Journal of Philosophy of Education最新文献

Decolonizing the Curriculum: Philosophical Perspectives – An Introduction 课程非殖民化：哲学视角--导论

Journal of Philosophy of Education Pub Date : 2024-06-03 DOI: 10.1093/jopedu/qhae043

Andrea R. English, R. Heilbronn

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Towards a relevant African philosophy of education 建立相关的非洲教育哲学

Journal of Philosophy of Education Pub Date : 2024-05-14 DOI: 10.1093/jopedu/qhae042

B. Chapfika

{"title":"Towards a relevant African philosophy of education","authors":"B. Chapfika","doi":"10.1093/jopedu/qhae042","DOIUrl":"https://doi.org/10.1093/jopedu/qhae042","url":null,"abstract":"\u0000 Most African philosophers would accept the observation that the ‘African philosophy question’—Is there an African philosophy, and if there is, what is it? —and the different responses to it have not only generated much debate in African philosophy but have also had a significant impact on its development. Since its inception about half a century ago, African philosophy has gained recognition as a member of the world philosophies and established itself as an academic discipline. African philosophy owes these significant inroads, at least in part, to the challenge presented by the African philosophy question and the African predicament. In view of this, it remains crucial that African philosophers continue to clarify the nature of African philosophy as a field of study. Oruka captures the different scholarly responses to the African philosophy question in his famous four varieties or trends of African philosophy: (i) ethnophilosophy, (ii) nationalist-ideological philosophy, (iii) philosophical sagacity, and (iv) professional philosophy. This paper offers a general critique of these varieties of African philosophy, reflects on the nature of African philosophy and philosophizing, and argues for a relevant African philosophy of education. The paper argues an African philosophy of education that considers features of the African thought that enable and enthuse African people to problem-solve and participate fully in and contribute to world affairs. As such, the paper advocates Africanization, criticality, dialogue, and African humanism as the sine qua non of African philosophy of education. The paper also responds to some notable objections to the proposed African philosophy of education.","PeriodicalId":506406,"journal":{"name":"Journal of Philosophy of Education","volume":"34 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140981125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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A reflection on a womanist theologian’s endeavour to dismantle whiteness, through creating the Religious Education module ‘Black Religion and Protest’ 对一位女性神学家通过创建宗教教育模块 "黑人宗教与抗议 "努力消除白人意识的反思

Journal of Philosophy of Education Pub Date : 2024-05-06 DOI: 10.1093/jopedu/qhae041

Alexandra Brown

{"title":"A reflection on a womanist theologian’s endeavour to dismantle whiteness, through creating the Religious Education module ‘Black Religion and Protest’","authors":"Alexandra Brown","doi":"10.1093/jopedu/qhae041","DOIUrl":"https://doi.org/10.1093/jopedu/qhae041","url":null,"abstract":"\u0000 In his seminal work After Whiteness: An Education in Belonging, Willie Jennings defines a concept he calls ‘whiteness’ and states that this plays the role of the ‘Paterfamilias’, a term born within the Greco-Roman period, which refers to the social system of rule and governance that was centred around the father-master archetype. During slavery, Jennings states that it was on the plantation that the life, logic, and social order of whiteness transpired. The more I engaged with Jennings’ work, the more I began to realize the extent to which the religious education curriculum, and by extension the English education system curriculum, further perpetuated whiteness. Inspired by the works of Jennings and the activism of Black Lives Matter (BLM) following the murder of George Floyd, I was motivated to create and teach a unit in the religious education (RE) curriculum, ‘Black Religion and Protest’. As well as examining the teaching and reception of this unit, this paper seeks to unpack the ways in which Britain’s colonial legacy maintains epistemological inequity and hierarchical knowledge.","PeriodicalId":506406,"journal":{"name":"Journal of Philosophy of Education","volume":"48 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141007559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Actualising Decolonisation: A Case for Anti-Colonising and Indigenising the Curriculum 实现非殖民化：课程反殖民化和本土化案例

Journal of Philosophy of Education Pub Date : 2024-05-03 DOI: 10.1093/jopedu/qhae036

George J. Sefa Dei, Alessia Cacciavillani

{"title":"Actualising Decolonisation: A Case for Anti-Colonising and Indigenising the Curriculum","authors":"George J. Sefa Dei, Alessia Cacciavillani","doi":"10.1093/jopedu/qhae036","DOIUrl":"https://doi.org/10.1093/jopedu/qhae036","url":null,"abstract":"\u0000 Calls to decolonise education systems cannot be removed from broader social struggles. Scholars have engaged in theoretical discussions on what decolonisation entails, emphasising the need for transforming thoughts, beliefs, and practices. However, the lack of sustained engagement and widespread resistance to decolonising the curriculum remains evident (Shahjahan, Estera & Surla, 2021; Fataar, 2018; Margolis, 2001), underscoring the urgency to envision new futures and explore relationalities between educators and students.\u0000 In this article, we delve into the evolving terminologies surrounding Decolonisation, Anti-Colonisation and Indigenisation, emphasising their pivotal roles in the broader project of educational decolonisation (Louie et al., 2017). We argue that a reassertion of Indigenous resistance and futurity in higher education forms the cornerstone of this transformative process. Through an examination and understanding of these terminologies, we aim to contribute to the ongoing dialogue surrounding educational decolonisation and envision inclusive, equitable, and anti-colonial learning environments that center Indigenous knowledge and perspectives.","PeriodicalId":506406,"journal":{"name":"Journal of Philosophy of Education","volume":"56 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141016562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Justified Belief as an Epistemic Aim of Education 将合理信仰作为教育的认识论目标

Journal of Philosophy of Education Pub Date : 2024-03-26 DOI: 10.1093/jopedu/qhae027

Jonas Pfister

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A Direct Approach to Civic Formation that Preserves the Spirit of Pure Liberal Education 保留纯粹通识教育精神的公民培养直接方法

Journal of Philosophy of Education Pub Date : 2024-03-25 DOI: 10.1093/jopedu/qhae025

Christopher William Love

{"title":"A Direct Approach to Civic Formation that Preserves the Spirit of Pure Liberal Education","authors":"Christopher William Love","doi":"10.1093/jopedu/qhae025","DOIUrl":"https://doi.org/10.1093/jopedu/qhae025","url":null,"abstract":"\u0000 According to one historic view of liberal education, such education is incompatible with the express pursuit of civic goods. Call that view ‘pure liberal education’. Students engaged in pure liberal education are set free, temporarily, from utilitarian concerns, for a course of study aimed at intrinsic goods—most notably knowledge but also the formation of a virtuous mind. Proponents claim that a direct pursuit of civic goods would compromise the mode, matter, and/or integrity of pure liberal education—i.e. its freedom from utilitarian concern, its wide-ranging and intrinsically-valuable subject matter, and its commitment to following the truth wherever it leads. In reply, I offer a pedagogy that requires (almost) no departure from the pure liberal ideal yet which reserves a modest, though important, place for civic formation. That place emerges from the fact that academic and civic life ‘overlap’ in an important respect: both involve a conversation and thus a common set of virtues. The latter consist in those practices and dispositions that enable the conversation to go well, by encouraging mutual understanding and the formation of true beliefs. The existence of this overlap provides a way for pure liberal educators, who already expressly influence their student’s academic formation, to likewise influence their civic formation. It consists in teachers consciously developing those virtues in their students, along with an awareness of the virtues’ relevance for civic life. This pedagogy retains the matter and integrity of pure liberal education, with only brief introductions of the practical mode.","PeriodicalId":506406,"journal":{"name":"Journal of Philosophy of Education","volume":" 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140385192","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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A Neo-Hegelian Theory of Bildung and the Problem of a Priori Intersubjectivism 新黑格尔的教育理论与先验主体性问题

Journal of Philosophy of Education Pub Date : 2024-02-28 DOI: 10.1093/jopedu/qhae023

Ari Kivelä

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Revisiting the Role of Values in Evidence-based Education 重新审视价值观在循证教育中的作用

Journal of Philosophy of Education Pub Date : 2024-02-28 DOI: 10.1093/jopedu/qhae022

Kathryn E Joyce

{"title":"Revisiting the Role of Values in Evidence-based Education","authors":"Kathryn E Joyce","doi":"10.1093/jopedu/qhae022","DOIUrl":"https://doi.org/10.1093/jopedu/qhae022","url":null,"abstract":"\u0000 Evidence-based practice in education involves basing decisions about what to do on evidence about the relative effectiveness of available interventions (e.g. programmes, products, practices). This paper considers two influential critiques of evidence-based education (EBE) pertaining to its treatment of values. The ‘general critique’ condemns EBE for excluding values from decisions about what to do in education. The ‘specific critique’ condemns EBE for relying on a deterministic view of causality in education which disregards the complex, value-laden nature of educational contexts. I argue that virtually all versions of EBE escape the general critique, including the dominant intervention-centered approach that relies on experimental research to discover ‘what works’, because the predictions EBE aims to support are only one premise in a broader normative argument. Further, intervention-centered EBE can avoid much of the specific values-based critique because it is consistent with a probabilistic, rather than deterministic, understanding of causality. However, I argue that only a context-centered approach to EBE that relies on evidence about the specific target setting from local sources in addition to evidence from theory and mixed methods research can fully address the specific critique by accommodating critics’ descriptive claims about the nature of educational contexts.","PeriodicalId":506406,"journal":{"name":"Journal of Philosophy of Education","volume":"12 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140418717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Imagining Sustainable Worlds: The Potential of Mythical Stories in Environmental Education 想象可持续的世界：神话故事在环境教育中的潜力

Journal of Philosophy of Education Pub Date : 2024-02-28 DOI: 10.1093/jopedu/qhae021

E. Ikonen, Raili Keränen-Pantsu, Claudia Welz

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Banking and Debunking: Applying Freirean Theory to the Educational Challenges of Conspiracy Culture 银行与揭穿：运用弗莱雷理论应对阴谋文化的教育挑战

Journal of Philosophy of Education Pub Date : 2024-02-22 DOI: 10.1093/jopedu/qhae020

Aidan Cottrell-Boyce

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