JOURNAL OF PHILOSOPHY OF EDUCATION最新文献

Cultivating a Capability for Empathy in the Bologna System – The Shortcomings of an Economical Approach to Education and the Importance of the Civil 在博洛尼亚体系中培养移情能力--经济型教育方法的缺陷与公民教育的重要性

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-01-08 DOI: 10.1093/jopedu/qhae001

Dirk Schuck, Lorenzo Pecchi

{"title":"Cultivating a Capability for Empathy in the Bologna System – The Shortcomings of an Economical Approach to Education and the Importance of the Civil","authors":"Dirk Schuck, Lorenzo Pecchi","doi":"10.1093/jopedu/qhae001","DOIUrl":"https://doi.org/10.1093/jopedu/qhae001","url":null,"abstract":"\u0000 A central aim of the original Declaration of Bologna in 1999 was to give the opportunity of advancement in education to every European citizen. According to the declaration, this goal is worth achieving not simply in order to provide better-qualified workers within the European Union, rather, the aim of higher education within the European Union is understood in a holistic sense as a prerequisite for the composition of a well-functioning European civil society. How can such an ambitious goal be achieved? In this article, we propose that the core capability at stake is that of empathy which, for this reason, should be central to programs of European higher education. Empathy is not regarded as just a property of specific individuals but as an attribute which must be ascribed to specific forms of civil intercourse. Therefore, what is needed in European higher education is the provision of a social environment for students which allows for civil-cultivation, and for processes of self-cultivation. Self-cultivation, as described here, means more than a refinement of manners; rather, it refers to the development of a civil mode for approaching others: a mode that is sensitive and self-aware at the same time, and which can be regarded as arising out of a shared European heritage interconnecting rhetoric and sociability.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"20 5","pages":""},"PeriodicalIF":1.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445475","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 Right to Higher Education: A Political Theory”, Christopher Martin, Oxford University Press, New York, NY, 2022, 252 pages, $74.00, ISBN: 9780197612910 "高等教育权：政治理论》，克里斯托弗-马丁，牛津大学出版社，纽约州纽约市，2022 年，252 页，74.00 美元，国际标准书号：9780197612910

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2024-01-08 DOI: 10.1093/jopedu/qhae002

Dustin Webster

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Correction to ‘The Gender Wars, Academic Freedom and Education’ by Judith Suissa and Alice Sullivan (2021) 对 Judith Suissa 和 Alice Sullivan 所著《性别战争、学术自由与教育》（2021 年）的更正

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-23 DOI: 10.1093/jopedu/qhad085

引用次数: 0

Teaching and knowledge: uneasy bedfellows 教学与知识：难兄难弟

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-19 DOI: 10.1093/jopedu/qhad086

Andrew Fisher, Jonathan Tallant

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Finding One’s Way: A Response to the Idea of an Education after Progress 找到自己的路对 "进步后的教育 "理念的回应

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-13 DOI: 10.1093/jopedu/qhad083

E. Langmann

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Epistemic Injustice Through Transformative Learning 通过变革性学习消除认识上的不公正

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-06 DOI: 10.1093/jopedu/qhad082

Fran Fairbairn

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The Epistemic Urgency of Decolonised Curriculums 非殖民化课程的认识紧迫性

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-12-06 DOI: 10.1093/jopedu/qhad081

Azaan Akbar

{"title":"The Epistemic Urgency of Decolonised Curriculums","authors":"Azaan Akbar","doi":"10.1093/jopedu/qhad081","DOIUrl":"https://doi.org/10.1093/jopedu/qhad081","url":null,"abstract":"\u0000 In recent years there have been increasing calls to ‘decolonize’ the curriculum across different levels of education. This has been met with significant opposition at both the school and university levels. For many, there is a lack of clarity concerning why students, particularly in school, should study a decolonized curriculum. I reflect on the notion of an ‘epistemic urgency’ to decolonize the secondary school curriculum in England, and I focus particularly on History and Religious Education as examples. Using theories of epistemic injustice, and my own experiences in teaching, I build the case for this ‘urgency’ from two arguments: one from justice and one from purpose. On justice, I argue that current curricula create negative epistemic consequences that we might consider to be unjust. On purpose, I argue that some curricula also fail to meet the purposes that they are intended to meet, thereby creating further negative epistemic consequences. On both arguments, I hope to show that the negative epistemic consequences create an ‘urgency’ to decolonize curricula, which I hope encourages educators in England and beyond to begin considering whether decolonizing their curricula will lead to better outcomes for their learners.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"64 4","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138596441","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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The Languages we speak and the empires we embrace: addressing decolonization through the gaze of the empire 我们使用的语言和我们拥抱的帝国：通过帝国的视角探讨非殖民化问题

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-29 DOI: 10.1093/jopedu/qhad079

P. Ambrossi

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A reflection on the teacher education curriculum and the decolonising agenda 对师范教育课程和非殖民化议程的思考

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-29 DOI: 10.1093/jopedu/qhad080

Jo Byrd, Jack Bryne Stothard

{"title":"A reflection on the teacher education curriculum and the decolonising agenda","authors":"Jo Byrd, Jack Bryne Stothard","doi":"10.1093/jopedu/qhad080","DOIUrl":"https://doi.org/10.1093/jopedu/qhad080","url":null,"abstract":"This paper is a reflective piece on the thought processes individuals and teams have when engaging in decoloniality work in Teacher Training/Education.  We argue that until the self is decolonised, the process of decolonialisation becomes rhetoric, or as stated by Doharty et al. (2021), ‘lousy diversity double-speak’.  We also question how much we can decolonise whilst working in the academy whose very culture, symbols and practices are borne out of colonialism and the period of enlightenment; whose very raison d’etre is to elevate some knowledge over others and to claim cultural and academic superiority. The current political landscape in England approaches anti-racism as a political ideology that must be avoided in schools and education and this ideological battlefield is evident in teacher education. We aim to recognise the tensions and resistance to decolonialise, which demonstrates the messy and contingent process of moving between shifting positions and subjectivities. It confronts the challenge of the teacher-practitioner who must balance their own moral and philosophical grounding whilst attending the political imperatives of the work. This can take the form of according with the policies and procedures of the institutions in which they are situated which can often be balkanising and debilitating.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"11 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139210809","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

Epistemic Injustice: Complicity and Promise in Education 认识论的不公正：教育中的共谋与承诺

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-11-28 DOI: 10.1093/jopedu/qhad078

A. Nikolaidis, Winston C. Thompson

{"title":"Epistemic Injustice: Complicity and Promise in Education","authors":"A. Nikolaidis, Winston C. Thompson","doi":"10.1093/jopedu/qhad078","DOIUrl":"https://doi.org/10.1093/jopedu/qhad078","url":null,"abstract":"The 2007 publication of Miranda Fricker’s celebrated book Epistemic Injustice: Power and the Ethics of Knowing gave way to a burgeoning area of study in philosophy of education. The book’s arguments create a context for expanding the scope of work on epistemic issues in education by moving beyond direct explorations of the distribution of epistemic goods and the role of power in curriculum development. Since that time, the rich scholarship on epistemic injustice in philosophy of education examines a variety of topics, including the impact of epistemic injustice on the experiences of teachers and learners more broadly (focusing mostly on students who are marginalized along lines of race, gender, class, and ability, among others) and the implications of epistemic injustice for educational research, policy, and practice. This special issue extends this line of work by compiling a set of articles that address a broad range of topics, some of which are well-established in the literature and some of which open new lines of inquiry in the field. In doing so, the issue aims to establish the intersection of epistemic injustice and education as a distinct area of study that holds great significance and potential. In this paper, A. C. Nikolaidis and Winston C. Thompson introduce the issue by discussing these contributions, explaining why education is central to the study of epistemic injustice (and vice versa), and exploring the complex nature of epistemic injustice and education as revealed in the articles that comprise this collection—namely, education’s simultaneous complicity as a perpetrator and promise as a disruptor of epistemic injustice.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"3 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224342","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