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1. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Valentin Ageyev Creative Education as a Method of “Production” a Man as Subject of Own History
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The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.
2. Proceedings of the XXII World Congress of Philosophy: Volume > 37
René V. Arcilla Liberal Education, Ideology, Humanism
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This paper aims to open up a problem for discussion and further research based on the three concepts of its title. It examines how these concepts are linked by a line of reasoning developed by the French philosopher, Louis Althusser. Althusser argues that liberal education is an ideological practice that serves to reproduce capitalist social formations. It directs people into preestablished, functional, class positions in society, yet it disguises this operation by keeping attention focused on the myth of our essential subjectivity. This myth, which permeates the discourse of liberal education, is what constitutes humanism. In response to this skeptical view of liberal education and humanism, I start to develop Althusser’s formulations in a different direction. I argue that a humanism that takes fuller responsibility for theorizing the practice of liberal education may be able to revise that practice so that it serves socially transformative, rather than reproductive, ends. Such a humanism may be able to ground itself on an understanding of our subjectivity that emphasizes its reliance on a community of learning, one whose values intrinsically oppose those of capitalism.
3. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Doug Blomberg Persons, Values, and Multiple Intelligences Theory
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For Howard Gardner, Multiple Intelligences Theory (MI) constitutes “a new understanding of human nature,” on a par with those proffered by Socrates and Freud. While the educational community in general has responded enthusiastically to MI, because it enables them to deal with students more holistically, MI embeds a significant dualism that is detrimental to truly holistic education. I will argue that: values are pervasive; intelligence requires the exercise of judgment, which no computational system can emulate; domains in which intelligence functions are contested, as much as in the realm of “values,” judgments about “values” are “intelligent” in seeking to determine what conditions will promote flourishing, and the more appropriate distinction to draw is not between two structural domains of “empirical fact” and “subjective value,” but between structural conditions and directional responses to these conditions.
4. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Yong-sock Chang, Ji–Young Kim Visual Culture Education Through the Philosophy for Children Program
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The appearance of mass media and a versatile medium of videos can serve the convenience and instructive information for children; on the other hand, it could abet them in implicit image consumption. Now is the time for kids' to be in need of thinking power which enables them to make a choice, applications andcriticism of information within such visual cultures. In spite of these social changes, the realities are that our curriculum still doesn't meet a learner's demand properly. This research, in this context, is aimed at looking out on the currently implemented art appreciation learning process in a critical fashion, and also aimed at suggesting a plan for visual culture learning by applying the philosophy program for kids as a new alternative. The purpose of such education is toenhance the capability to solve a variety of problems they are facing in the course of daily life by reflecting their matter of concern in a curriculum. What we have to pay attention to in visual culture learning is 'visual literacy.' Such an interpretative faculty of a critical reading of images is a must especially when kids should make a judgment of value hidden in images in their daily events, make an analysis of an ideological message and make an information-oriented decision. Therefore, learners have to enrich their higher-order thinking power as well as critical thinking faculty in modern society. If there is no objection to these social surroundings, it is quite natural that philosophy education, which forms a base of a higher-order thinking for children should be handled significantly at school.
5. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Venera-Mihaela Cojocariu Student-Centred Philosophy: Constructivist Basis
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The sciences of education have always, but even more at the present moment, felt the need of a paradigmatic “umbrella” that could offer both a real bases as well as a large and adequate covering. The changes on the philosophical level and, at the same time, the dilemmas in the social life and in the educational process have generated simultaneous and interdependent reshapings. This explains the fact that the new exigencies that education faces, especially from the perspective of the work market, of social insertion and personal achievement constitute powerful current challenges for the philosophy of education as well. From this perspective, we shall try to: 1. formulate the notions student-centred philosophy and constructivism; 2. argue if, to what extent and within what boundaries can constructivism become the head stone for student-centred philosophy; 3. analyse the hypothesis according to which “Constructivism is the paradigm that will change the science of education” (K. Tobin). Attracted by the force and coherence of the constructivist theory as well as by the generosity and humanism of thestudent-centred paradigm, we cannot but wonder whether their being used together could become a solution to the current educational crisis?
6. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Dakmara Georgescu Philosophical “Paradigms” of Education: How Philosophy Impacts on Learning
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The paper explores the links between philosophy and learning with a view to highlight some of the today’s most influential philosophical “paradigms” of education. The concepts of “paradigm” and “philosophical paradigm of education” are discussed – and nuanced - based on some explicit references to them in the current philosophical and pedagogical literature. While taking into account all the different ways in which philosophy may be inquired with regard to its influence on education, the paper focuses merely on philosophical contributions to the understanding of specific issues such as the human potential for learning; the concepts of cognition and learning; epistemological and value assumptions in teaching and learning; and psycho-social aspects exploring the relationshipsbetween the self and the “other” via communication and other forms of social interaction. While assuming that the relationships between philosophy and education are not unidirectional (in the sense that not only philosophy impacts on education, but also vice-versa, education issues may trigger philosophical reflection and debates), the paper analyses how different contemporary influential philosophical orientations (i.e. Pragmatism and Neo-pragmatism; The Critical Theory; Post-modern and Relativistic approaches; Constructivism) paved their way into educational thinking, policy making and teaching and learning practices. Whereas acknowledging that philosophy is not the only strong “foundation” for education, the paper stresses nevertheless the benefits of a reflective attitude ineducation with regard to its main (philosophical) assumptions. Choices in education are not always following a reflective pattern and changes are very often introduced because they are fashionable. Recurrent interrogations on important philosophical assumptions of educational theories, policies and practices may yet bring about a better balance between “innovation” and “tradition” and/or between “change” and “stability” while avoiding the many pitfalls of new andattractive, yet ephemeral, education fashions.
7. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Gerd Gerhardt On Concept and Order of Values, Norms and Virtues
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Based on the well known change of values during the last 30 years and the alleged necessity of values education the concept of value will be distinguished from the concepts of norm and virtue. Then a list of values, norms and virtues is presented - tabulated according several spheres of life - an overview which, in return,provokes one to think about what is the most fundamental and essential in this order.
8. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Marta Gluchmanova Non-utilitarian Consequentialism and its Application in the Ethics of Teaching
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This paper aims to present of the ethics of social consequences (a form of non-utilitarian consequentialism) as a theoretical basis for the examination of teacher ethics and a tool for dealing with practical moral problems of the teaching profession. Teachers’ duty is to help students, teach them to recognize the difference between good and evil, right and wrong, show them that they have moral responsibility for their actions and all this can be very well attained on the basis of the ethics of social consequences.
9. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Vadim Grekhnev Sensual and Rational Approaches in Development of Education
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In the decision of modern problems of education and, first of all, removal of extreme measures of unification and autonomic of its development the significant role is got with strategy of optimum forming of a harmonious parity of sensual and rational approaches in the organization and conducting educational processes in preparation of youth for a life. Educational process is indissoluble unity sensual and rational as preparation of the person for a life it is necessary includes as purchase versatile and a profound knowledge and skills, and the certain personal attitude (feelings, behaviors) it to the world, other people and to itself. If sensual approaches are characterized mainly by problems of formation of practical knowledge of the person about the validity, progresses of its first-hand experience and the attitude to a life within the limits of culture of the nearest environment rational approaches at the most are focused on progress of intelligence of the person, on formation of its capacity completely to capture and interpret great volume of the information. Both that, and another approaches contain the dignity and the lacks. Therefore, in rational strategy of education scholastic theoretical speculations quite often replaces everyday, practical knowledge. As a result, the person not always correctly understands and estimates the importance of the decision of those or other problems in sphere of the activity and development of the country.Rational approaches dominate over modern education systems. Rational domination in educational processes shows that there is a gap between scientific and personal models of an image of the world of the modern person. All this considerably affects moral consciousness of modern youth and its civil socialization. For this reason, it is important to lead at reforming education systems to conformity (harmony) of sensual and rational approaches.
10. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Rosnani Hashim Reviving Islam’s Pragmatism in Muslim Education
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This paper discusses the pragmatic world view and philosophy of education. It argues that it is possible to integrate certain elements of pragmatic education which are actually Islam’s pragmatism into Muslim education as a tool for the development of the Muslim community. The Islamic world view would not object topragmatic aims of education for understanding and helping the child to think, for preparation for life in society, and education as a scientific and experimental enterprise. It argues that these pragmatic aims which are urgently needed in Muslim education today, are coherent with the Islamic world view but has beenneglected. Hence, they should be revived and integrated to complement the traditional aims of Islamic education and to enhance the development of the Muslims for the present century.
11. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Philip Higgs Towards an African Philosophy of Education
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In this paper I attempt to construct an African philosophy of education, focusing particularly on how notions of ubuntu and community guide educational practices.
12. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Eun-Sook Hong Reconstructing the Concept of ‘Education as Initiation into Practices’
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In the 1990s P.H. Hirst criticizes his influential forms of knowledge theory, suggesting a new concept of education. In this paper I explain why Hirst suggests the new concept of ‘education as initiation into practices’. Although the latter Hirst’s position had positive implications on education, it is frequently confused with theutilitarian position. In order to provide a more coherent concept of education, I compare basic features of the rationalist (R), the utilitarian (U), and the practices-based (P) approach. Then I discuss the implications of this concept. The main features of R, U, and P are respectively as this: 1) A person is seen as a rational being, a being of wants and desires, and a rational practitioner who is socially constructed. 2) The nature of reason is conceived as ‘rational’,‘instrumental’, and ‘practical’. 3) The aim of education is education for theoretical rationality, education for maximum satisfaction of desires, and education for identity formation by participating in practices. 4) The contents of education are theoretical knowledge, instrumental knowledge with utility, and practical knowledge for various practices. 5) R pursues absolute transcendental values, U pursues extrinsic instrumental values, and P pursues values internal to a practice. 6) R conceives education as ‘seeing’, U as ‘doing’, and I suggest ‘listening’ model for P. Based on this conception of practices-based position, I hope we can provide better education.
13. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Daniela Jeder From Inframorality to Moral Creativity
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Placing the analyses in an interdisciplinary manner, the present paper fallows to catch and value, form a moral-formative perspective, the interpretations of the ethical theories regarding the evolutions in a moral plan, in order to build a structural model of the morality development levels, with all the complex and dynamiccomponents that this one transmits. We have proposed that this should have as final purpose the transfer and focalization of this data over the significant space of forming the human being as a moral, autonomous and responsible personality, by offering, we hope, in the terms in of efficiency, a rich space, a more complete and operational form about the levels of morality and moral education. The education in mostly very responsible for the step that defines the educated morality, of the community, of the society and a re-thinking, a restructuring and direction of the moral education on different levels is, we think, a way of responding to the challenges of today and tomorrow’s world.
14. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Morimichi Kato Horizons of Education
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The aim of this presentation is to show that philosophy of education must seriously engage itself with horizons of education. After a brief explanation of the term “horizon”, the horizon of modern pedagogy, which was inaugurated by Pestalozzi and Herbart, is examined. Modern pedagogy with its special emphasis on method unravels itself as one of the major streams of modern epistemology, for which inspection of inner ideas is crucial. The modern epistemology, on the other hand, presupposes the atomistic self represented by the Lockian dark room. This is the horizon of modern pedagogy. One of the deficiencies of this horizon is that it is not capable of articulating the educational aim on its own terms. Thus, dealing with the aim of education, modern pedagogy was obliged to use terms such as God or Nature, the terms, of which philosophical origin goes back to the Cave metaphor of Plato. This takes us to the second part of the presentation: the examination of the Cave metaphor in order to unravel the horizon of the classical education, paideia. The comparison of the two horizons will show the importance of horizon, about which philosophy of education must be sensitive.
15. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Teak-shin Kim Extension of Creative Writing Ability through Thinking Skill Training
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The seventh Korea elementary school curriculum implies that it is possible to activate higher-order thinking by accepting constructivism as a paradigm. However, the absence of effective and concrete way to make it possible disturbs the goal of the new curriculum. I summarized the class contents of what I did for the last two years in the contest that is for improvement of instruction. As I got a bronze medal twice in Seoul teachers teaching contest, it can be a good example for teaching. I hope that it offers concrete materials for general class instructions. I managed five parts of research flexibly for a year. 1. Making the environment for Community of Inquiry (COI) model: being considerate of others in the class. 2. Stressing the reading habit: extending background knowledge and cultivating self-centered learning ability. 3. Discussion: training thinking skill with games. 4. Assessment and Feedback: writing with activity papers, writing portfolio and art-book. 5. Generalization: sharing materials with others, teaching mixed grade students with COI model. As a result, I found out that thinking skill stimulates students' thinking ability as well as their behavior change. Also it proved the positive parts of COI model by showing that COI model improved the creative writing ability.
16. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Zdenko Kodelja Tuition Fees: A Social Justice or Injustice?
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17. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Victor Kondratyev, Lilija Matronina Education in the Epoch of Changes
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The epoch of changes is characterized as an epoch of structural changes in society and education is a process of getting realized independence in exploring the space and time in his life. In the center is a mechanism of influence of social changes in the quality of system of education as a system phenomen. The basicelements of educational system are educational, productional and leisure activity. The characteristic feature of out present life is the accordance of rational and irrational in our life. The Internet PR, advertising influences on the strengthening of irrational in the life of society Rational beginning in limited by productive sphere. Changes in the content and methods of education at school and high educational establishments leads to the shortening of reflexive knowledge as a result we see the descries of degree of self-dependance of students, workers and citizens’. Russia is in need of the development of new educational strategies.
18. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Dmitry Kuznetsov, Gennady Popov Current Anthropological Paradigm and “Anthropological Turning” of Engineering Education
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By the end of the 20th century educational issues had become of global character due to the fact, that it is education that makes the basis for the social dimensions of the 21st century. The importance of educational issues can be explained by the post-industrial society being oriented at rising the significance of information and knowledge as being the main resources for the society development, at the priority of intellectual activities, resulting in changing the roleand place of education in the society, at turning education into the strategically important sphere of our lives.
19. Proceedings of the XXII World Congress of Philosophy: Volume > 37
Raisa B. Kvesko, Svetlana B. Kvesko System and Complex Approach in Management of Modern Education
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In the article is examined a problem of system and complex approach to management of modern education. The authors emphasize that development of education technology is accompanied by formation of informational, telecommunicational and communicative systems. The development of informationaltechnologies entails the formation of in principle new educational system. This system can ensure millions of people accordance to new educational services. The use of modern computer, telecommunicational and communicative technologies in education intends re-engineering of educational activities, considerablechanges in all its systems. The effectiveness of education is based on the modern technologies. It often depends on quality of use of these technologies for solution of one or another educational task. Innovations in technical system influence the development of educational process.
20. Proceedings of the XXII World Congress of Philosophy: Volume > 37
B. Jhansi Lakshmi The Role of a Teacher: An Upanisadic Stand Point
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The future of India certainly lies in the hands of present teachers at all levels of education. A potential and self-introspective teacher is the greatest need of the day. The author believes : a teacher is an instrument of personality building, social service and change and thereby is a silent builder of the nation at large. Aresponsible teacher is not only a contributor of building a nation but enjoys the job satisfaction and contentment at personal level which are the roots for positive thinking. In this article, the writer endeavoured to present the views on (i) the need of a proficient teacher (ii) the qualities of a teacher; (iii) the ethical concern of ateacher in the light of six major Upanisad namely; Katha, Prasna, Mundaka, Taittiriya, Chandogya and Brihadaranyaka.