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Educational Philosophy (educational + philosophy)
Selected AbstractsJOHN DEWEY'S CONTRIBUTIONS TO AN EDUCATIONAL PHILOSOPHY OF INTELLECTUAL DISABILITYEDUCATIONAL THEORY, Issue 1 2008Scot Danforth In this article Scot Danforth takes as his project addressing that division from the perspective of a Deweyan philosophy of the education of students with intellectual disabilities. In 1922, John Dewey authored two articles in New Republic that criticized the use of intelligence tests as both undemocratic and impractical in meeting the needs of teachers. Drawing from these two articles and a variety of Dewey's other works, Danforth puts forward a Deweyan educational theory of intellectual disability. This theory is perhaps encapsulated in Dewey's observation that "The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has."1 [source] Self-Editorializing: PESA and Educational Philosophy and Theory, after twenty-five yearsEDUCATIONAL PHILOSOPHY AND THEORY, Issue 7 2009Michael A. Peters No abstract is available for this article. [source] Educational Philosophy and the Challenge of Complexity TheoryEDUCATIONAL PHILOSOPHY AND THEORY, Issue 1 2008Keith Morrison Abstract Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ,added value' in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind-sets to comprehend fully its significance. [source] Forging a Fundamentalist "One Best System": Struggles Over Curriculum and Educational Philosophy for Christian Day Schools, 1970,1989HISTORY OF EDUCATION QUARTERLY, Issue 1 2010Adam Laats First page of article [source] Newcomers and Old-Timers: Educational Philosophies-in-Action of Parent Volunteers in a Community of Learners SchoolANTHROPOLOGY & EDUCATION QUARTERLY, Issue 4 2002Assistant Professor Eugene Matusov Contrasting educational philosophies-in-action were used by 45 parent volunteers working with children in a school organized as a community of learners. Newcomers were more likely to employ a one-sided philosophy-in-action (with either adult-directed or child-directed organization), whereas parents with several years of experience were more likely to use a collaborative philosophy-in-action, consistent with the philosophy of a community of learners. A pedagogical implication is that adults need opportunities to learn new educational philosophies as they work with children. [source] Max Scheler and the Idea of a Well Rounded EducationEDUCATIONAL PHILOSOPHY AND THEORY, Issue 3 2008Tapio Puolimatka Abstract The German philosopher Max Scheler defines the human person as a value-oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all-round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the objective nature of things. [source] A Guide to Educational Philosophizing After HeideggerEDUCATIONAL PHILOSOPHY AND THEORY, Issue 2 2008Donald Vandenberg Abstract This paper heeds the advice of EPAT's editor, who said he ,will be happy to publish further works on Heidegger and responses to these articles' after introducing four articles on Heidegger (and one of his students) and education in the August, 2005, issue. It discusses the papers in order of appearance critically, for none of them shows understanding of Heidegger's writings and descriptions of human existence in his most important work, Being and Time, nor the work of the internationally recognized educational philosopher who has written about educational problems using Heidegger's perspective (among others) over the past forty years and that should be considered in any application of Heidegger's thought to education if educational philosophy is to become a cumulative discipline. Because philosophy of education is notoriously non-accumulative and requires far more than referring to education in the first and last paragraphs of an article in order to be about an educational problem or phenomenon, the publications of this scholar in the phenomenology of education are mentioned throughout, as are Heidegger's works, to show how the four authors might have benefited from library research to utilize existing understandings and go beyond them. Finally, some suggestions are made about how to read with understanding Heidegger's magnum opus, Being and Time. [source] Complexity Theory and the Philosophy of EducationEDUCATIONAL PHILOSOPHY AND THEORY, Issue 1 2008Mark Mason Abstract Following a brief introduction to complexity theory, this paper considers how various themes in the field relate to the philosophical study of education. Issues and questions introduced include the challenge of complexity theory for the philosophy of education,and, conversely, some critical challenges for complexity theory from educational philosophy; complexity theory and educational continuity and change; the importance that complexity theory places on interpretive perspectives that are transphenomenal, transdisciplinary and transdiscursive; the risks of simplifying complexity to a point that excludes its ambiguities and includes only its dominant usages; the degree of coherence between Dewey's philosophical orientation and that of complexity theory; how Foucault might be read as a complexity theorist; how educational research informed by complexity theory might ask different questions with different analytical perspectives,connectionist, holistic, non-linear, rather than input,output ,black-box' causal modelling, for example; and how curriculum, teaching, the epistemology of schooling, and the ,education of consciousness',understood s an emergent phenomenon,might be different when viewed from the perspective of complexity theory. [source] Educational Philosophy and the Challenge of Complexity TheoryEDUCATIONAL PHILOSOPHY AND THEORY, Issue 1 2008Keith Morrison Abstract Complexity theory challenges educational philosophy to reconsider accepted paradigms of teaching, learning and educational research. However, though attractive, not least because of its critique of positivism, its affinity to Dewey and Habermas, and its arguments for openness, diversity, relationships, agency and creativity, the theory is not without its difficulties. These are seen to lie in terms of complexity theory's nature, status, methodology, utility and contribution to the philosophy of education, being a descriptive theory that is easily misunderstood as a prescriptive theory, silent on key issues of values and ethics that educational philosophy should embrace, of questionable internal consistency, and of limited ,added value' in educational philosophy. The paper sets out key tenets of complexity theory and argues that, though it is useful for educational philosophy, it requires new conceptual tools and mind-sets to comprehend fully its significance. [source] Biopolitical Utopianism in Educational TheoryEDUCATIONAL PHILOSOPHY AND THEORY, Issue 7 2007Tyson Lewis Abstract In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. [source] The academic environment: the students' perspectiveEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 2008K. Divaris (nci) Abstract Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4,6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the ,students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The ,ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from ,class size', ,leisure time' and ,assessment procedures' to ,relations with peers and faculty', ,ethical climate' and ,extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between ,teaching' and ,learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement. [source] Accounting graduates' perceptions of skills emphasis in undergraduate courses: an investigation from two Victorian universitiesACCOUNTING & FINANCE, Issue 3 2006Paul De Lange 121 Abstract This study investigated the emphasis placed on technical and generic skills developed during undergraduate accounting courses from the graduate perspective. It is motivated by two issues. First, calls by the accounting profession and international education committees regarding the professional adequacy of graduates. Second, the challenge facing educators and professional bodies to design accounting courses that address a diverse range of needs from students, the educational philosophy of the institution, and the changing dynamics of global business. Data obtained from 310 graduates from two Victorian universities provided insights into the types of skills development considered necessary for a successful accounting career. [source] Knowledge is a Dangerous Thing: Authority Relations, Ideological Conservatism, and Creativity in Confucian-Heritage CulturesJOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 1 2008DAVID YAU FAI HO ABSTRACT Throughout history, the generation, exercise, and dissemination of knowledge are fraught with dangers, the root causes of which are traceable to the definition of authority relations. The authors compare Greek myths and Chinese legends, setting the stage for a metarelational analysis of authority relations between teacher and students and between scholar-teachers and political rulers in Confucian-heritage cultures. These two relations are rooted in ideological conservatism. They are related in a higher-order relation or metarelation: Political control and the definition of the teacher-student relationship reinforce each other in consolidating authoritarian values. Thus, ideological conservatism shapes educational philosophy and socialization. It conflicts with present demands for creativity in the service of knowledge-based economies. Hence, a major issue in cultural change to be addressed concerns the dilemma between maintaining authoritarian control and enhancing creativity. [source] Partners in a community of learners: Student and academic affairs at small collegesNEW DIRECTIONS FOR STUDENT SERVICES, Issue 116 2006Bruce W. ColwellArticle first published online: 15 DEC 200 The successful small college dean of students must develop and maintain an effective partnership between student and academic affairs, built on a shared educational philosophy, a mutual commitment to collaboration, and common linking issues and tasks. [source] Teaching Across the Generation Gap: A Consensus from the Council of Emergency Medicine Residency Directors 2009 Academic AssemblyACADEMIC EMERGENCY MEDICINE, Issue 2009Lisa Moreno-Walton MD Abstract Background:, Four distinct generations of physicians currently coexist within the emergency medicine (EM) workforce, each with its own unique life experience, perspective, attitude, and expectation of work and education. To the best of our knowledge, no investigations or consensus statements exist that specifically address the effect of intergenerational differences on undergraduate and graduate medical education in EM. Objectives:, To review the existing literature on generational differences as they pertain to workforce expectations, educational philosophy, and learning styles and to create a consensus statement based on the shared insights of experienced educators in EM, with specific recommendations to improve the effectiveness of EM residency training programs. Methods:, A group of approximately one hundred EM program directors (PDs), assistant PDs, and other academic faculty attending an annual conference of emergency physician (EP) educators gathered at a breakout session and working group to examine the literature on intergenerational differences, to share insights and discuss interventions tailored to address these stylistic differences, and to formulate consensus recommendations. Results:, A set of specific recommendations, including effective educational techniques, was created based on literature from other professions and medical disciplines, as well as the contributions of a diverse group of EP educators. Conclusions:, Recommendations included early establishment of clear expectations and consequences, emphasis on timely feedback and individualized guidance during training, explicit reinforcement of a patient-centered care model, use of peer modeling and support, and emphasis on more interactive and small-group learning techniques. 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