JOURNAL OF PHILOSOPHY OF EDUCATION最新文献

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“Don’t Educate Me - Move me!” Labours of Love and Participations in the Beautiful – in art and filmmaking "不要教育我--让我感动!"艺术和电影制作中的爱的劳动和美的参与
IF 0.8 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-07-15 DOI: 10.1093/jopedu/qhae051
Katja Frimberger
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引用次数: 0
From Powerful Knowledge to Capabilities: Social Realism, Social Justice, and the Capabilities Approach 从强大的知识到能力:社会现实主义、社会正义和能力方法
IF 0.8 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-07-08 DOI: 10.1093/jopedu/qhae050
Daniel Talbot
{"title":"From Powerful Knowledge to Capabilities: Social Realism, Social Justice, and the Capabilities Approach","authors":"Daniel Talbot","doi":"10.1093/jopedu/qhae050","DOIUrl":"https://doi.org/10.1093/jopedu/qhae050","url":null,"abstract":"\u0000 This article argues that, as applied to education, the Capabilities Approach pioneered by Amartya Sen and Martha Nussbaum shares a range of philosophical commitments with the work of social realist scholars on the concept of ‘powerful knowledge’. I first trace the history of the concept of powerful knowledge and present critiques put forward by social justice scholars. I then outline the Capabilities Approach, arguing it provides a response to some of these concerns. From here I develop the connection between the two educational paradigms focusing on four areas of affinity. The first is the conceptual similarity between the ‘power’ of powerful knowledge and Nussbaum’s account of a capability. The second is their concern with the reduction of education to technical-instrumentalism, human capital, and other economically driven imperatives. The third is a shared focus on the link between knowledge, human agency, and freedom. The fourth, is a mutual rejection of relativism and embrace of a nuanced universalism. Ultimately, by drawing together these two conceptually rich approaches to the aims and purposes of education, I hope to open a space for theorizing about both capabilities and powerful knowledge that can resolve some of the problems in both. For powerful knowledge, the Capabilities Approach allows a more concrete explication of why access to disciplinary bodies of knowledge is of value to both individuals and society. On the side of the Capabilities Approach, engaging with the concept of powerful knowledge can help give a rationale for how educational knowledge fosters certain centrally important capabilities.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666764","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
The Promise of the University: Reclaiming Humanity, Humility, and Hope 大学的承诺重拾人性、谦逊和希望
IF 0.8 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-07-03 DOI: 10.1093/jopedu/qhae046
A. Skilbeck
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引用次数: 0
Becoming Freirean 成为弗莱雷主义者
IF 0.8 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-07-02 DOI: 10.1093/jopedu/qhae049
Anna Pagès
{"title":"Becoming Freirean","authors":"Anna Pagès","doi":"10.1093/jopedu/qhae049","DOIUrl":"https://doi.org/10.1093/jopedu/qhae049","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685780","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
Review of Morten Timmermann Korsgaard’s Retuning Education: Bildung and Exemplarity Beyond the Logic of Progress (Routledge, 2024) 莫滕-蒂默曼-科斯加德(Morten Timmermann Korsgaard)的《回归教育》评论:超越进步逻辑的教育与典范》(Routledge,2024 年)
IF 1 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-06-14 DOI: 10.1093/jopedu/qhae045
Louis Waterman-Evans
{"title":"Review of Morten Timmermann Korsgaard’s Retuning Education: Bildung and Exemplarity Beyond the Logic of Progress (Routledge, 2024)","authors":"Louis Waterman-Evans","doi":"10.1093/jopedu/qhae045","DOIUrl":"https://doi.org/10.1093/jopedu/qhae045","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339325","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
Review: Activity Theory – An Introduction. Edited by: Alex Levant, Kyoko Murakami, and Miriam Sweeny. ibidem Press. 2024 回顾:活动理论--导论》。编辑:Alex Levant, Kyoko Murakami, and Miriam Sweeny:ibidem出版社。2024
IF 1 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-06-13 DOI: 10.1093/jopedu/qhae044
Theo Hickfang
{"title":"Review: Activity Theory – An Introduction. Edited by: Alex Levant, Kyoko Murakami, and Miriam Sweeny. ibidem Press. 2024","authors":"Theo Hickfang","doi":"10.1093/jopedu/qhae044","DOIUrl":"https://doi.org/10.1093/jopedu/qhae044","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347047","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
Can conversational thinking serve as a suitable pedagogical approach for philosophy education in African Schools? 会话思维能否成为非洲学校哲学教育的合适教学方法?
IF 1 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-25 DOI: 10.1093/jopedu/qhae039
Jonathan O. Chimakonam, L. Ogbonnaya
{"title":"Can conversational thinking serve as a suitable pedagogical approach for philosophy education in African Schools?","authors":"Jonathan O. Chimakonam, L. Ogbonnaya","doi":"10.1093/jopedu/qhae039","DOIUrl":"https://doi.org/10.1093/jopedu/qhae039","url":null,"abstract":"\u0000 This essay investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, among others, could accommodate African approaches to philosophy. We contend that the promotion of African home-grown frameworks, such as Conversational Thinking can serve as an appropriate decolonial strategy for philosophy education in parts of Africa. Our reason is that the proposed philosophy curriculum would train the emerging young generations in Africa to be critical, creative and innovative from African epistemic perspectives. This stems from the fact that Conversational Thinking is a strategy among others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140653467","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
Conquering Illusions: Don Quixote and the Educational Significance of the Novel 征服幻想堂吉诃德与小说的教育意义
IF 1 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-25 DOI: 10.1093/jopedu/qhae038
Wiebe Koopal, S. Oliverio
{"title":"Conquering Illusions: Don Quixote and the Educational Significance of the Novel","authors":"Wiebe Koopal, S. Oliverio","doi":"10.1093/jopedu/qhae038","DOIUrl":"https://doi.org/10.1093/jopedu/qhae038","url":null,"abstract":"\u0000 In this paper we want to rethink the educational significance of the novel – and particularly of novel-reading – from the perspective of a ‘meta-novelistic’ reading of Don Quixote, often acclaimed as the “first modern novel”. Our point of departure is double: on the one hand, there is the controversial contemporary phenomenon of “de-reading”, and all the educational discussions which it entails; on the other hand, there is the existing tradition of literary education, which, from different angles, has already extensively reflected upon the (moral, epistemological, ontological) relation between novel-reading, education and subjectification, but which also sometimes seems to have exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the novel and novel-reading, at the dawn of modernity. By exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote, which were near-contemporaries, we try to argue for an educational-philosophical rehabilitation of the latter, if not against then at least beyond the former. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form, or ‘configuration’, of knowledge – one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between “simulation” and “illusion”, claiming that novel-reading qua subjectification always involves a Quixotic practice of adventurous, ‘playful’ and public negotiation between reality and its more or less ‘illusory’ alternatives.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656359","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
The University as Sanctuary: Home and Unhomeliness 大学是避难所:家与不孤独
IF 1 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-22 DOI: 10.1093/jopedu/qhae037
Amanda Fulford, Áine Mahon
{"title":"The University as Sanctuary: Home and Unhomeliness","authors":"Amanda Fulford, Áine Mahon","doi":"10.1093/jopedu/qhae037","DOIUrl":"https://doi.org/10.1093/jopedu/qhae037","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675875","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
Ubuntu Philosophy for ecological education and environmental policy formulation 乌班图哲学促进生态教育和环境政策的制定
IF 1 4区 教育学
JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-04-15 DOI: 10.1093/jopedu/qhae034
David Kyei-Nuamah, Zhengmei Peng
{"title":"Ubuntu Philosophy for ecological education and environmental policy formulation","authors":"David Kyei-Nuamah, Zhengmei Peng","doi":"10.1093/jopedu/qhae034","DOIUrl":"https://doi.org/10.1093/jopedu/qhae034","url":null,"abstract":"\u0000 A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecology and Ubuntu philosophy. An understanding of how philosophy and ecology relate is proposed to fill the gap in the cosmological premise between the African person and ecology. The study first sets out a relational model of humans and the ecosystem, then applies the ecology of education to environmental policy formulation. The research demonstrates that humanness with humaneness and collectivism, afro-eco-communitarianism, Ubuntu consensus politics, and Ubuntugogy are concepts underlying how the essence of Ubuntu philosophy can inform an eco-friendly society. The ethno-philo-cological underpinnings help conceptualize these concepts of community. Finally, the study’s conclusion shows how the concepts of Ubuntu philosophy suggest ways to improve environmental education and policy formulation. Climate concerns can be resolved by handing responsibility to the community.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702600","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
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