(International library of the philosophy of education) Bibliography: p. Includes index. 14 0 obj endstream endobj 240 0 obj <>stream endobj The Language of Education. “Education, Philosophy of.” In Routledge Encyclopedia of Philosophy, ed. (p. 4) All these and more are addressed in the essays that follow.1, 2. [/ICCBased 10 0 R] London: Routledge & Kegan Paul.Find this resource: The Monist (1968). The “benign neglect” of philosophy of education by the general philosophical community—an area central to philosophy since Socrates and Plato—not only deprives the field of a huge swath of talented potential contributors; it also leaves working general philosophers and their students without an appreciation of an important branch of their discipline. (2.) The same is true of most of the major figures of the Western philosophical tradition, including Augustine, Aquinas, Descartes, Locke, Hume, Rousseau, Kant, Hegel, Mill, and many others.2. (*���(%�8H����8c�-�� f�ԉd�9�@6_IjH��9���(3=�D����R�1%? All Rights Reserved. In the first section, concerning the aims of education, Emily endstream The Relation of Philosophy of Education to Philosophy, For much of the history of Western philosophy, philosophical questions concerning education were high on the philosophical agenda. Questions concerning the nature of and constraints governing teaching often depend on ethics, epistemology, and/or the philosophies of mind and language (e.g., Is it desirable and/or permissible to teach mainstream contemporary science to students whose cultures or communities reject it? Graham Oddie offers a metaphysical account of value as part of a general approach to values education. Harvey Siegel is Professor and Chair of the Department of Philosophy at the University of Miami. �!�7�$GA�J�JA�� ��tH�� I hold the view that contemporary culture starts to discover <>stream London: Routledge.Find this resource: Doyle, James F., ed. Philosophers on Education: New Historical Perspectives. For more detailed depictions of the field, see Curren 1998b, Phillips 2008, and Siegel 2007. For a brief and partial indication of the level of activity, see Archambault 1965, Doyle 1973, Frankena 1965, Hamlyn 1978, Langford and O'Connor 1973, Monist 1968, and Scheffler 1958/1966, 1960, 1965, 1973/1989. You could not be signed in, please check and try again. 3. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice). Education Philosophy. © Oxford University Press, 2018. Eh, sorry! The reasons for this loss are complex and are mainly contingent historical ones that I will not explore here. All of these chapters exhibit both the deep and genuinely philosophical character of philosophical questions concerning education, and the benefits to be gained by sustained attention, by students and philosophers alike, to those questions. For contemporary assessments of the contributions to philosophy of education of these and other figures, made by an impressive roster of contemporary general philosophers, see Rorty 1998. Other important problems involve the authority of the state and of teachers, and the rights of students and parents; the character of purported educational ideals such as critical thinking, and of purportedly undesirable phenomena such as indoctrination; the best way to understand and conduct moral education; a range of questions concerning teaching, learning, and curriculum; and many others. Keywords: education, philosophy, students' rights, parents' rights, moral education, educational ideals. Further Dialogues on an Educational Ideal (1997). Questions concerning learning, thinking, reasoning, belief, and belief change typically depend on epistemology, ethics, and/or philosophy of mind (e.g., Under what conditions is it desirable and/or permissible to endeavor to change students' fundamental beliefs? I briefly mention some of them in Siegel 2005, p. 345, note 1. Should all students be taught the same content?). Thomas Brickhouse and Nicholas Smith offer a nuanced account of Socratic teaching and Socratic method, while Amélie Rorty argues for the educational importance of imagination and sketches strategies for developing it in the classroom. Socrates 1. . E. J. Craig (pp. It also explores the problems concerning students' and parents' rights, the best way to understand and conduct moral education, and the character of purported educational ideals. <> London: Routledge & Kegan Paul.Find this resource: Frankena, William K. (1965). Three Historical Philosophies of Education: Aristotle, Kant, Dewey. On the face of it, this should not be surprising. “The Philosophy of Education.” Encyclopaedia Britannica Online, September 2007, http://search.eb.com/eb/article-9108550. Department of Philosophy University of Ottawa - Canada Abstract Socrates can be said to have left the subsequent philosophical tradition with the problem of the relation between philosophy and politics. endobj Is it permissible for schools to be in the business of the formation of students' character, given liberalism's reluctance to endorse particular conceptions of the good? Series. Socrates is, basically, the father of Western philosophy He never wrote down any of his teachings, his student, Plato, did this for him Socrates’ philosophy arose out of his negative feelings in relation to the teaching of the Sophists . (1958/1966). Most of them are written by distinguished general philosophers; they reflect both a sophisticated mastery of the core areas of philosophy (to which these authors have made independent important contributions) and a deep grasp of the significance of philosophical questions concerning education. Forthcoming in Encyclopaedia Britannica, print version.

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