Maciej Woźniczka’s book is quite a radical reaction to the crisis of Polish education, one of the symptoms of which is the almost total marginalization of philosophical education – optionally ...possible, but virtually absent in real terms. The author makes an in-depth diagnosis of the Polish education system in the context of the tension between ideas and ideologies, observing its ideologizing deformations on three planes: worldview, ideology, and politics. As a remedy for this state of affairs, he proposes the introduction of universal and obligatory philosophical education, based on a previously culturally awakened need of philosophy, from school to academic education. In the author's intention, the issue is about the necessity to change the educational paradigm towards one that corresponds to worldview pluralism, in which real and universal philosophical education should play a key role. This presentation is an attempt to look at the philosophical and educational reflection of Woźniczka, to show its strengths and weaknesses, to assess the opportunities for conceptual and practical application, to indicate internal tensions and paradoxes that govern it, and to signal development prospects. It is complemented by source intuitions about the essence of education.
It is quite rare that the term “principles of education” is used in contemporary pedagogy. At the same time, concrete educational activities or processes require the right actions, i.e., actions that ...will foster participant development within the educational reality. This article constitutes an attempt to decode the principles of education in the light of Zygmunt Mysłakowski’s works, and to pinpoint the determining factors which could have led to their formulation. These conditions influenced the practice of pedagogy in Poland, and were not insignificant for the way in which the principles of education were understood and constructed by pedagogues. The author points to some areas in which Mysłakowski searched for these principles. They are pedeutology, general pedagogy, and the pedagogue’s own theory of education. In the concluding part of the article, values are cited as one of the key categories for Mysłakowski in formulating his principles of education.
The article aims to demonstrate the validity of Wiktor Wąsik’s assertions regarding the existence of a national Polish pedagogy. An analysis of the views of these thinkers shows that there are many ...essential pedagogical features common across these scholars, even though they lived in different epochs. This analysis also allows us to see their work as both specifically Polish and simultaneously well-harmonized within European thought.
Paulo Freire Omar Kohan, Walter
2021, 2021-04-22
eBook
Paulo Freire (1921-1997) is one of the most widely read and studied educational thinkers of our time. His seminal works, including Pedagogy of the Oppressed, sparked the global social and ...philosophical movement of critical pedagogy and his ideas about the close ties between education and social justice and politics are as relevant today as they ever were. In this book Walter Omar Kohan interweaves philosophical, educational, and biographical elements of Freire’s life which prompt us to reflect on what we thought we knew about Freire and also on the relationship between education and politics more broadly. The book is structured around five key themes that come up again and again in Freire’s work, those of life, equality, love, errantry and childhood. It includes an epilogue which contextualizes the political context in Brazil where Freire lived and worked for most of his life, including details of his imprisonment by the Brazilian government, his years in exile, and his academic engagements in the USA. The book also includes a conversation with Lutgardes Costa Freire, Paulo’s Freire’s youngest son, a dialogue with the founder of the Latin American Philosophy of Education Society, Jason Wozniak (West Chester University, USA), a foreword by the renowned Freirean scholar and activist Antonia Darder (Loyola Marymount University, USA) and an afterword by the decolonial theorist Catherine Walsh (Universidad Andina Simón Bolívar, Ecuador).
What does it mean to teach for human dignity? Pivoting around the recently published,
Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools
, book authors ...and critics with disparate backgrounds will respond to this question. In the process, they will invite readers to also respond, working together to construct further understanding. In bringing together scholars around a shared question, the review borrows from Descriptive Inquiry – the method for studying teaching described in the book.
Critics: Ashley Taylor, Colgate University & Vikramadity Joshi, Teachers College, Columbia, Doris Santoro, Bowdoin College, Sam Rocha, University of British Columbia, Rachel Wahl, University of Virginia.
The article proposes an examination and academic translation into Ukrainian of a series of works by ancient Greek thinkers-peripatetics, which reveal the problems of education and upbringing. In the ...center of attention, in particular, there are fragments of the works of such philosophers as Clearchus of Soli, Hieronymus of Rhodes and Aristo of Keos. It is revealed that on the basis of the surviving fragments of the work “On Education”, Clearchus of Sol focuses attention on the history of education and emphasizes the importance of the persistence of philosophical reflection in non-Greek thinkers, while not diminishing the importance of the achievements of the Egyptians, Hindus and Persians in the history of human thinking. For the Peripatetic, it was important to show that education was important not only for Greek society, but also for other states of the ancient world.The thinker notes the importance of the aesthetic in education (music, singing), thereby opposing the sophists and continuing the arguments not only of Aristotle, but also of Plato and the Pythagoreans. Also, in the heritage of this peripatetic can be seen as a criticism of the education system of the conical school, which is aimed at taking not the best, but the worst of the way of life of dogs. It is proved that two fragments of the work of Hieronymus of Rhodes “On the upbringing of children” reflect the transformation of the role of teachers in Ancient Greece from supervision to instruction and education and the growing interest directly in “liberal” education, which should correspond to the development of future citizens. It is substantiated that in the surviving fragment of Aristo of Keos there is an idea on the importance of providing the right education from the first steps of the child, since it is then that it is possible to properly educate him, instilling the best virtues in both the individual and social aspects of life.
The philosophy of education, known as a sub-discipline of philosophy, forms a basis for the curriculum, and can affect the decisions made in the teaching process. Philosophy interferes with science ...education in terms of its effort to reach knowledge. Therefore, it can be said that the relationship between science and educational philosophy is in an important position. In this respect, it was predicted that it would be beneficial to reveal the effect of educational philosophy, which is present in science teaching programs. In this respect, the aim of this study is to examine the science curriculum in terms of educational philosophy. Within the scope of the study, the content of the science curriculum was investigated by targeting the breeding, essentialism, progressivism and reconstruction currents of education philosophy. In the study, the data obtained as a result of scanning the curriculum and educational philosophy literature by using the document analysis method from qualitative research approaches were examined. The data sources of the study are the studies in the current science curriculum and the literature dealing with educational philosophy trends. The data obtained as a result of the document analysis were analyzed by using the descriptive content analysis method. As a result of the study, it was determined that the science curriculum was influenced by the progressivism and reconstructivism currents of the educational philosophy.
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