JOURNAL OF PHILOSOPHY OF EDUCATION最新文献_第9页

The rationale for the teaching of literature: Its multiple strands 文学教学的基本原理：它的多重脉络

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-02-04 DOI: 10.1093/jopedu/qhad009

K. Williams, Patrick A Williams

引用次数: 0

Forms of knowledge and forms of philosophy 知识的形式与哲学的形式

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-02-04 DOI: 10.1093/jopedu/qhad007

Richard Smith

引用次数: 1

Hirst on educational theory 赫斯特的教育理论

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-02-04 DOI: 10.1093/jopedu/qhad005

T. Kvernbekk

引用次数: 0

Was Paul Hirst ever a Deweyan? 保罗·赫斯特曾经是杜威人吗?

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-19 DOI: 10.1093/jopedu/qhad004

J. Dan

引用次数: 0

Practical Rationality in Education: Beyond the Hirst–Carr Debate 教育的实践理性：超越赫斯特-卡尔之争

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhac002

Koichiro Misawa

{"title":"Practical Rationality in Education: Beyond the Hirst–Carr Debate","authors":"Koichiro Misawa","doi":"10.1093/jopedu/qhac002","DOIUrl":"https://doi.org/10.1093/jopedu/qhac002","url":null,"abstract":"\u0000 Paul Hirst’s philosophical ‘conversion’ from forms of knowledge to forms of social practices was largely prompted by his radical reappraisal of the philosophical underpinnings that had validated his classic conception of liberal education. The primary motivation for Hirst’s later works was to remedy his own neglect of practical reason, whose sharp distinction from theoretical reason he acknowledged he had failed to appreciate. There is much to commend in his ‘practical’ turn. The main challenge that remains, however, is that the social practices view is something of a ‘foundationalist’ two-part picture, where overwhelming priority is given to practical reason. I appreciate the importance of the two issues Hirst puts on the table, in his debate with Wilfred Carr particularly and in his later works more generally: the issues of cultivating phronesis and of making sense of the practical character of critical-reflective activities. But I argue that addressing these issues fully requires us to recognize that neither theoretical nor practical rationality can be intelligible apart from the other. To press the point home, I review the analogous debate between Hubert Dreyfus and John McDowell over whether to accept, and how to understand, the view that rational conceptuality in a relevant sense pervades not only deliberation and propositional thinking but also perception and embodied coping skills. I conclude by briefly considering the prospect that the legacy of Hirst and recent discussions around human nature, practical rationality, and the formation of reason will interactively enrich our philosophical-educational scholarship.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46590848","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

Hirst on rational moral education 赫斯特谈理性道德教育

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhac003

Michael Hand

引用次数: 1

Paul Hirst, Education and Epistemic Injustice 保罗·赫斯特，《教育与认知不公》

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhac004

Alessia Marabini

引用次数: 0

Paul Hirst, Liberal Education and the Postcolonial Project 保罗·赫斯特，自由教育与后殖民主义计划

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhac001

S. Daniels, P. Enslin

{"title":"Paul Hirst, Liberal Education and the Postcolonial Project","authors":"S. Daniels, P. Enslin","doi":"10.1093/jopedu/qhac001","DOIUrl":"https://doi.org/10.1093/jopedu/qhac001","url":null,"abstract":"Paul Hirst’s defence of liberal education and his forms of knowledge thesis are likely to seem out of step with contemporary calls to decolonise knowledge by ‘delinking’ it from ‘Western’ Enlightenment traditions. In view of the decolonial challenge, and emphasising too that Hirst’s work should be located in its time, we consider the extent to which his account of liberal education still has a place in the postcolonial era. We outline Hirst’s defence of liberal education and how it changed over time, and show how philosophy of education in the tradition in which he has been so influential departed from Hirst’s account of liberal education, with some of these trends anticipating postcolonial imperatives. While there is a pressing need for attention to the significance of colonialism in philosophy of education, the discipline has moved on and diversified considerably over the last half century, including by developing more expansive conceptions of liberal education with the potential to contribute to the postcolonial project. Some elements of Hirst’s defence of liberal education are compatible with the postcolonial project, but it would need adjustment to make it relevant to the postcolonial era. After addressing the postcolonial critique of liberal thought in general as complicit in colonialism, we conclude by assessing what contribution Hirst’s conception of liberal education could make to the postcolonial project, noting a degree of openness to aspects of the decolonial project.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42808546","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: 1

Knowing and learning: From Hirst to OFSTED 知与学：从赫斯特到OFSTED

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhad002

Andrew John Davis

{"title":"Knowing and learning: From Hirst to OFSTED","authors":"Andrew John Davis","doi":"10.1093/jopedu/qhad002","DOIUrl":"https://doi.org/10.1093/jopedu/qhad002","url":null,"abstract":"\u0000 Hirst always highlighted knowledge when reflecting on the school curriculum. He replaced his early focus on liberal education, the development of mind and theoretical knowledge by emphasising the practical and practices as a curriculum starting point and for the framing of educational aims. In this paper I explore links between Hirst’s philosophical treatment of knowledge and some currently contested aspects of UK government education policies. I also note some ways in which his work relates to selected present-day debates in philosophy of education. Examples of UK government policy will include Ofsted’s definition of learning as a ‘change in long-term memory’ and the ways in which they place ‘logical sequencing’ at the heart of teaching, learning and curriculum. Their learning definition treats knowledge as an individual asset rather than something about individuals as embedded in the social world of practices, a perspective more in keeping with Hirst’s later views. The critique of individualistic notions of knowledge and learning includes some explorations of how learners move into the ‘space of reasons’. Where I draw attention to relationships between Hirst’s thought and contemporary philosophy of education debates, I do not always draw any definite conclusions.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44306417","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: 2

Democratic Practice and Curriculum Objectives; Paul Hirst’s visit to Summerhill 民主实践与课程目标保罗·赫斯特的夏山之行

IF 1 4区教育学

JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhad003

J. Suissa

{"title":"Democratic Practice and Curriculum Objectives; Paul Hirst’s visit to Summerhill","authors":"J. Suissa","doi":"10.1093/jopedu/qhad003","DOIUrl":"https://doi.org/10.1093/jopedu/qhad003","url":null,"abstract":"\u0000 This paper revisits the battle between Summerhill school and the Department for Education and Employment following the damning Ofsted inspection in 1999 that demanded changes to the school’s practice. The focus of the discussion is Paul Hirst’s involvement in the subsequent inspection of Summerhill following the school’s victory against Ofsted in their 2000 appeal at the Independent Schools Tribunal. Drawing on contemporary commentaries on the Ofsted inspection and the court case, alongside Hirst’s work on curriculum and early criticisms of this work, I explore what is meant by “a broad and balanced curriculum” – a phrase that lay at the heart of Ofsted’s case against Summerhill. The discussion will question some of the commonly posited oppositions between “progressive” and “liberal” education, and will suggest that such a framing of the issues is an unhelpful way to understand the radical challenge posed by democratic schools such as Summerhill. In focusing on the daily life and ethos of Summerhill as part of an attempt to build and nurture a democratic community, I explore the possibility that Summerhill’s broad conception of learning and curriculum, reflected in the school’s organization and ethos, lends itself to a less narrow and more socially-oriented conception of curriculum that is in line with Hirst’s later work on social practices.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48826599","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