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Philosophical Inquiry in Education最新文献

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Education after COVID COVID后的教育
Philosophical Inquiry in Education Pub Date : 2022-03-15 DOI: 10.7202/1088373ar
Lauren Bialystok
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引用次数: 5
Aspirational Standing: Recognition in the Transformative Classroom 抱负地位:变革课堂中的认可
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1094133ar
John P. Fantuzzo
{"title":"Aspirational Standing: Recognition in the Transformative Classroom","authors":"John P. Fantuzzo","doi":"10.7202/1094133ar","DOIUrl":"https://doi.org/10.7202/1094133ar","url":null,"abstract":"Article abstract Appeals to transformative education are so ubiquitous that if an educational advertisement claimed to only offer instruction, consumers might worry they were being shortchanged. However, the meaning of transformative education is often superficially understood, shifting between various conceptions, each bearing distinct ethical complications. The result is an educational concept that provides unreliable guidance to educators – that is, those charged with transforming the lives of students. This article contends that Douglas Yacek’s recent book The Transformative Classroom offers a compelling and ethically defensible theory of transformative education-as-aspiration. However, Yacek’s account does not adequately define the sociality of the transformative classroom and risks reducing a diverse group of students to a paradigm of individual transformation. I seek to strengthen Yacek’s account by examining the kind of recognition that ought to occur between students who are diverse in","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71254930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pandemic Resurrection: Making Gendered Citizenship Visible in a “Postfeminist” Era 流行病复活:在“后女权主义”时代使性别公民可见
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1088377ar
Kathleen Knight Abowitz, Andrea Bennett-Kinne
{"title":"Pandemic Resurrection: Making Gendered Citizenship Visible in a “Postfeminist” Era","authors":"Kathleen Knight Abowitz, Andrea Bennett-Kinne","doi":"10.7202/1088377ar","DOIUrl":"https://doi.org/10.7202/1088377ar","url":null,"abstract":"The pandemic resurrected gender as a central categorization of citizenship. COVID-19 reminds us that gender oppression continues in its traditional, materialist formulations to structure our economic, civic, and political lives. Postfeminism has diversified feminist discourses, and at times been used as a temporal claim – the “post” signifying the diminishing need for feminist theory or activism in light of advancements in gender equality. We use postfeminism in a genealogical and critical sense which encompasses the changes in feminisms and enunciates various contradictions that apply to generations of people. The conditions of COVID-19 prompt us to analyze what Stéphanie Genz aptly names boom and bust postfeminism. This analysis generates two implications for philosophers of education working in areas of gender and political identity. © 2022, Canadian Philosophy Education Society. All rights reserved.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71245401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A History of Western Philosophy of Education in Antiquity, ed. Avi I. Mintz, London: Bloomsbury Academic, 2021 古代西方教育哲学史，编辑阿维I.明茨，伦敦:布卢姆斯伯里学术，2021
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1090414ar
Jennifer Rothschild
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引用次数: 0
A History of Western Philosophy of Education in the Age of Enlightenment (vol. 3), ed. Tal Gilead, London: Bloomsbury Academic, 2021 启蒙时代的西方教育哲学史(第3卷)，编辑塔尔吉利德，伦敦:布卢姆斯伯里学术，2021年
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1090416ar
Robert O. McClintock
{"title":"A History of Western Philosophy of Education in the Age of Enlightenment (vol. 3), ed. Tal Gilead, London: Bloomsbury Academic, 2021","authors":"Robert O. McClintock","doi":"10.7202/1090416ar","DOIUrl":"https://doi.org/10.7202/1090416ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71250949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Truth and Scepticism: Developing Bildung and Phronesis through Socratic Questioning 真理与怀疑:通过苏格拉底式的质疑发展培养与实践
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1094136ar
Garry Nicholson
{"title":"Truth and Scepticism: Developing Bildung and Phronesis through Socratic Questioning","authors":"Garry Nicholson","doi":"10.7202/1094136ar","DOIUrl":"https://doi.org/10.7202/1094136ar","url":null,"abstract":"This research paper considers the place of the European lifelong-learning philosophical concept of Bildung (self-formation) and how Socratic questioning activities might be used to facilitate its development. Originating with the great philosophical thinkers of the German Renaissance, it is a concept that is again attracting attention because of its focus on developing the “whole” person and its potential for developing phronesis “practical wisdom.” The primary source of research data is a podcast in which a diverse group of BAME (Black, Asian, and minority ethnic) learners discuss COVID-19 vaccinations from their own cultural perspectives through a Socratic dialogue. During this process, Bildung was developed by participants recognizing mutual concerns during this process, and Gadamer’s (1960/1989) hermeneutic dialectical concept known as the “Fusion of Horizons” was played out. The dialogue identifies “trust” as an essential moral value and one that is needed in any just and stable society. This research suggests an alternative educational paradigm should be realised that lends itself better to developing Bildung and phronesis. The implications of this for teacher training are discussed and why it is important to develop “phronetic” educators. Reference is made to what this might look like in reality by highlighting the use of Socratic questioning in Danish folk high schools and how they have made the philosophical concept of Bildung central to their mission. © 2022, Canadian Philosophy Education Society. All rights reserved.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71255326","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enhancing Educational Evaluation by Incorporating Side Effects 结合副作用加强教育评价
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1088382ar
F. Schrag
{"title":"Enhancing Educational Evaluation by Incorporating Side Effects","authors":"F. Schrag","doi":"10.7202/1088382ar","DOIUrl":"https://doi.org/10.7202/1088382ar","url":null,"abstract":"COVID-19 reveals the way single causes have multiple effects on children. Proponents of evidence-based education, like their colleagues in medicine, need to attend to the inevitable side effects produced by programs and policies. I explain why continuing motivation to learn is one outcome that no responsible evaluation should omit. © 2022, Canadian Philosophy Education Society. All rights reserved.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71245567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Leisure to Study: On the Cultivation and Transmission of an Art 从休闲到学习:论艺术的培养与传承
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1090410ar
Maximiliano Valerio López
{"title":"From Leisure to Study: On the Cultivation and Transmission of an Art","authors":"Maximiliano Valerio López","doi":"10.7202/1090410ar","DOIUrl":"https://doi.org/10.7202/1090410ar","url":null,"abstract":"In the pages to follow, I propose a meditation on the concept of study, its place in our contemporary scene, and its relation to the classical notion of leisure. In general terms, we can define leisure as an extreme disposition or state in which our relation to the world remains indeterminate in some way. In this sense, leisure favours a radical experience of the open and ungraspable characteristics of the human world. This is a nearly intolerable state. Reactions against it tend toward work, diversion, entertainment, or consumption. The hypothesis that I wish to explore in this essay, then, is the idea that study consists, in a singular and properly school-related manner, in inhabiting leisure, a condition which today deserves to be cultivated and protected. This idea of study is a way of being and dwelling in which the existence of a common world is in play and at stake.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71250726","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Creating the Conditions for Free Time in the Debt Economy: On Stealing Time in and through Education 在债务经济中为自由时间创造条件:通过教育窃取时间
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1090412ar
J. Wozniak
{"title":"Creating the Conditions for Free Time in the Debt Economy: On Stealing Time in and through Education","authors":"J. Wozniak","doi":"10.7202/1090412ar","DOIUrl":"https://doi.org/10.7202/1090412ar","url":null,"abstract":"Philosophical discussions about leisure time often take place on an abstract level. But leisure time does not exist a priori to lived experience in concreate situations. Its existence, or the lack thereof, is often predicated on the material conditions of daily life. In this article the very real conditions of indebted life are the starting point for theoretical considerations on leisure time and education, and how education may or may not be an experience of leisure. Philosophers of education often leap to the emancipatory potential of conceptualizing education as a form of free time, before, or without, addressing the negations that stand in the way of this ideal becoming a reality. Conceptualizing education experience or schools as sites of leisure within the debt economy without first taking into consideration the ways in which debt negates leisure time leads to the production of education theories that only materialize into education realities on rare occasions. Thus, a central claim here is that education philosophers and practitioners must acknowledge the ways in which educational experiences are themselves conditioned, though not overdetermined, by the contemporary “debt economy.” Building on, with adaptations, theories of scholé, I aim to show the reader that despite the ways in which educational experience is shaped by debt, educational experience can suspend debt’s temporal force, providing momentary but much needed temporal respite from indebted life.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71250781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A History of Western Philosophy of Education in the Middle Ages and Renaissance (vol. 2), ed. Kevin Gary, London: Bloomsbury Academic, 2021 中世纪和文艺复兴时期西方教育哲学史(第2卷)，编辑凯文加里，伦敦:布卢姆斯伯里学术，2021年
Philosophical Inquiry in Education Pub Date : 2022-01-01 DOI: 10.7202/1090415ar
Adam Wood
{"title":"A History of Western Philosophy of Education in the Middle Ages and Renaissance (vol. 2), ed. Kevin Gary, London: Bloomsbury Academic, 2021","authors":"Adam Wood","doi":"10.7202/1090415ar","DOIUrl":"https://doi.org/10.7202/1090415ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71250897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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