Studies in Philosophy and Education最新文献

What’s the Sense of a Classroom? Sensory Perception in Classrooms and Relationships with Nature in the Wake of COVID-19 教室有什么意义？COVID-19 之后教室中的感官感知以及与自然的关系

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-09-19 DOI: 10.1007/s11217-024-09962-3

Guillermo Marini

引用次数: 0

Education, Pedagogy, & the ‘F’ Word 教育、教学法和 "F "字

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-08-21 DOI: 10.1007/s11217-024-09954-3

B. Scott Ellison

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Teaching as Epistemic Mistrust 作为认识论不信任的教学

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-08-19 DOI: 10.1007/s11217-024-09956-1

Nuraan Davids

{"title":"Teaching as Epistemic Mistrust","authors":"Nuraan Davids","doi":"10.1007/s11217-024-09956-1","DOIUrl":"https://doi.org/10.1007/s11217-024-09956-1","url":null,"abstract":"Long portrayed as a virtuous profession, teaching has always been embedded in notions of trust and trustworthiness. Alongside expectations of epistemic cultivation and development, is an implicit handing over of discretionary powers to ‘the trusted teacher’. At the height of #blacklivesmatter protests in 2020, however, high school learners all over South Africa took to social media—@yousilenceweamplify—to express their hurt and anger at their dehumanising experiences at some of the country’s leading schools. Their accounts not only exposed some schools as intense sites of racial, religious, cultural, ethnic, and linguistic tension and conflict, but shattered presumptions about ‘the trusted teacher’. Following a consideration of what trust infers, and the potential harms that arise from epistemic mistrust, the paper considers what might be gained from philosophical engagements in the espousal of teaching as a relationship of epistemic trust, and which ensures the flourishing of both learner and teacher? How might philosophy of education assist teacher education programmes in attuning students to an understanding that being trustworthy as teachers resides in self-knowledge as well as knowledge of the differences of, and among others?","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"286 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Reclaiming Quickness of Thought: Reading Calvino in the Context of Digital School Education 恢复思维的敏捷性：在数字学校教育背景下阅读卡尔维诺

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-08-19 DOI: 10.1007/s11217-024-09949-0

Samira Alirezabeigi, Sara Magaraggia

{"title":"Reclaiming Quickness of Thought: Reading Calvino in the Context of Digital School Education","authors":"Samira Alirezabeigi, Sara Magaraggia","doi":"10.1007/s11217-024-09949-0","DOIUrl":"https://doi.org/10.1007/s11217-024-09949-0","url":null,"abstract":"Calvino’s reflection on quickness brings the reader through a zig-zag journey without a predefined destination, crossing the history of literature in order to think about writing and the relationship between physical speed and speed of mind. To discuss quickness as a virtue, Calvino refers to the potentiality of human reasoning and typifies different styles of thought. Elaborating on quickness as a quality and a virtue in the contemporary societal and more particularly educational context which is conceptualized as “accelerated time” (Rosa Social Acceleration: A New Theory of Modernity, 2013) and “network time” (Hassan Time & Society 12:226–241, 2003) might at first glance seem somewhat irrelevant. However, the pressing relevance of this virtue lies precisely in the digitized direction which school education is faced with. The shift towards digital school education bears the implication of decoupling the space and time of education from the here and now of the classroom. This, on the flip side means allowing global events as well as personal happenings of the teacher and students to enter the classroom, leading the lesson time to become a poly-synchronous time. That is against this contemporary background of digital education that this article attempts to relate to Calvino’s understanding of quickness. The article embarks on characterizing four aspects of Calvino’s reading of quickness and problematizes their manifestation in the current digital school education climate and finally, it seeks to open some concrete horizons for re-introducing quickness as a virtue for education in the digital age.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"431 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thematic Coherence in Classroom Discourse: A Question Centered Approach 课堂话语中的主题一致性：以问题为中心的方法

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-08-18 DOI: 10.1007/s11217-024-09953-4

Cæcilie Damgaard Ketil Hejl, Esben Nedenskov Petersen

{"title":"Thematic Coherence in Classroom Discourse: A Question Centered Approach","authors":"Cæcilie Damgaard Ketil Hejl, Esben Nedenskov Petersen","doi":"10.1007/s11217-024-09953-4","DOIUrl":"https://doi.org/10.1007/s11217-024-09953-4","url":null,"abstract":"This article discusses the place of thematic coherence in various approaches to educational dialogue and proposes a unifying approach to the analysis of thematic coherence of classroom conversations based on research in educational dialogue, philosophy of language and recent advances in linguistic research on discourse structure. Addressing the same main question is crucial to preserving thematic coherence in a conversation and is considered a key criterion of quality in classroom dialogues across the field of research in dialogic teaching, e.g., in Alexander’s Dialogic Teaching, Michaels and colleagues’ Accountable Talk, and Mercer’s Interthinking. Nonetheless, a shared definition of thematic coherence is missing in the field. In order to provide such a conception, we propose a question centered approach to evaluating the thematic coherence of educational discourse. On this proposal, the thematic coherence of a conversation depends on how a conversational contribution relates to a conversation’s overall question under discussion. We show how this approach may be used to examine thematic coherence and incoherence and argue that the proposal’s focus on utterance level features of discourse has an advantage in helping researchers track how specific linguistic features of dialogue shape classroom conversations.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"20 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142220387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities 殖民地的情感氛围与和平教育的非殖民化：理论见解与政治可能性

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-08-12 DOI: 10.1007/s11217-024-09955-2

Frans Kruger, Michalinos Zembylas

{"title":"Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities","authors":"Frans Kruger, Michalinos Zembylas","doi":"10.1007/s11217-024-09955-2","DOIUrl":"https://doi.org/10.1007/s11217-024-09955-2","url":null,"abstract":"Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done, especially in the context of peace education, our focus in this paper. To initiate this work, we consider the concepts of affective atmospheres and atmospheric attunements that have been discussed within the context of affect theory. Drawing on these two concepts, we argue that fundamental to any attempts to decolonising peace education is elucidating the coloniality of affects. This is a necessary step towards dismantling the colonial affects that permeate peace education praxis and are maintained through perceptions of peace and conflict embedded within a Western, Eurocentric frame. The paper analyses the theoretical insights emerging from bringing these concepts together to bear on the decolonisation of peace education and discusses some political possibilities that are also enabled.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"198 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141944649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational Utopianism beyond the “Real versus Blueprint” Dichotomy 超越 "真实与蓝图 "二分法的教育乌托邦主义

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-08-12 DOI: 10.1007/s11217-024-09951-6

Marianna Papastephanou

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Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles 迈向想象力对话理论：四项对话原则

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-07-20 DOI: 10.1007/s11217-024-09950-7

Martijn Boven

{"title":"Towards a Theory of the Imaginative Dialogue: Four Dialogical Principles","authors":"Martijn Boven","doi":"10.1007/s11217-024-09950-7","DOIUrl":"https://doi.org/10.1007/s11217-024-09950-7","url":null,"abstract":"This paper seeks to initiate a theory of “imaginative dialogues” by articulating four dialogical principles that enable such a dialogue to occur. It is part of a larger project that takes the Socratic dialogue, a widely utilized conversation technique in philosophy education, as a starting point and aims to reinterpret it by shifting emphasis to the pre-reflective, pre-linguistic, and multimodal aspects of dialogues, involving both their verbal and embodied dimensions. To integrate the verbal dimensions of a dialogue with its more elusive embodied dimensions, the paper will examine the notion ‘dialogue’ from the perspective of two different strategies. The first strategy chiefly focuses on the dialogic encounter. The ‘in-between’ of this dialogic encounter enables something to emerge that transcends the individual perspective of the speakers involved. The second strategy is primarily concerned with internal differentiation. The minor differences that constitute this internal differentiation, differentiate a dialogue from within. These strategies are not mutually exclusive but indicate a variation in starting point and orientation. This paper proposes to combine these two strategies by linking accounts of the productive moments in verbal dialogues to an account of the imaginative potential of embodied dialogues. This will enable the articulation of four dialogical principles (derived from Lev Yakubinsky, Oswald Ducrot, Martin Buber, and Gottfried Wilhelm Leibniz) through which an imaginative dialogue can proceed.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"110 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141744689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“Education as the Art of Making Oneself at Home in the World with and Through Others”: The Call to Bildung in Meister Eckhart and the Film Of Gods and Men "教育是与他人一起并通过他人使自己在世界上安居乐业的艺术"：迈斯特-艾克哈特和电影《人神之间》中对教育的呼唤

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-06-26 DOI: 10.1007/s11217-024-09947-2

Katja Frimberger

{"title":"“Education as the Art of Making Oneself at Home in the World with and Through Others”: The Call to Bildung in Meister Eckhart and the Film Of Gods and Men","authors":"Katja Frimberger","doi":"10.1007/s11217-024-09947-2","DOIUrl":"https://doi.org/10.1007/s11217-024-09947-2","url":null,"abstract":"This paper explores the mystical structure of education as Bildung in medieval theologian and Dominican friar Meister Eckhart’s work and the 2010 French film Of Gods and Men (Des Hommes et Des Dieux). I start this paper with a short introductory sketch of the Bildung tradition, in order to situate my discussion of Eckhart within the more well-known humanist tradition. Here, I claim that Bildung (as we understand it today through the classic Bildung philosophers) points back to its theological heritage and horizon of meaning, when it is claimed as the general tekhnê (art, craft) of making oneself at home in the world with and through others. In my first step, I then explore the intellectual heritage of this mystical structure of Bildung. Drawing on a range of Meister Eckhart’s writings (esp. his German sermons), I elaborate three features pivotal to his concept of Bildung (as image-ing) of the imago Dei (image of God) in the human soul/action: (1) divine grace, (2) human cultivation and (3) the harmonisation of both in (what I shall call) ‘careful gestures'. In my concluding second step, I illustrate this mystical structure of Eckhartian Bildung—with a particular focus on the emergence of careful gestures—through the motion picture Des Hommes et Des Dieux.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141501399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Deliberate Ignorance and Myopic Intellectualist Understandings of Expertise: Are Philosophers of Education Epistemic Trespassers in Initial Teacher Education Programmes? 故意无知和知识分子对专业知识的近视理解：教育哲学家是初始教师教育课程中的认识论闯入者吗？

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-06-19 DOI: 10.1007/s11217-024-09939-2

Gerry Dunne

{"title":"Deliberate Ignorance and Myopic Intellectualist Understandings of Expertise: Are Philosophers of Education Epistemic Trespassers in Initial Teacher Education Programmes?","authors":"Gerry Dunne","doi":"10.1007/s11217-024-09939-2","DOIUrl":"https://doi.org/10.1007/s11217-024-09939-2","url":null,"abstract":"This paper considers in conceptual terms the extent to which pre-service teachers’ disengagement with philosophy of education might usefully be explained in terms of the mistaken charge of (1) ‘epistemic trespassing’ frequently levelled against philosophers of education. This cohort charge philosophers of education with being ultracrepidarians—those who proffer opinions on subjects that they know nothing about. Contra this view, I argue that casting philosophers as epistemic trespassers—lofty theorists with nothing meaningful to contribute to professional practice—is a wrongful charge, or ‘epistemic vice’, based on a series of epistemic mistakes. These, individually and collectively, lead to a series of troubling costs in terms of impoverished professional formation and practice. To diagnose a plausible explanatory account of this phenomenon, I briefly turn to what I consider the main causes of this misattribution—more precisely—the four secondary category mistakes pre-service teachers make. Naturally a qualification is required. I contend these epistemic mistakes can rightfully be attributed to *some pre-service teachers in such determinations, which include: (2) misunderstanding standpoint epistemology (SE) in terms of automatic privilege being coextensive with first-personal authority (FPA); (3) overestimating the added value of deliberate/rational ignorance; (4) misguided intellectualist views of skills and expertise; and, (5) uncritical technicist attempts to emulate TikTok Exemplars with the allure of ‘Insta results’.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":"51 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141501398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0