(2.) A related question concerns evaluation: what are the appropriate criteria for evaluating educational efforts, institutions, practices, and products? It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. “The Philosophy of Education.” Encyclopaedia Britannica Online, September 2007, http://search.eb.com/eb/article-9108550. Philip Kitcher focuses on the work of Dewey, Mill, and Adam Smith, arguing that Dewey's philosophy of education has the resources to answer a challenge posed by Smith's economic analyses, and that philosophers ought to embrace Dewey's reconceptualization of philosophy as the “general theory of education.” Catherine Elgin discusses the character of art and the centrality of art education to the curriculum. (e.g., Is the fundamental epistemic aim of education the development of true belief, justified belief, understanding, some combination of these, or something else? For these reasons, and perhaps others, it is not surprising that the philosophical tradition has generally regarded education as a worthy and important target of philosophical reflection. And it is for this reason that I am especially pleased to have been involved in the present project. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a title in Oxford Handbooks Online for personal use (for details see Privacy Policy and Legal Notice). “Education, Philosophy of.” In Routledge Encyclopedia of Philosophy, ed. E. J. Craig (pp. Phillips 2008 (section 1.2) issues a salutary reservation concerning the philosophical significance of the educational musings of the acknowledged great figures of the Western philosophical tradition. For one thing, the pursuit of philosophical questions concerning education is partly dependent upon investigations of the more familiar core areas of philosophy. The fifth section addresses social and political issues concerning education. Reason and Teaching. “Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.” Philosophy and Phenomenological Research 71(2): 345–66.Find this resource: —— (2007). When I see a school staff set itself the task of drawing up a school philosophy, my interest wavers. "M�D�T#�%0���Ey~ Z4 What is it about art that entitles it, if it is so entitled, to a place in the curriculum? The same is true of most of the major figures of the Western philosophical tradition, including Augustine, Aquinas, Descartes, Locke, Hume, Rousseau, Kant, Hegel, Mill, and many others.2. Should all students be taught the same content?). (p. 9). 239 0 obj <>stream Springfield, IL: Charles C. Thomas.Find this resource: —— (1965). II. Forthcoming in Encyclopaedia Britannica, print version. Three Historical Philosophies of Education: Aristotle, Kant, Dewey. 470-399 B. C. 2. Is it permissible for schools to be in the business of the formation of students' character, given liberalism's reluctance to endorse particular conceptions of the good? endobj Happily, there have been some positive developments on this score in recent years, as well as some honorable exceptions to the general neglect of philosophy of education in recent decades by the community of general philosophers.5 My hope is that the volume will further contribute to the restoration of philosophy of education to its rightful place in the world of general philosophy, by playing some role in furthering the recent rekindling of interest among general philosophers in philosophy of education: in their taking seriously philosophical problems concerning education, and in putting the latter on their philosophical agendas.6. A PHILOSOPHY FOR TEACHERS FRED G. WALCOTT Prof«*cor of Education University of Michigan, Ann Arbor THERE is a common miscon ception abroad, it seems to me, concern ing the nature of philosophy and how it is learned. To what end should students be taught—if they should be so taught—to reason? London: Routledge & Kegan Paul.Find this resource: The Monist (1968). �E�%�kY�wUX+�օ�jS��w[D�wWH���)-M�=8�NS�����7$� hh�r���Q�! Philosophical Analysis and Education. The reasons for this loss are complex and are mainly contingent historical ones that I will not explore here. The essays that follow are divided in a way that reflects my own, no doubt somewhat idiosyncratic understanding of the contours of the field; other groupings would be equally sensible. . %PDF-1.7 All of these chapters exhibit both the deep and genuinely philosophical character of philosophical questions concerning education, and the benefits to be gained by sustained attention, by students and philosophers alike, to those questions. Department of Philosophy University of Ottawa - Canada Abstract Socrates can be said to have left the subsequent philosophical tradition with the problem of the relation between philosophy and politics. Given the cognitive state of the very young child, is it possible to avoid indoctrination entirely—and if not, how bad a thing is that? Thanks to Jonathan Adler and Randall Curren for very helpful guidance and advice on the penultimate draft of this introduction. endobj You could not be signed in, please check and try again. Keywords: education, philosophy, students' rights, parents' rights, moral education, educational ideals. London: Routledge & Kegan Paul.Find this resource: Frankena, William K. (1965). The Role of Philosophy of Education in National Development Philosophy of education broadens the mind by enabling it understand many different ways of viewing things in the order of human existence. ?���ܪ (6.) The book examines the problems concerning the aims and guiding ideals of education. Michael Slote articulates and defends an empathy‐based approach to moral education, while Marcia Baron defends a Kantian approach. 68 0 obj 11 0 obj Educational Judgments: Papers in the Philosophy of Education. endobj (p. 6) The “benign neglect” of philosophy of education by the general philosophical community—an area central to philosophy since Socrates and Plato—not only deprives the field of a huge swath of talented potential contributors; it also leaves working general philosophers and their students without an appreciation of an important branch of their discipline. This sort of dependence on the parent discipline is typical of philosophical questions concerning education. In addition, the pursuit of fundamental questions in more or less all the core areas of philosophy often leads naturally to and is sometimes enhanced by sustained attention to questions about education (e.g., epistemologists disagree about the identity of the highest or most fundamental epistemic value, with some plumping for truth/true belief and others for justified or rational belief; this dispute is clarified by its consideration in the context of education).3.