This open access book employs Paul Ricoeur's methodologies to identify, challenge, and replace with responsible language the many continuing abuses of power, including in the university curriculum ...and in the international discourse of right-wing populism. Using Ricoeur’s philosophy, the book provides a meta-frame for current debates about the university and a pragmatic micro-frame for supporting staff and students to develop important conversations on campus. It introduces the Community of Inquiry approach and describes its use to engage with complex ideas on which society has recently become silent. By contrasting Ricoeur’s work on Algeria and his work in Chicago, USA, .a bias blind spot is revealed in his desire for dialectical balance and reciprocity. This prevented him (and for some years the author) from accepting the connections between colonialism, slavery and racism and the urgent need for reparative justice. With Ricoeur, the readers can think differently: how to recognize and tackle racism and the democratic deficit, how to reduce epistemic injustice by learning how to speak out, how to move away from forced polarities and develop a pedagogy of hope as well as an acceptance of provisionality and the intractability of certain existential problems.
The public school was born as an institution responsible for the common formation of citizens, for inserting them in the same culture, thus forming a nation. However, the victory of liberalism ended ...up, very early, transforming this task into an instructional practice, relegating the body, the arts, the human sensitivity to an accessory place in the school path. However, nowadays, the institution's monopoly over public education is threatened by the revolution in information and communication technologies, responsible for an overwhelming cultural transformation. With all these challenges, how could we think about school today? Would it be possible, given the individualism and immediacy of our current society, to think of its task as the practice of human formation? To answer those questions, we aim to analyze the historical moment that made possible the birth os cognitivism, its impacts in the idea of public school and how it, along with the liberal project, ignored the body in the process of human formation, reducing it to the simple task of instruction. Morover, the work aims to make a critical exam of the employment of digital medias in education, since it represents not only new possibilities for the school to revive the human formation ideal, but also new challenges to the public school project.
This paper is part of a postgraduate research project examining the possibilities and limits of e-learning. The aim of this study is a philosophical reflection on e-learning during the Covid-19 ...pandemic from the perspective of the Czech philosophy of education and phenomenology. E-learning has become an integral part of the educational process in recent years, especially due to the Covid-induced lockdowns between 2020 and 2022. Based on the background of the Czech philosophy of education, this paper examines the characteristics, possibilities, and limits of the e-learning method.
This paper is part of a postgraduate research project examining the possibilities and limits of e-learning. The aim of this study is a philosophical reflection on e-learning during the Covid-19 ...pandemic from the perspective of the Czech philosophy of education and phenomenology. E-learning has become an integral part of the educational process in recent years, especially due to the Covid-induced lockdowns between 2020 and 2022. Based on the background of the Czech philosophy of education, this paper examines the characteristics, possibilities, and limits of the e-learning method.
The Syllabus as Curriculum: A Reconceptualist Approach
by Samuel D. Rocha. The review examines the central tenets of Rocha’s book, namely that the syllabus is an object which is made, and that his ...phenomenological attention to the syllabus as such bears the poetic pledge and possibility of curriculum. Rocha considers the syllabus, working within the reconceptualist tradition of the curriculum field, as correspondence, essay, and outline, and describes the way it humbly gives itself to teachers and students as an invitational object. Using a presentative method and rooted in the humanities, Rocha additionally presents and explores three interrelated and analogical demands of the syllabus, namely love, art, and order, contributing to an ongoing and complicated conversation within curriculum studies and philosophy of education.
The French philosopher Jean-Paul Sartre may have inadvertently bridged the gap between the philosophy of literature and education to show Existentialism does not follow the insipid method of other ...philosophical schools in presenting its basic ideas and concepts. The social consequences of World War II and the expectations of the young generation after the war in Europe also paved the way for the entry of the philosophical views of existentialist philosophers into literature and education. On the other hand, authors became interested in philosophical topics and subconsciously incorporated them into their stories. In the meantime, the educational implications of existentialist ideas drew the attention of educational philosophers to both the fields of philosophy and literature. Accordingly, the aim of the present researcher is to study and compare the concept of existence in the works of the French philosopher Jean-Paul Sartre and the American writer Ernest Hemingway with emphasis on the educational views of the school of existentialism. The method of the present study is a qualitatively comparative with the philosophical approach. The research population includes all the works of two selected authors along with books, articles and related works. The research sample was purposefully selected and the data analysis method is thematic content analysis. The research findings show that there are similarities between Sartre and Hemingway's works in terms of attention to issues such as the concept of existence, choice and responsibility, human freedom, and mental illnesses like anxiety and depression. The findings also show that from an educational perspective, Sartre's view is based on pessimism and Hemingway's view is based on optimism.
Engziehungen durch Grenzziehungen Thein, Christian
Zeitschrift für Praktische Philosophie,
09/2023, Volume:
10, Issue:
1
Journal Article
Peer reviewed
In dem folgenden Beitrag wird Drerups Vorschlag einer Koppelung des politischen mit dem wissenschaftlichen Kriterium zur Bestimmung von Grenzziehungen zwischen kontroversem und direktivem ...Unterrichten kritisch diskutiert. Der Autor identifiziert zum einen aus philosophischer Perspektive eine unzureichende epistemische und semantische Analyse des dem pädagogischen Ansatz zugrundeliegenden Verständnisses von ‚Kontroversität‘, das sich gerade auch auf die von Drerup selbst gesetzten politischen und epistemischen Prinzipien beziehen müsste. Aus didaktischer Perspektive kritisiert der Autor zum anderen, dass der pädagogische Ansatz ausschließlich von oben – also entweder aus der wissenschaftlichen Beobachterperspektive oder von Seiten der Handlungsoptionen der Lehrkraft – über die Grenzziehungen mit Blick auf Themen, Fragen und Positionen auf der Gegenstandsebene des schulunterrichtlichen Diskurses befindet, statt die Lernenden als Subjekte der mit dem Thema nach den Grenzen der Kontroversität selbst aufgeworfenen Fragestellungen mitzudenken.
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