JOURNAL OF PHILOSOPHY OF EDUCATION最新文献_第10页

Education Since 2010: Hirstian Resonances 自2010年以来的教育：赫斯特的共鸣

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhad001

John White

引用次数: 0

Leadership matters in democratic education: Calibrating the role of Principal in one democratic school 民主教育中的领导力:衡量一所民主学校校长的角色

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-12-21 DOI: 10.1111/1467-9752.12688

Fintan McCutcheon, Joanna Haynes

{"title":"Leadership matters in democratic education: Calibrating the role of Principal in one democratic school","authors":"Fintan McCutcheon, Joanna Haynes","doi":"10.1111/1467-9752.12688","DOIUrl":"10.1111/1467-9752.12688","url":null,"abstract":"Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On the ground, the school leader is required to maintain executive governance standards, is accountable to a range of hierarchies and audiences and is in a custodian role to traditions of school culture and human resource relationships. Taken together, these academic, professional and contractual obligations can corral the school leader into practice of limited scope, obstructed by protocol, risk-averse and curtailed in creativity and, in relation to developing a democratic school, lacking in the necessary room for innovation. The conversation focuses on the rough ground of incident and messiness, identified through critical moments of school life when the aspirations to be democratic, to lead democratically, to teach democracy and to create a sustaining democratic school culture are lived-out. Through this dialogue, the conversants observe a practice of school leadership grounded in practical reason. The dialogue touches on and threads congruence between the on-the-ground risk-taking, rule-breaking, action orientation, nuanced dialogue, passionate engagement and deep reflection that characterise day-to-day school leadership practice. It concludes with ideas concerning the dynamics of forms of democracy that can prevail.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"56 6","pages":"957-969"},"PeriodicalIF":1.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48595179","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 libidinal body in community-based education: Evidence of somaesthetics from Borneo's Dayaknese communities 社区教育中的力比多身体:婆罗洲达雅纳人社区的躯体美学证据

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-12-05 DOI: 10.1111/1467-9752.12683

Setiono Sugiharto

{"title":"The libidinal body in community-based education: Evidence of somaesthetics from Borneo's Dayaknese communities","authors":"Setiono Sugiharto","doi":"10.1111/1467-9752.12683","DOIUrl":"10.1111/1467-9752.12683","url":null,"abstract":"Amidst the lingering prominence of idealist and rationalist traditions in the philosophy of education, the notion of living, sentient body (or soma) seems to have received scant attention by educational philosophers hitherto. These traditions—whose strong influence can be traced back to such philosophers as Plato, Descartes, Leibniz and Wolff—elevate and privilege the import of reasoning and mind over the body, rendering the latter ancillary and even distorting to the pursuit of knowledge and truth. Drawing on the idea of somaestehtic philosophy initially proposed by Richard Shusterman, this article first discusses this philosophical outlook and then expands it by foregrounding the notion of the libidinal body—that is, the potentiality of the performative dimension of the soma in constructing and reconstructing knowledge. It argues that the soma itself is, in fact, the site of desire for knowledge production and reproduction. To buttress this argument, the article provides evidence from Borneo's Dayaknese communities as one of the instances of the somatic society where the practices of the libidinal body for the community's education are most conspicuous. The article ends with some thoughts on the possible research directions the philosophy of education ought to take to push the field forward in its pursuit for virtue and the good life.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"56 6","pages":"913-924"},"PeriodicalIF":1.0,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42284666","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

Philosophy of Gurukula education: Personal education and practical democracy 古鲁库拉教育理念:个人教育与实践民主

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-30 DOI: 10.1111/1467-9752.12713

Jayaraman Jayalakshmi, Venkatasubramanian Smrithi Rekha

引用次数: 0

‘A Summerhill in Scotland’? Experiences of freedom and community at Kilquhanity School (1940–1996) “苏格兰的一座夏山”?Kilquhanity学校的自由与社区体验(1940-1996)

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-26 DOI: 10.1111/1467-9752.12716

Emily Charkin

{"title":"‘A Summerhill in Scotland’? Experiences of freedom and community at Kilquhanity School (1940–1996)","authors":"Emily Charkin","doi":"10.1111/1467-9752.12716","DOIUrl":"https://doi.org/10.1111/1467-9752.12716","url":null,"abstract":"In 1940, John and Morag Aitkenhead set up Kilquhanity School in rural Galloway, inspired by the writings of A.S. Neill and the practices at Summerhill School. In 1962, Aitkenhead wrote that he had swallowed ‘hook, line and sinker’ Neill's theories and that ‘but for him and his example, there could never have been this free school in Scotland’. Historians and commentators have tended to share his view, for example, describing Aitkenhead as a ‘disciple’ of Neill and Kilquhanity as an ‘approximate’ of Summerhill with its weekly meeting, informality of relations between adults and children and a valuing of freedom and happiness over academic achievement.However, this article, drawing on primary research with ex-pupils and staff, uncovers significant differences of philosophy and practice between the two schools, particularly in relation to pupils’ contribution to the Kilquhanity School community through the daily practice of ‘useful work’. These differences raise questions about the positioning of Kilquhanity as simply a less well-known and less radical ‘Summerhill in Scotland’ and expose an often neglected fault line within the progressive and radical movements with which both schools are associated.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"56 6","pages":"985-997"},"PeriodicalIF":1.0,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"137550826","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

Emerson's ‘Self-Reliance’ and political self-education 爱默生的“自立”和政治自我教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-25 DOI: 10.1111/1467-9752.12627

Léa Boman

{"title":"Emerson's ‘Self-Reliance’ and political self-education","authors":"Léa Boman","doi":"10.1111/1467-9752.12627","DOIUrl":"10.1111/1467-9752.12627","url":null,"abstract":"This paper studies how Emerson's ‘Self-Reliance’ offers a meaningful account of political and moral self-education in Western democracies. Emerson's moral perfectionism involves an ethical, political and democratic individualism that needs to be reconsidered. This paper explores a perfectionist interpretation of the modern forms of self-education as political and ordinary practices, first with the case of conspiracy theories, which express an individual desire for self-education but appear as the result of a lack of self-reliance and a failure of political self-education, and then through the explicit claim to self-education made by activists in ecological, anti-racial or feminist organisations, which embodies the democratic need for self-reliance. These two examples reveal a new kind of efficient and ordinary political power at the edge of civic commitment. This leads us to define an alternative conception of pedagogy, in which equality in self-reliance matters. This also underlines our moral and ordinary political responsibility and challenges the traditional philosophical opposition between personal and public, subjective and universal. This paper underlines the accuracy of Stanley Cavell's interpretation of Emerson's ‘Self-Reliance’ in order to provide a perfectionist interpretation of activism. It also opens a new crossed perspective between the French and American approaches.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"56 6","pages":"878-888"},"PeriodicalIF":1.0,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45618982","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

A democratic school: Teacher reconciliation, child-centred dialogue and emergent democracy 民主学校:教师和解、以儿童为中心的对话和新兴民主

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-24 DOI: 10.1111/1467-9752.12718

Gillen Motherway

{"title":"A democratic school: Teacher reconciliation, child-centred dialogue and emergent democracy","authors":"Gillen Motherway","doi":"10.1111/1467-9752.12718","DOIUrl":"10.1111/1467-9752.12718","url":null,"abstract":"This article is an exploration of a democratic school where the author spent several years researching and engaging with teachers and students while investigating the practice of Philosophy for/with Children (P4C) within Irish Educate Together schools. I offer an account of how teachers in these contexts seek to reconcile and harmonise their P4C practice with their own educational and democratic outlooks. These perspectives were uncovered through a ‘lived enquiry’ study involving deep immersion in the day-to-day life of a school as a researcher and P4C practitioner. Teachers seeking to reconcile their practice with their views in this context resulted in the children in their classrooms learning through democratic processes, where democracy is not merely prescribed, but instead becomes a way of life. By drawing upon excerpts of teacher interview data from my doctoral studies, I suggest that there is a ‘rough ground’ of practice where diverse and unique perspectives can be revealed when lived, deeply immersive and sensitive approaches are taken towards practitioners and their communities. The intertwining of Educate Together and P4C philosophies of education is explored, with particular emphasis on the notion of child-centredness, dialogue and philosophical enquiry with children. Expanding on the democratic educational ideas of Biesta and Fielding, I argue that there is a deeply contextual and philosophically compelling connection between teachers engaging in P4C, the atmosphere or environment in which dialogue with children can occur and a different understanding of democracy through education that may result.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"56 6","pages":"998-1013"},"PeriodicalIF":1.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9752.12718","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48623235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Ignorance: Aesthetic unlearning 无知:美学遗忘

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-22 DOI: 10.1111/1467-9752.12705

Emile Bojesen

引用次数: 2

Sex ed for social justice: Using principles of hip-hop–based education to rethink school-based sex education 社会正义的性教育:运用hip-hop教育原则重新思考校本性教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-21 DOI: 10.1111/1467-9752.12714

Sin R. Guanci

{"title":"Sex ed for social justice: Using principles of hip-hop–based education to rethink school-based sex education","authors":"Sin R. Guanci","doi":"10.1111/1467-9752.12714","DOIUrl":"10.1111/1467-9752.12714","url":null,"abstract":"Forming and sustaining healthy relationships of any kind requires empathy, thought, communication and effort, all of which are learned skills. Many of these skills can and should be learned in a variety of places, including and especially in schools. One of the most appropriate venues for teaching interpersonal relationship skills in school is through ‘sex ed’ classes. I argue that student-centred, anti-racist, culturally affirming and appropriate, inclusive, egalitarian and relationship-based learning environments are necessary for sex education that benefits all students. The principles of hip-hop-based pedagogies, including Christopher Emdin's Reality Pedagogy, Bettina Love's Abolitionist Pedagogy and Rawls and Robinson's Youth Culture Pedagogy can serve as a useful theoretical framework around which to build sex education curriculum and policy. School-based sex education (SBSE) based on these principles may prove extremely beneficial not only to all students and their individual sense of identity and sexual autonomy but also to the general welfare of the public in the long run.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"56 5","pages":"752-762"},"PeriodicalIF":1.0,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/1467-9752.12714","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42248334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Introduction to the Suite: Political education for human transformation 套件导论:人类转型的政治教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2022-11-21 DOI: 10.1111/1467-9752.12715

Naoko Saito, Sandra Laugier

引用次数: 0