JOURNAL OF PHILOSOPHY OF EDUCATION最新文献_第5页

Friendship, markets and companionate robots for children 友谊、市场和陪伴儿童的机器人

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-07-03 DOI: 10.1093/jopedu/qhad039

Mary Healy

引用次数: 0

The epistemologies of the South and the future of the university 南方的认识论和大学的未来

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-23 DOI: 10.1093/jopedu/qhad038

B. Santos

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Plato’s Legacy: Alive and Well 柏拉图的遗产:活得好

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad047

Mark E Jonas, Yoshiaki Nakazawa

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Reevaluating Plato’s Legacy to Education: An Introduction to the Suite 重新评价柏拉图对教育的遗产:套件导论

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad044

Douglas W Yacek

{"title":"Reevaluating Plato’s Legacy to Education: An Introduction to the Suite","authors":"Douglas W Yacek","doi":"10.1093/jopedu/qhad044","DOIUrl":"https://doi.org/10.1093/jopedu/qhad044","url":null,"abstract":"Abstract Plato scholarship in education is currently experiencing a marked renaissance. In the last half decade, dozens of articles have been published in the journals of philosophy of education that engage with Plato’s educational vision, and several book-length treatments have appeared at major publishing houses alongside these articles. From one perspective, this development might seem surprising, even baffling. Plato, as we hear from countless, seemingly reliable sources, is a metaphysician par excellence. He believes in a dubious realm of forms that somehow stands above or behind the things we see in the world. He claims that all learning is ultimately recollection from a time in which our soul resided in this realm, before it was infused into our bodies at birth. He is a trenchant critic of democracy. Given these credentials, it would seem that Plato has very little to say to us in post-metaphysical democratic societies and especially to teachers who hope to have a bit more success than Socrates. And yet the authors of the aforementioned works on Plato argue the very opposite. Plato is an indispensable conversation partner for contemporary educational philosophy and theory, they maintain, and overlooking his insights would seriously impoverish our conceptions and methods of education. This suite of papers aims to provide a helpful overview of the contemporary debate concerning Plato’s educational legacy and show that it provides important guidance for educators today.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135143326","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

Rethinking philosophy for children: Agamben and education as pure means 重新思考儿童哲学:阿甘本和教育作为纯粹的手段

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad041

Claire Cassidy

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Moral Education as the Practice of Virtue 作为美德实践的道德教育

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad048

Rachel Ann Longa

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Should teachers use Platonic or Aristotelian dialogues for the moral education of young people? 教师应该使用柏拉图式或亚里士多德式的对话来进行年轻人的道德教育吗?

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad045

Wouter Sanderse

{"title":"Should teachers use Platonic or Aristotelian dialogues for the moral education of young people?","authors":"Wouter Sanderse","doi":"10.1093/jopedu/qhad045","DOIUrl":"https://doi.org/10.1093/jopedu/qhad045","url":null,"abstract":"Abstract Is a neo-Platonic theory of moral education better than a neo-Aristotelian one, because the former offers a dialogue method that teachers can use in universities to induce epiphanies in students, in order to jump-start the moral development of those with a rather vicious character? In this paper, this claim, put forward by Jonas and Nakazawa in their book A Platonic Theory of Moral Education, is evaluated. Admittedly, the Nicomachean Ethics, which came to us in the form of a collection of edited lecture notes, gives the impression that Aristotle was not interested in dialogue. But by looking at the dialogical form of the Ethics and by consulting some of his ideas on logic, I show that Aristotle’s oeuvre does include valuable ideas about how teachers may conduct dialogues with their students. These dialogues may not yield epiphanies and will not convert vicious adults, but they are suitable for reaching most students and can appeal to their emotions and practical wisdom. While Jonas and Nakazawa argue that Plato and Aristotle only agree on the centrality of habituation, imitation, and role-modelling in their accounts of moral education, I conclude that dialogue should be added to that list.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135143327","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

Platonic Character Education 柏拉图式人格教育

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad050

Avi I Mintz

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The Limits of Platonic Modeling and Moral Education: A View from the Classroom 柏拉图式模式化与道德教育的局限:一个课堂视角

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad046

Matthew J Berk

{"title":"The Limits of Platonic Modeling and Moral Education: A View from the Classroom","authors":"Matthew J Berk","doi":"10.1093/jopedu/qhad046","DOIUrl":"https://doi.org/10.1093/jopedu/qhad046","url":null,"abstract":"ABSTRACT Educators are conflicted about whether school provides an appropriate space to teach ethics. Still, they want to develop the moral character of their students, and most of these efforts have used various citizenship values to address our frustration with students’ ‘lack of character’. Recently, a wave of work in the philosophy of education has rejuvenated discussion of Aristotelian virtue ethics, which forms the backbone for programmes that many schools are now adopting. Mark Jonas and Yoshiaki Nakazawa, however, argue that schools should revisit Plato’s pedagogical methods, as well. If educators want to develop virtue in students, they need to understand the mechanism behind moral development. Guided by Plato, they argue that expert teachers use psychological, pedagogical, and philosophical reasoning to induce epiphanies in students, then guide them through virtue-oriented rehabituation. The goal of this article is to explore the legitimacy of Jonas and Nakazawa’s Platonic theory. I begin by describing the state of modern democratic education and its relationship to teaching ethics. I argue that character development is the appropriate route educators should take but that Jonas and Nakazawa’s theory only gives educators a partial understanding of how to do so. They give a plausible model for how our best educators are effective, but we are left wanting a much more robust, instructive picture. I suggest that we need a broader overhaul of the way we view education in a modern democratic society; character development must proceed from a different normative picture of the individual’s place in society.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":"125 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135143767","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

Plato’s Legacy to Education: Addressing Two Misunderstandings 柏拉图对教育的遗产:解决两个误解

4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad049

Alkis Kotsonis

引用次数: 0