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So Much Truth, so Much Being: Poetic Provocations to Philosophical Musings 如此多的真理，如此多的存在：对哲学沉思的诗意挑衅
Philosophical Inquiry in Education Pub Date : 2020-10-27 DOI: 10.7202/1072580AR
D. Elza, Robert Manery, A. Cohen
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引用次数: 0
Phronesis and Authenticity as Keywords for Philosophical Praxis in Teacher Training 现实与真实性:教师培训哲学实践的关键词
Philosophical Inquiry in Education Pub Date : 2020-10-22 DOI: 10.7202/1072486ar
F. Hansen
{"title":"Phronesis and Authenticity as Keywords for Philosophical Praxis in Teacher Training","authors":"F. Hansen","doi":"10.7202/1072486ar","DOIUrl":"https://doi.org/10.7202/1072486ar","url":null,"abstract":"This essay describes the growing interest in and use of concepts such as phronesis and authenticity in educational research and practice. While phronesis seems to be connected to the ethical dimension of education and educational guidance, the concept of authenticity seems to be connected to the existential dimension. This essay shows the relatedness between those two concepts and the relevance of an “existence philosophical” perspective on phronesis and authenticity. The author points to the importance of an ontological approach where phronesis and authenticity are understood as two ways of respectively sensing and understanding the Being-dimension. This existence philosophical approach opens up for a new kind of praxis of Philo-Sophia, which could be realized in teacher training, when the focus is on how to become more mindful and aware of the Bildung-process in education and guidance. The essay suggests that this Being-dimension can be approached through the emergence of Communities of Wonder between the teacher and teacher student in the classroom or guidance session.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71189822","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: 11
How to Domesticate Otherness: Three Metaphors of Otherness in the European Cultural Tradition 如何驯化差异性:欧洲文化传统中差异性的三个隐喻
Philosophical Inquiry in Education Pub Date : 2020-10-22 DOI: 10.7202/1072487ar
Robi Kroflič
{"title":"How to Domesticate Otherness: Three Metaphors of Otherness in the European Cultural Tradition","authors":"Robi Kroflič","doi":"10.7202/1072487ar","DOIUrl":"https://doi.org/10.7202/1072487ar","url":null,"abstract":"Individual and collective identities always develop in relation to the other as different, and in this process, the otherness is always subjected to the attempts of cultivation/domestication. In the history of European thought, we can recognize three metaphors which express the impossibility of seeing the other as different: the metaphors of The Leper, The Court Fool and The Noble Savage. They developed on the basis of the relationship between the difference and common rationality, which means that a more inclusive relationship to otherness as a conversational ideal could be formed if we were able shift the emphasis of ethical discourse from the universal concept of autonomy to respect for authenticity and to Levinas’s ethics of “the face of the other”. Such a step requires a radical change of discursive practices of all involved in the educational processes. That is why I propose the principle of observing the face of the other as different in both real-life experience and in expressive images of art, as well as the recognition and acceptance of otherness at the very core of our own identity.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71189496","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: 5
Recent Scholarship on Dewey: From Screech to Scholarship 杜威最近的奖学金:从尖叫到奖学金
Philosophical Inquiry in Education Pub Date : 2020-10-22 DOI: 10.7202/1072493ar
D. Simpson
{"title":"Recent Scholarship on Dewey: From Screech to Scholarship","authors":"D. Simpson","doi":"10.7202/1072493ar","DOIUrl":"https://doi.org/10.7202/1072493ar","url":null,"abstract":"<jats:p />","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71189902","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
Deconstructing Childhood as a Way to Justice 解构童年作为通往正义之路
Philosophical Inquiry in Education Pub Date : 2020-10-21 DOI: 10.7202/1072428AR
Chi-Ming Lam
{"title":"Deconstructing Childhood as a Way to Justice","authors":"Chi-Ming Lam","doi":"10.7202/1072428AR","DOIUrl":"https://doi.org/10.7202/1072428AR","url":null,"abstract":"Despite the multiplicity of constructions of childhood in various disciplines, the prevalent view is that children are incompetent in the sense of lacking reason, maturity, or independence. In this paper, I first examine how this dominant view is constructed in the fields of philosophy and psychology, highlighting the perspectives of Plato, Aristotle, John Locke, John Stuart Mill, and Jean Piaget. Then, following Jacques Derrida who conceives justice as a source of meaning for deconstruction, I deconstruct several of the dominant constructions and argue that they do not do children justice. To return justice to childhood, I suggest that childhood should be regarded as a self-contained state with distinctive features that are worthy of consideration in their own right rather than as an incomplete state of incompetence relative to adulthood that is considered a complete state of humans, while adulthood should be regarded as a never-ending process of becoming mature that includes rather than excludes childhood. Moreover, I suggest that both the absolute denial of adult rights to children and the naturalization of childhood in developmental psychology as a biologically determined and culturally universal stage of irrationality should be challenged.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"17 1","pages":"27-37"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43692350","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 Philosophical Mancunian in Montreal 一个在蒙特利尔的曼彻斯特人
Philosophical Inquiry in Education Pub Date : 2020-10-07 DOI: 10.7202/1071923ar
H. Entwistle, Sandra Bruneau
{"title":"A Philosophical Mancunian in Montreal","authors":"H. Entwistle, Sandra Bruneau","doi":"10.7202/1071923ar","DOIUrl":"https://doi.org/10.7202/1071923ar","url":null,"abstract":"<jats:p />","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71187826","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
The Case for Philosophical Mindedness 哲学思维的案例
Philosophical Inquiry in Education Pub Date : 2020-10-07 DOI: 10.7202/1071840ar
T. Christou, S. Bullock
{"title":"The Case for Philosophical Mindedness","authors":"T. Christou, S. Bullock","doi":"10.7202/1071840ar","DOIUrl":"https://doi.org/10.7202/1071840ar","url":null,"abstract":"This essay is an extended argument for a philosophical disposition with regards to pedagogy, and an argument for all educationists, not merely a select few toiling in the academy, to seek wisdom. Engaged in vocations involving teaching and learning, we must aspire to be wise. Being a philosophically minded educationist means occupying a radical middle between opposing viewpoints and thinking critically, in action, about educational experiences. Far from stereotypical notions linking philosophy to abstract ideals of the ivory tower, we argue that being an educationist and taking this responsibility seriously means being a frontline classical philosopher—one who loves wisdom and who is willing to facilitate the birth of ideas.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71187054","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: 2
Following the Argument: A Philosophical Memoir 追随争论:一本哲学回忆录
Philosophical Inquiry in Education Pub Date : 2020-10-07 DOI: 10.7202/1071924ar
W. Hare
{"title":"Following the Argument: A Philosophical Memoir","authors":"W. Hare","doi":"10.7202/1071924ar","DOIUrl":"https://doi.org/10.7202/1071924ar","url":null,"abstract":"<jats:p />","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71187553","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
Towards Skillful Global Citizenship Education 走向熟练的全球公民教育
Philosophical Inquiry in Education Pub Date : 2020-09-21 DOI: 10.7202/1071572ar
T. Nguyen
{"title":"Towards Skillful Global Citizenship Education","authors":"T. Nguyen","doi":"10.7202/1071572ar","DOIUrl":"https://doi.org/10.7202/1071572ar","url":null,"abstract":"This article examines the implications of aspects of Buddhist philosophy for contemporary Global Citizenship Education. With primary reference to the writings of Thich Nhat Hanh, it specifically considers Buddhist understandings of suffering, the doctrine of no-self, the notion of store-consciousness, and the law of karma. The article subsequently introduces a skillful global citizenship education that is built on three pillars; namely, skillful awareness of interdependence, skillful compassion, and skillful awareness of intention.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71187112","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: 3
What is Existential Educational Encounter? 什么是存在主义教育相遇?
Philosophical Inquiry in Education Pub Date : 2020-09-21 DOI: 10.7202/1071567ar
J. Koskela, P. Siljander
{"title":"What is Existential Educational Encounter?","authors":"J. Koskela, P. Siljander","doi":"10.7202/1071567ar","DOIUrl":"https://doi.org/10.7202/1071567ar","url":null,"abstract":"This paper aims to clarify the meaning of the pedagogical concept of encounter by providing an overview of its use from the historical foundations of the concept in Otto Friedrich Bollnow’s (1903 to 1991) philosophy to contemporary phenomenological readings by Maxine Greene, Donald Vandenberg and Robyn Harrison. The outcome is a critical analysis and evaluation of the significance of the concept in educational contexts. The aims of the paper are as follows: a) to articulate the educational significance of the concept of encounter, and b) to clarify its relationship to the humanistic concept of formation (or unfolding; Bildung), in order to establish the tension between Bildung-theory and the existential theory of human formation. The paper claims that, for a more elaborated understanding of the human educative process, the tension between the processes of encounter and Bildung should be seen as the core tension behind the holistic view of becoming human. Also, c) for an analysis of the Anglo-American reception of the concept, a phenomenological view of the encounter as a transcendental aspect of a learning process will be made in order to gain a wider view of the concept.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71186852","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: 7
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