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Journal articles on the topic 'The philosophy of education'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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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 (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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2

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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3

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 within the framework of Soviet science is of particular interest, when pedagogy was understood as a “testing ground” for the application and approbation of philosophical ideas. Summarizing all the approaches, the authors come to the conclusion that the analysis of the education from the perspective of philosophy requires the recourse to pedagogy as a science, which explores the problems of education at a deep level, and from the perspective of pedagogy – the recourse to the philosophy of education, acting as a universal, conceptual, methodological, and ideological scientific knowledge.

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4

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

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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6

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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7

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

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8

Honcharenko, Olga. "Philosophy and Philosophical Education in Kazimierz Twardowski’s Interpretation." Filosofiya osvity. Philosophy of Education 18, no. 1 (June 24, 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, scientific and historical definition of the concept of philosophy has been carried out. It is proved, that the scientific concept of philosophy, as one of the components of polylogue manifestation of the human spirit, dissolves in historical concept of philosophy. Such philosophy understandingbrought the philosopher to the conclusion about vital human and social necessity in philosophy. If a man and society do not feel the necessity in philosophy, due to the lack of their spiritual culture, this necessity should be grown. Therefore, the care about philosophical education was one of the main goals of Twardowski’s life. The scientist interpreted philosophical education as a part of general education. He determined philosophy studies as a way of life and a school of thinking. Due to this, Twardowski believed that method studying as natural means of knowledge and self-cognition is a humane act promoting creating man’s own view of the world. Special understanding of the philosophy and the background of its development – philosophical education by talented scientist and teacher – encourages reflection on the problems in the field of Ukrainian philosophy. Philosophical and pedagogical understanding of Twardowski’s experience is relevant in the context of increasing complexity of modern relationships between a man and society.

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9

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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10

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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11

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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12

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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13

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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14

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

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15

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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16

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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17

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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18

Pavlis, Dimitris, and John Gkiosos. "John Dewey, From Philosophy of Pragmatism to Progressive Education." Journal of Arts and Humanities 6, no. 9 (September 21, 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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19

Das, Rolla. "Sundar Sarukkai on Indian Higher Education: Quality, Excellence in Neoliberal Times." Tattva - Journal of Philosophy 10, no. 1 (January 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 Philosophy of Science (2005). Hehas earned his doctoral degree from Purdue University, USA following which he has been associated with several institutes such as Indian Institute of Advanced Studies, Manipal University and National Institute of Advanced Studies, Bangalore. He has been the Founder-Director, Manipal Centre for Philosophy and Humanities, Manipal University, Manipal. He can be reached at sarukkai@nias.iisc.ernet.in

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20

Bai, Heesoon. "Philosophy for Education: Towards Human Agency." Paideusis 15, no. 1 (October 28, 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 activity entrenches us in the “addiction” to conceptualization and blinds us to seeing that a map is not the territory. Human beings encompass the discursive as well as the non-discursive, theoretical as well as practical dimensions. Hence philosophy as an art of living must address all the dimensions. As an illustration, a number of exemplary philosophic arts pertaining to these practices are explored, including world-making through dialogue (Socratic); autobiographical experiment through philosophical writing (Nietzschean); human-making and self-transformation (Confucian); and mindfulness practice (Buddhist). The case is made that these practices combine to illustrate and demonstrate that philosophy is a practice devoted to the cultivation of fundamental human agency, namely autonomy.

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21

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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22

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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23

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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24

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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25

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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26

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, where the author teaches and works as a philosopher of science, and those related to philosophical education in the internet era in general, are discussed.

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27

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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28

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 (September 27, 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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29

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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30

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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31

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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32

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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33

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

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34

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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35

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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36

Haldane, John. "Chesterton's Philosophy of Education." Philosophy 65, no. 251 (January 1990): 65–80. http://dx.doi.org/10.1017/s0031819100064251.

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‘Every education teaches a philosophy; if not by dogma then by suggestion, by implication, by atmosphere. Every part of that education has a connection with every other part. If it does not all combine to convey some general view of life it is not education at all’ (Chesterton).In an essay written for the thirtieth volume of the British Journal of Educational Studies, R. F. Dearden surveyed philosophy of education during the period 1952–82. As might be imagined he was largely concerned with the emergence in and development through these years of analytical philosophy of education, as the influence of linguistic or conceptual analysis spread beyond the somewhat ill-defined boundaries of core philosophy and was taken up by those interested in the theoretical presuppositions of educational practice. After charting the course of this development, and having reached the point at which certain worries arose about the limits of conceptual analysis as a method, Dearden turned to consider what if any alternatives might be available. The first possibility which he mentions in expectation of its having received explicit articulation is Catholic philosophy of education. However, as he notes, nothing meeting this description was developed during the period in question—in effect, since the war. The one book which he mentions, viz. Jacques Maritain's Education at the Crossroads, is barely known of in professional philosophy of education and in style and content is quite out of the mainstream.

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37

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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38

Ernest, Paul. "Philosophy, mathematics and education." International Journal of Mathematical Education in Science and Technology 20, no. 4 (July 1989): 555–59. http://dx.doi.org/10.1080/0020739890200409.

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39

Kabil, Onur. "Philosophy in Physics Education." Procedia - Social and Behavioral Sciences 197 (July 2015): 675–79. http://dx.doi.org/10.1016/j.sbspro.2015.07.057.

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40

O'Malley, Maureen A. "Microbiology, philosophy and education." FEMS Microbiology Letters 363, no. 17 (July 26, 2016): fnw182. http://dx.doi.org/10.1093/femsle/fnw182.

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41

Harris, Kevin. "Education, philosophy and equality." Educational Philosophy and Theory 29, no. 2 (January 1997): 51–66. http://dx.doi.org/10.1111/j.1469-5812.1997.tb00020.x.

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42

Hager, Paul. "Postfoundational Philosophy of Education?" Educational Philosophy and Theory 32, no. 3 (January 2000): 315–17. http://dx.doi.org/10.1111/j.1469-5812.2000.tb00456.x.

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43

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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44

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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45

Kopelman, Loretta M. "Philosophy and Medical Education." Journal of the Association of American Medical Colleges 70, no. 9 (September 1995): 795–805. http://dx.doi.org/10.1097/00001888-199509000-00017.

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46

Hoekema, David A. "Philosophy and International Education." Teaching Philosophy 8, no. 2 (1985): 99–101. http://dx.doi.org/10.5840/teachphil19858238.

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47

Omundson, Bruce K. "Philosophy and General Education." Teaching Philosophy 18, no. 2 (1995): 155–64. http://dx.doi.org/10.5840/teachphil199518223.

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48

Drexler, Jane. "Philosophy for General Education." Teaching Philosophy 38, no. 3 (2015): 289–305. http://dx.doi.org/10.5840/teachphil201581238.

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49

Shafer, Susanne. "Education and Philosophy Revisited." European Education 23, no. 3 (October 1991): 3–5. http://dx.doi.org/10.2753/eue1056-493423033.

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50

Morreall, John. "Humor, Philosophy and Education." Educational Philosophy and Theory 46, no. 2 (October 9, 2012): 120–31. http://dx.doi.org/10.1080/00131857.2012.721735.

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