Search results for "philosophy of education"
showing 10 items of 57 documents
Ten Pillars of a Good Childhood: A Finnish Perspective
2012
Adapted from a presentation given at the Decade for Childhood 2012-2022 Launch during the Global Summit on Childhood, March 30, 2012, Washington, D.C. Author Note: The preparation of this paper has...
The construction of knowledge from the scientific literature about the theme seaport performance evaluation
2015
Purpose – The purpose of this paper is to know what scientific literature presents about the theme evaluation of seaport performance, thus enabling the construction of knowledge in the researchers and the identification of gaps in the research that will lead to advances in the area from the identification of the characteristics of a portfolio of relevant international publications. Design/methodology/approach – From the basic philosophical (constructivism), of the kind strategy (research-action) and the method used for the accomplishment of such strategy (structured process knowledge development process – constructivist (ProKnow-C)) the current research has a qualitative approach. Findings…
The Sartre‐Heidegger Controversy on Humanism and the Concept of Man in Education
2012
Jean‐Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented in education in the form of Kantian humanistic essentialism. At least in the Finnish educational system, Kantian humanism is almost an official ideological background of all…
Art Education as a Trap
2005
Art education is often talked about as a general good that will solve problems of every description and meet the most varied current problems. In Finland, for example, art education tends to be seen as something that fosters human growth, teaches aesthetic and ethical values, promotes self‐expression and social skills, and meets the challenges of the media age. Any problems that might emerge stem simply from insufficient resources. Instead of continuing what is, probably, a generally known and shared discussion, we want to ask ourselves and others what are the traps art education might conceal, possibly in part under precisely such rhetoric. Our phenomenological perspective emphasises prese…
Critical stance within a community of inquiry in an advanced mathematics course for pre-service teachers
2020
AbstractThis paper reports a study of university students’ experiences of learning mathematics in an introductory differential equations course that takes an inquiry approach to learning and teaching. The students are on a trajectory leading toward a bachelor’s degree in mathematics to be followed by a year-long teacher education credential program. The analysis of students’ end of course presentations and written portfolios is framed with community of practice theory, complemented with analytic categories from community of inquiry, including notions of inquiry stance and critical alignment. Our social theorization of university mathematics education adds a complementary perspective to the …
On the Relationship Between “Education” and “Critical Thinking”
2019
In view of recent international efforts to identify and measure the ability “critical thinking,” this paper attempts to trace and reconstruct the core meaning of this concept in the light of its conceptual history in the German terminology of educational philosophy and research. In doing so, it becomes evident that it is necessary to clarify the relationship between “critical thinking” and “education,” both understood as terms designating a mental state. In German as well as in English educational research, it seems to be the prevailing view that “critical thinking” is a partial meaning, a facet, of “education” (in the sense of “being well educated”). The German language, however, different…
Forty Years of the Philosophy of Education in the Nordic Countries
1997
Abstract The authors of this section's article are of the opinion that the ‘pure’ philosophers in Scandinavia do not usually consider philosophy of education to be a philosophical discipline in line with other ‘hyphenated’ philosophies. They argue that the way that philosophy of education is viewed in the Nordic countries is more like how it is treated in English‐speaking countries, which is different from the German tradition where Bildung is historically both an educational and a philosophical concept. But Nordic contributors to philosophy of education, inspired by the main philosophical trends of the time, have perceived themselves in the last few decades as partakers in the general phil…
Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university
1999
Abstract This research monograph examines the potential of constructivist learning environments for developing prerequisites of expert knowledge during university studies. Drawing on recent theories of the development of expert knowledge and on the constructivist view of learning, an experiment was conducted in an educational psychology course. The primary purpose of the study was to compare the learning outcomes of students who studied the course material in a constructivist learning environment with those of students who learned it under traditional teaching and studying conditions. Students in the constructivist learning environment acquired more diversified knowledge. In addition, a the…
Paul Heywood Hirst (1927-2020) obituary
2021
Paul H. Hirst who has died at the age of 92 was, together with Richard Stanley Peters, one of the co-founders of the London School of Philosophy of Education. The London School, as it was known in ...
Learning in sport : from life skills to existential learning
2020
Youth sport is habitually promoted as an important context for learning that contributes to a person’s broader development beyond sport-specific skills. A growing body of research in this area has operated within a life skills discourse that focuses on useful, positive and decontextualised skills in the production of successful and adaptive citizens. In this paper, we argue that the ideological discourse of life skills, underpinned by ideas about sport-based positive youth development, has unduly narrowed the research on learning in sport to only what is deemed functional, teachable, and economically productive. After considering the problems associated with the currently dominant life skil…