Educational Contestability

Partington, Geoffrey

doi:10.1080/03054980124690

Cited by 2 publications

(2 citation statements)

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“…It is now commonly taken for granted (e.g. by Partington, 2001) that there is no such thing as 'the concept' of education, but only a number of competing concepts or ideas or conceptions associated with the term 'education'. When philosophers talk of 'the concept' of X, they refer (roughly) to the range of public meaning that 'X' has in some natural language, or its equivalent in other natural languages: 'the concept marked by "dog" ("Hund", "chien", etc.)'.…”

Section: IImentioning

confidence: 99%

Is Education a Good Thing?

Wilson

2002

British Journal of Educational Studies

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In using this title I am not playing the faux-naif ; there are, I believe, very serious questions about the goodness (desirability, merits, value, worth) of education that have not been faced squarely, let alone answered. Of that at least I hope to persuade the reader. If there are reasons why education is a good thing it is not immediately clear what those reasons are. And I do not need to argue that the way in which we answer those questions, and the kind of reasons we may give for answering them positively, have considerable practical as well as theoretical importance.Amongst the multiplicity of causes which have prevented the questions from being seriously raised, two in particular stand out. The first is the simple fact that we tend to accept the desirability of largescale institutions and practices just because they are in force. But to see through this we have only to think of counter-examples: for instance astrology or alchemy, slavery or the subjection of women. It is a very striking fact that even so great a philosopher as Aristotle attempted no serious justification of slavery, though he displayed some unease about it ( Nichomachean Ethics VIII.x.4, xi.6 ff.): he accepted it as natural, part of the given order of the world. The danger of our thinking becoming culture-bound in this way is worth noting; but it does not need to be shown at length that there is no kind of argument from the existence of even universally-accepted institutions to their desirability.The second cause is slightly less obvious. Throughout the philosophy of education, from Plato to R.S. Peters and beyond, it has been assumed that education is a good thing, so that philosophers have spent most of their time in saying what kind of good thing it is or what form it ought to take: 'theories of education' have always been theories about something taken to be desirable. It has been, and still is, commonly believed either (1) that there is some tight logical connection between education and desirability, perhaps to be found in the actual meaning of 'education', 'educate', 'the educated man', etc., or (2) that at least there is some looser connection between various concepts or conceptions of education and desirability, in the

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Section: IImentioning

confidence: 99%

Is Education a Good Thing?

Wilson

2002

British Journal of Educational Studies

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“…Tampoco es una excusa el hecho de que, como se da ahora por sentado -véase la sección D de este escrito y a Partington (2001)-"el concepto de educación" pueda ser "discutible", lo que incluso privaría a la filosofía de la educación de cualquier tema fijo o identificable. Incluso si esa opinión fuera cierta (o inteligible), esto también podría aplicar a los conceptos de ciencia, de derecho o de moralidad y, sin embargo, en esos casos, esta opinión es completamente inofensiva.…”

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Perspectivas de la filosofía de la educación

Moreno¹,

Wilson²

2021

Pedagog. saberes

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A diferencia de otras ramas de la filosofía, filosofía de la educación no tiene una tradición firme, lo mismo ocurre con respecto a su método y a su objeto. No obstante, en el siguiente artículo se consideran algunas posibles perspectivas de la filosofía de la educación prestando especial atención a si la filosofía de la educación es una disciplina empírica o no empírica y a cómo debe distinguirse formalmente de otras formas de indagación. A continuación, se definirá su objeto por referencia al concepto de educación y a la posible impugnación de ese concepto. La conclusión es que la filosofía de la educación es una disciplina lógica que tiene gran importancia para la teoría y la práctica educativa.

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Educational Contestability

Cited by 2 publications

References 3 publications

Is Education a Good Thing?

Is Education a Good Thing?

Perspectivas de la filosofía de la educación

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