Education and Philosophy: An Introduction

Allen, Ansgar; Goddard, Roy

doi:10.4135/9781529714883

Cited by 9 publications

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“…meets the Routh-Hurwitz criteria, that is, the determinants of all of the Hurwitz matrices are positive, then is locally asimptotically stable. If the determinants of the some Hurwitz matrices are negative, then is unstable point [21]. In this sense, the Routh-Hurwitz criteria for polynomial of degree = 2, 3, 4 and 5 of the above characteristic equation are summarized as following :…”

Section: The Analysis Of Locally Asymtotically Stability Of Equilibrimentioning

confidence: 99%

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On The Stability Analysis of The General Mathematical Modeling of Bacterial Infection

Daşbaşı

Öztürk

2018

International Journal of Engineering and Applied Sciences

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In this study, a mathematical model in form ODEs system examined the dynamics among populations of susceptible bacteria and resistant bacteria to antibiotic, antibiotic concentration and hosts immune system cells in an individual (or host), received antibiotic therapy in the case of a local bacterial infection, was proposed. For equilibrium points of this model, both local and global stability analysis have been also performed. In addition that, results of these analysis have been supported by numerical simulations.

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Section: The Analysis Of Locally Asymtotically Stability Of Equilibrimentioning

confidence: 99%

“…The steady-state * of (41) is GAS, if there exists a positive diagonal matrix such that + ( is a negative semidefinite and the function . = 1 2 − * ( + ( − * does not vanish identically along a nontrivial solution [21,22]. Proposition 3.6.…”

Section: The Analysis Of Globally Asymptotically Stability Of Equilibmentioning

confidence: 99%

On The Stability Analysis of The General Mathematical Modeling of Bacterial Infection

Daşbaşı

Öztürk

2018

International Journal of Engineering and Applied Sciences

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“…To accept Ansgar Allen and Roy Goddard’s claim that education is always ‘political in that it is intimately involved with the values and interests that government serves and the social ends it purses’ (2017: 6) is to presuppose, among other things, that the various forms of state-provided or -sanctioned education tell us something about the state’s attitude towards, or its conception of, education. 1 In recent years in England, central government has tightened its control of most curricular aspects of schooling: my aim in what follows is to consider issues of democratic education in relation to curriculum design, knowledge, and disciplinarity.…”

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confidence: 99%

Knowledge, the curriculum, and democratic education: The curious case of school English

Belas

2019

Research in Education

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Debate over subject curricula is apt to descend into internecine squabbles over which (whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been misunderstood, or, at least, misrepresented in the government's programmes of study. After brief consideration of democratic education (problems of its form and meaning), I turn to issues of knowledge and disciplinarity, outlining two conceptions of knowledge-the one constitutive and phenomenological, the other stipulative and social-realist. Drawing on Michael Young and Johan Muller, I argue that, by social-realist standards of objectivity, school English in England as currently framed in national curriculum documents falls short of the standards of 'powerful knowledge' and of a democratic education conceived as social justice. Having considered knowledge and disciplinarity in broad terms, I consider the curricular case of school English, for it seems to me that the curious position of English in our national curriculum has resulted in a model that is either weakly, perhaps even un-, rooted in the network of academic disciplines that make up English studies. *** Knowledge, the Curriculum, and Democratic Education: The Curious Case of School English To accept Ansgar Allen and Roy Goddard's claim that education is always 'political in that it is intimately involved with the values and interests that government serves and the social ends it purses' (2017, 6) is to presuppose, among other things, that the various forms of state-provided or-sanctioned education tell us something about the state's attitude towards, or conception of, education. 1 In recent years in England, central government has tightened its control of most curricular aspects of schooling, and so my aim in what follows is to consider issues of democratic education in relation to curriculum design, knowledge, and disciplinarity. Debate over subject curricula is apt to descend into internecine squabbles over which (or whose?) curriculum is best. Especially so with school English, because its domain(s) of knowledge have commonly been either misunderstood or misrepresented by the government's programmes of study. After briefly outlining why a democratic education that consists in mirroring democratic political machinery and process may not be the only or even the best way of 'doing' democratic education, I turn my attention to issues of knowledge and disciplinarity. Here, I outline two conceptions of knowledge-the one constitutive and phenomenological, the other stipulative and social-realist-and trace a line of continuity between them. Drawing on the work of Michael Young and Johan Muller, I hope to show how and why, by a social-realist standard of objectivity, school English in England as currently framed in national curriculum documents 2 falls short of the standards of 'powerful knowledge' and of a democratic education conceived as social justice. Curriculum design, and the presuppositions upon which it is based, is as central to the possibility of a...

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“…Det råder delade meningar om relationen mellan filosofi och pedagogik och vad som utgör den pedagogiska filosofins uppgift (se t.ex. Allen & Goddard, 2017;Smeyers, 2006). Som Torill Strand (2012) skriver: "Den pedagogiska filosofin har många ansikten" (s. 5, min översättning från norska).…”

Section: Den Pedagogiska Filosofins (O)nyttaunclassified

Relationär pedagogik - för ett sannare liv: En essäistisk sammanläggning om dys/funktionell uppfostran: exemplet ADHD

Sjöberg¹

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The present dissertation is a complitation thesis composed of four published articles and a substantial introduction. The writing style of the introduction is essayistic. The overarching leitmotif is to propose a pedagogical argument for the idea that we need to live otherwise than we live today, if the aim is to live a good, as in a more true, life; i.e. so as to reach eudaimonia through the practice of padeia. The method used is threefold but still unified: it includes the digging mole, the philosophical owl, and the pedagogical eagle. Based on a critical examination of the diagnosis of ADHD (and closely related diagnoses), it is argued that the well-known diagnosis of ADHD is not as clearcut as the dominant “neuropsychiatric” paradigm would have it. This dominant paradigm generally assumes that an increased group of citizens suffers from a neurogenetic “deficit” and “disorder”, and that this group is best managed by medical and behaviorist models of “care” – in the thesis referred to as neuro-behaviorism. In the thesis it is argued that the diagnosis of ADHD (and similar diagnoses) is based on modern sophistry, which forms a negative identity-logic and a bio-pedagogic that results in the constitution, and instrumental treatment, of the (negative category) dysfunctional Other(s). The analysis shows that the dominant neuropsychiatric paradigm is irrational from a pedagogical point of view. Yet, this dominant paradigm is often referred to as rational. The analysis also shows that the diagnosis of ADHD belongs to a paradigm which is not only irrational, but also injust, inpure, evil, and violent. This result is primarly based on theoretical arguments developed in dialogue with thinkers such as Michel Foucault, Karen Barad, Michel Serres, Baruch Spinoza, and not least the philosopher Alain Badiou. An important argument driving the thesis, which is based on Badiou’s mathematical ontology, is that the diagnosis of ADHD stems from a paradigm that presupposes finite ways of thinking about what it means to be(come) human in an “in-human” world. Accordingly, the thesis makes for a pedagogical-philosophical critique of the diagnosis of ADHD, but at the same time it formulates a pedagogical alternative beyond the individual diagnosis. Against the dominant techno-positivist (therefore relativist) and pragmatic (therefore non-ontological) paradigm, a differently conceived pedagogical rationality is suggested. This pedagogical rationality is fundamentally relational; the relational alternative suggested is rational and indeeed materialistic. A main ontological axiom that the pedagogical alternative suggested draws from, is that if “the One” is not, then nothing is. This also means that Badiou’s mathemathically based ontology makes it possible to deconstruct every effect of oneness; the ontologically based axiom that there is no a priori “Other”. Yet, what there is (on the level of ontology) is a being that is equivalent with pure multiplicity or infinite alterity named void and symbolized with Ø. The thesis argues that in the void/Ø lies a potential to live a (more) true life. Further it is argued that void/Ø holds a pedagogical potential, via the unique encounter, to make the world exist from the perspective of Two rather than from the perspective of One (the dominant order). It is argued that the place where this unique encounter can take place is the so-called Two-scene of love, and that it is the pedagogue’s “slave-duty” in the world to make room for the Two-scene of love. The thesis closes with the rethorical question if the pedagogue, through a decisive decision, should act militant – as in go many miles – following the universal idea that it is possible for everyone to live a more true life, or if we, as pedagogical subjects, should continue to re/produce a society that through quasi-diagnostics renders equality an in-existent reality.

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Education and Philosophy: An Introduction

Cited by 9 publications

References 0 publications

On The Stability Analysis of The General Mathematical Modeling of Bacterial Infection

On The Stability Analysis of The General Mathematical Modeling of Bacterial Infection

Knowledge, the curriculum, and democratic education: The curious case of school English

Relationär pedagogik - för ett sannare liv: En essäistisk sammanläggning om dys/funktionell uppfostran: exemplet ADHD

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