ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00291.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Traditionally,‘education’ in Western civilisation has involved those controlling the enterprise securing a privileged status for certain beliefs and outlooks. This proprietorial assumption of rights over the sensibilities of pupils, as it is described here, has, it is argued, survived the Enlightenment spirit of critique of power and enjoyed a renaissance in the recent ‘practical’ educational reforms in some Western countries. A case is made for saying that understanding educational practice must attend not to disembedded ‘concepts’ but to what actually befalls our human experience when teaching and learning take place. This experience, it is argued, is inescapably a courtship, but courtships can be honourable or dubious, imprisoning or emancipating. Taking its cue from the historical Socrates, the paper suggests that the articulation and defence of emancipatory cultural courtships are among the most overlooked, promising and practical of tasks for the philosophy o

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00292.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The project of studying children in order to understand them, which lies at the heart of contemporary thinking about children and their education, is misconceived. It rests, jrst of all, upon a false belief that we can only come to know something properly by deliberately and systematically pursuing knowledge of it. Secondly, it offers a paradigm of knowing children which justifies parents and teachers in not giving themselves to children. By re‐interpreting the problems that adults experience with children as technical, as arising from lack of information about them, it ignores the personal and moral dimension of adults’ relations with children and thus further alienates them from one anot

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00293.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

In Emile Rousseau emphasises four pedagogical principles which have become associated with child‐centred education. Rousseau's conception of education, however, is utilitarian. This combination of principles and overall conception anticipates one particular strand of policy thinking today: the ‘new vocationalism’. As a postscript, this paper asks why little work in the history of philosophy of education has been done, and identifies the early arguments of R. S. Peters as responsible for this fa

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00294.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

The recommendation that we encourage children to be open‐minded has been gathering strength. Yet given the everyday meaning of ‘being open‐minded about something’, we may decide to reject this recommendation because it proscribes teaching and learning. There again, recent philosophical accounts of open‐mindedness seem to oppose everyday meaning and lead to the absurd conclusion that the Pope is open‐minded about the existence of God. This paper suggests two ways of looking at these problems, the second of which reconciles ordinary usage with open‐mindedness as a desirable educatio

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00295.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This paper explores the contribution of Vico's philosophy of imagination to a practical recognition of the importance of the imagination in the conduct of human affairs in general and in education in particular. Vico's claim that the imagination is an essential component of our human nature together with the claim that all human knowledge ultimately has its origins in the imaginative activities of our forebears (a claim which has received empirical support from recent research on the history of oral cultures) provides us with the necessary philosophical basis for establishing a logical connection between imagination and education. If accepted, such a perspective would, in my view, dispel much of the skepticism that still surrounds the role of the imagination in contemporary education.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00296.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence‐based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of ‘knowledge’ and ‘understanding’, and so should be challenged and resisted by educators committed to the

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00297.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

Some traditional assumptions regarding rational autonomy are examined and criticised. The exclusion of subjective considerations from autonomous choice is shown to be unjustified, as are attempts to identlfji autonomy with morally desirable conduct. Unexpected implications of these conclusions for education and certain other social institutions are also indicated.

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00298.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

This paper is a response to van Haaften's attempt to build ‘a natural bridge from “is” to “ought”’ and in doing so to provide a general account of how, in developmental theory, a claim that ‘a later stage in conceptual development is somehow better or more adequate than preceding ones’ can itself be justified. The account by van Haaften violates the ‘seems justified/is justified’ distinction and embroils him in a problematic form of relativism. This paper offers an alternative account of such claims in terms of stage‐independent

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00299.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY

摘要:

I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage‐relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage‐bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its justijcation. Education cannot, therefore, be conceived as commuunication between equals. Reality is different for children, not simply defective or wr

ISSN:0309-8249    

DOI:10.1111/j.1467-9752.1993.tb00300.x

出版商:Blackwell Publishing Ltd    

年代:1993

数据来源: WILEY