13

Rue, Loyal. "RELIGIOUS NATURALISM-WHERE DOES IT LEAD?" Zygon® 42, no. 2 (June 22, 2007): 409–22. http://dx.doi.org/10.1111/j.1467-9744.2007.00409.x.

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14

Knight, Christopher C. "THEISTIC NATURALISM AND “SPECIAL” DIVINE PROVIDENCE." Zygon(r) 44, no. 3 (September 2009): 533–42. http://dx.doi.org/10.1111/j.1467-9744.2009.01014.x.

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15

Torrance, Andrew B. "SHOULD A CHRISTIAN ADOPT METHODOLOGICAL NATURALISM?" Zygon® 52, no. 3 (August 18, 2017): 691–725. http://dx.doi.org/10.1111/zygo.12363.

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16

Barnes, Hazel E. "THE NEW NATURALISM AND ETHICAL CONSENSUS." Zygon� 29, no. 3 (September 1994): 401–7. http://dx.doi.org/10.1111/j.1467-9744.1994.tb00678.x.

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17

Duran, Jane. "Naturalism and Mannerism in Indian Miniatures." Journal of Aesthetic Education 35, no. 4 (2001): 57. http://dx.doi.org/10.2307/3333786.

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18

Drees, Willem B. "Thick Naturalism: Comments on Zygon 2000." Zygon® 35, no. 4 (December 2000): 849–60. http://dx.doi.org/10.1111/1467-9744.00316.

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19

Kaufman, Gordon D. "Biohistorical Naturalism and The Symbol “God”." Zygon® 38, no. 1 (March 2003): 95–100. http://dx.doi.org/10.1111/1467-9744.00481.

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20

Rottschaefer, William A. "Discerning the Limits of Religious Naturalism." Zygon® 36, no. 3 (September 2001): 467–75. http://dx.doi.org/10.1111/0591-2385.00373.

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21

Griffin, David Ray. "A Richer or a Poorer Naturalism?" Zygon® 32, no. 4 (December 1997): 593–614. http://dx.doi.org/10.1111/0591-2385.00114.

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22

Jacobs, Jonathan. "Values, Naturalism, and Teaching the Nature of Values." Teaching Philosophy 17, no. 1 (1994): 17–28. http://dx.doi.org/10.5840/teachphil199417114.

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23

Evers, Colin W., and Gabriele Lakomski. "Naturalism and Educational Administration: New directions." Educational Philosophy and Theory 47, no. 4 (November 12, 2014): 402–19. http://dx.doi.org/10.1080/00131857.2014.976932.

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24

Liu, Irene. "Elevating Human Being: Towards a New Sort of Naturalism." Philosophy 92, no. 4 (July 31, 2017): 597–622. http://dx.doi.org/10.1017/s0031819117000316.

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AbstractDefended by scholars such as John McDowell and Julia Annas, the naturalism of second nature (NSN) claims that the virtues are part of a rational second nature instilled through moral education. While NSN emphasizes that rationality, fully developed, results in autonomy from nature, it is considered a sort of naturalism because the development of rational second nature unfolds through entirely natural processes. Critics object that NSN does not utilize human nature as a standard of evaluation, which is a problem for a view that claims to be a sort of naturalism. This paper attempts to meet this charge by introducing a novel way to understand the normative significance of human nature. It argues that NSN supports an analysis of human nature as the raw material of the virtues and, as such, the basis of a kind of aesthetic evaluation. Specifically, human nature is the basis of humaneness, a kind of beauty that belongs to what elevates or refines human nature. Thus, according to the fortified naturalism of second nature the ethical significance of human nature is explained by recognizing how the virtues exemplify a kind of beauty that only humans can have.
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25

Braxton, Donald M. "RELIGIOUS NATURALISM AND THE FUTURE OF CHRISTIANITY." Zygon® 42, no. 2 (June 22, 2007): 317–42. http://dx.doi.org/10.1111/j.1467-9744.2007.00317.x.

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26

Goodman, Charles. "BUDDHISM, NATURALISM, AND THE PURSUIT OF HAPPINESS." Zygon® 49, no. 1 (February 24, 2014): 220–30. http://dx.doi.org/10.1111/zygo.12081.

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27

Crosby, Donald A. "Naturism as a Form of Religious Naturalism." Zygon® 38, no. 1 (March 2003): 117–20. http://dx.doi.org/10.1111/1467-9744.00484.

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28

Arnhart, Larry. "The New Darwinian Naturalism in Political Theory." Zygon® 33, no. 3 (September 1998): 369–93. http://dx.doi.org/10.1111/0591-2385.00155.

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29

Syamsuriadi, SYAMSURIADI. "MANAJEMEN PENDIDIKAN ANAK USIA DINI BERBASIS PEMBELAJARAN BERPUSAT PADA ANAK: PERSPEKTIF NATURALISME ROMANTIK." Adaara: Jurnal Manajemen Pendidikan Islam 6, no. 1 (June 1, 2018): 571–83. http://dx.doi.org/10.35673/ajmpi.v6i1.288.

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Abstract. The management of early childhood education based on child-centered learning is a learning strategy that orients all management functions like planning, organizing, and evaluating to accelerate the children creativity during the learning process. Keywords:The early childhood education is unique process. Hence, romantic-naturalism is a paradigm that can support the effort.
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30

Young, Robert. "CRITICAL OR REDUCTIONIST NATURALISM: an alternative choice." Discourse: Studies in the Cultural Politics of Education 14, no. 1 (October 1993): 100–101. http://dx.doi.org/10.1080/0159630930140109.

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31

Haag, James W. "THE HEFNERIAN LEGACY: RETHINKING THE “NATURE” OF NATURALISM." Zygon(r) 45, no. 1 (March 2010): 273–80. http://dx.doi.org/10.1111/j.1467-9744.2010.01073.x.

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32

Tarnowski, Józef. "Narodziny Witkacego z ducha Witkiewicza." Idea. Studia nad strukturą i rozwojem pojęć filozoficznych 30, no. 1 (2018): 111–21. http://dx.doi.org/10.15290/idea.2018.30.1.08.

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Stanisław Witkiewicz (1851-1915) himself taught his son Stanisław Ignacy (1885-1939), known later as Witkacy, helped by his wife and friends, among whom there were scientists, artists and professional teachers. The results of such education were amazing. At the age of eight, the boy could paint using different techniques, play the piano and compose music. His father desired for him to become a naturalist painter like himself. At a young age Witkacy became an outstanding artist, not only a painter, but also a writer. However, in opposition to his father’s teaching, when he matured artistically, he rejected naturalism and joined the artistic avant-garde. Just after the first world war he published a long philosophical essay inspired probably by the work of his father’s great intellectual enemy – the Neo-Hegelian Polish philosopher Henryk Struve. Thus, Witkacy shaped himself, both in the respect of art and philosophy, in the opposition to his father, Stanisław Witkiewicz.
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33

Marchant, Elizabeth A. "Naturalism, Race, and Nationalism in Aluísio Azevedo's O mulato." Hispania 83, no. 3 (September 2000): 445. http://dx.doi.org/10.2307/346009.

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34

Veiga, Marcelo da. "Revisiting humanism as guiding principle for education: an excursion into Waldorf Pedagogy." Educar em Revista, no. 56 (June 2015): 19–31. http://dx.doi.org/10.1590/0104-4060.41417.

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This paper begins by highlight the growing relevance of Rudolf Steiner's thinking within academic discourse. It then turns to a brief discussion of the consequences of physicalism and naturalism in education. In a third step, the concept of notional instrumentalism is presented as a possible way of overcoming the generally unfruitful debates about the comprehension of non-physical aspects of reality. All this serves finally to stress the importance of revisiting humanism as a potential guiding principle for education.
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35

Griffin, David Ray. "Scientific Naturalism, the Mind‐Body Relation, and Religious Experience." Zygon® 37, no. 2 (June 2002): 361–80. http://dx.doi.org/10.1111/0591-2385.00433.

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36

Makieshyna, Y. "GENDER ASPECTS OF FEMALE EDUCATION IN THE DISCOURSES OF «NATURALISM» AND «BIOLOGICAL DETERMINISM»." Versus 1, no. 11 (August 24, 2019): 32–36. http://dx.doi.org/10.33842/2313-4562/2018/11/32/36.

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37

Duncan, Richard F., and Philip E. Johnson. "Reason in the Balance: The Case against Naturalism in Science, Law and Education." Journal of Law and Religion 16, no. 2 (2001): 945. http://dx.doi.org/10.2307/1051756.

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38

Wijaya, I. Komang Wisnu Budi, and Putu Ayu Septiari Dewi. "Pengembangan Kecerdasan Naturalis Anak Usia Dini melalui Model Pendidikan Lingkungan Unesco." Ideas: Jurnal Pendidikan, Sosial, dan Budaya 7, no. 3 (August 20, 2021): 97. http://dx.doi.org/10.32884/ideas.v7i3.449.

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Penelitian ini bertujuan untuk mendeskripsikan strategi pengembangan kecerdasan naturalis anak usia dini melalui model pendidikan lingkungan UNESCO. Penelitian ini tergolong dalam penelitian studi literatur. Sumber data penelitian berasal dari buku, jurnal, makalah, dan karya ilmiah lainnya yang berkaitan dengan kecerdasan naturalis dan model pendidikan lingkungan UNESCO. Data yang terkumpul kemudian dianalisis dengan teknik analisis isi. Hasil penelitian menyatakan bahwa model pendidikan lingkungan UNESCO dapat digunakan untuk mengembangkan kecerdasan naturalis anak usia dini, yaitu melalui kegiatan membaca, menggunakan lingkungan sebagai sumber belajar, mengelola lingkungan dan budaya peduli lingkungan. Dalam pengembangan kecerdasan naturalis, peran guru dan orang tua adalah sebagai pengawas, motivator, dan fasilitator. This study aims to describe strategies for developing naturalist intelligence for early childhood through the UNESCO Environmental Education Model. This research belongs to the literature research. Sources of research data are from books, journals, papers and other scientific works related to naturalist intelligence and the UNESCO Environmental Education Model. The collected data was analyzed using content analysis techniques. The results of the study state that the UNESCO Environmental Education Model can be used to develop naturalist intelligence for early childhood, namely through reading activities, using the environment as a learning resource, managing the environment and a culture of environmental care. In developing naturalist intelligence, the roles of teachers and parents are as supervisors, motivators and facilitators.
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39

Brooke, John Hedley. "THE AMBIVALENCE OF SCIENTIFIC NATURALISM: A RESPONSE TO MARK HARRIS." Zygon® 53, no. 4 (November 21, 2018): 1051–56. http://dx.doi.org/10.1111/zygo.12463.

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40

Perry, John, and Sarah Lane Ritchie. "MAGNETS, MAGIC, AND OTHER ANOMALIES: IN DEFENSE OF METHODOLOGICAL NATURALISM." Zygon® 53, no. 4 (November 21, 2018): 1064–93. http://dx.doi.org/10.1111/zygo.12473.

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41

Ward, Andrew. "DEFENDING ETHICAL NATURALISM: THE ROLES OF COGNITIVE SCIENCE AND PRAGMATISM." Zygon? 40, no. 1 (March 2005): 201–20. http://dx.doi.org/10.1111/j.1467-9744.2005.00653.x.

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42

Stone, Jerome A. "Religious Naturalism and the Religion‐Science Dialogue: A Minimalist View." Zygon® 37, no. 2 (June 2002): 381–94. http://dx.doi.org/10.1111/0591-2385.00434.

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43

Boyles, Deron. "DEWEY, ECOLOGY, AND EDUCATION: HISTORICAL AND CONTEMPORARY DEBATES OVER DEWEY'S NATURALISM AND (TRANSACTIONAL) REALISM." Educational Theory 62, no. 2 (April 2012): 143–61. http://dx.doi.org/10.1111/j.1741-5446.2012.00440.x.

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44

Cavanaugh, Michael. "What is Religious Naturalism? A Preliminary Report of an Ongoing Conversation." Zygon® 35, no. 2 (June 2000): 241–52. http://dx.doi.org/10.1111/0591-2385.00275.

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45

Clark, John. "Philosophy of Education in Today’s World and Tomorrow’s: A View from ‘Down Under’." Paideusis 15, no. 1 (October 28, 2020): 21–30. http://dx.doi.org/10.7202/1072691ar.

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In considering philosophy of education now and in the future, this paper explores the issue from an Australasian perspective. While philosophy of education in this part of the world has strong international links there is an absence of indigenous influences. A number of philosophical strands have developed including naturalism and postmodernism which have informed thinking about education policy and practice. The institutional side of philosophy of education has witnessed both the promotion of philosophers to professorial positions and the slow decline in numbers as departing staff are not replaced. How philosophy of education will fare in the future will depend on the survival of an academic community, the opportunity to teach papers in the subject to undergraduate and postgraduate students (and so replace ourselves) and convincing teachers and policy makers that philosophy of education makes an indispensable contribution to improving policy and the educational experiences of students.
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46

Brun, Rudolf B. "Strict Naturalism and Christianity: Attempt at Drafting an Updated Theology of Nature." Zygon® 42, no. 3 (August 20, 2007): 701–14. http://dx.doi.org/10.1111/j.1467-9744.2007.00861.x.

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47

Schaal, Jim. "Religious Naturalism Today: The Rebirth of a Forgotten Alternative.By Jerome A. Stone." Zygon(r) 45, no. 1 (March 2010): 285–86. http://dx.doi.org/10.1111/j.1467-9744.2010.01078.x.

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48

Harris, Mark. "ON “THE NATURAL NATURE OF NATURALISM”: ANSWERS TO JOHN HEDLEY BROOKE'S QUESTIONS." Zygon® 53, no. 4 (November 21, 2018): 1057–63. http://dx.doi.org/10.1111/zygo.12466.

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49

Hardwick, Charley D. "THEOLOGICAL NATURALISM AND THE NATURE OF RELIGION: ON NOT BEGGING THE QUESTION." Zygon� 22, no. 1 (March 1987): 21–35. http://dx.doi.org/10.1111/j.1467-9744.1987.tb00833.x.

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50

Hardwick, Charley D. "THE POWER OF RELIGIOUS NATURALISM IN KARL PETERS'S DANCING WITH THE SACRED." Zygon® 40, no. 3 (September 2005): 667–82. http://dx.doi.org/10.1111/j.1467-9744.2005.00694.x.

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