Volume 3, 1999
Philosophy of Education
Global Agenda for Teaching Philosophy
Critiques of the ‘global’ have, in recent years, concerned the alleged implication of cultural dominance and secondly—and more philosophically—discerned therein foundationalism/essentialism. These charges will be examined. I next turn to the bearing of organizational/faculty matters on our theme, drawing on teaching experience in more than one country. The relocation of philosophy cannot but raise questions about how the subject itself is conceived. In the final section I suggest that the original humanist import of philosophical studies needs recovery, with ‘globality’ examined critically not only over space but across time. This would involve not only due appreciation of argument (for no discipline lacks this) but of language, standpoint and attitude.