“Make the Education of the Youths Our Own Education”: Plato's <i>Laches</i>, a Dialogue for Educators

Buck, Brandon; Longa, Rachel

doi:10.1111/edth.12416

Cited by 4 publications

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“…According to Plato, family education is the foremost cause of conflicting social values. The inequality emerges from childhood during the imperceptible teaching from the parents, and further causes split even when receiving the same education [4].…”

Section: Family Educationmentioning

confidence: 99%

The Analysis and Inspiration of Implementing Confucius and Plato’s Educational Philosophies in the History of China and Europe

Hu¹

2022

Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022)

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This paper introduces and compares the original education ideology of Confucius and Plato's educational philosophies, and discusses the differences in education equality, opinions on family education, the teaching process, the relationship of the teacher and students, and the purpose of education. It is apparent that they have quite distinct beliefs in these areas which potentially causes the distinction of educational development in China and Europe. Moreover, this article analyses the implementation of philosophies in Chinese and European history by comparing the revolutionary changes in the education system of the two regions. The main manifestation in China is the Chinese Imperial Examination as it interpreted Confucius' educational structure. The revolutionary changes in the European education system mainly discuss the Renaissance that reformed the philosophies of ancient Greek, including Plato's education ideologies. As an inspiration, this paper briefly provides an accessible education model for maximizing the original ideas of Confucius and Plato by combining the modern Chinese teaching material with the modern European education methodology.

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Section: Family Educationmentioning

confidence: 99%

The Analysis and Inspiration of Implementing Confucius and Plato’s Educational Philosophies in the History of China and Europe

Hu¹

2022

Proceedings of the 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022)

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“…Läsaren, precis som de flesta av de olika personer som Sokrates går i dialog med, leds till aporia och blir där ställda inför beslutet att antingen fortsätta delta i perplexa undersökningar som inte tycks ha något definitivt slut, eller att dogmatiskt vidhålla förutbestämda åsikter vilka Platon skickligt visar inte håller stånd för en kritisk granskning. I slutändan är det det aktiva deltagandet i sanning genom konversation om en komplex verklighet som avhandlas, vilket även utgör den dygd Sokrates och Platon framhåller (se vidareBuck & Longa, 2020;Jonas, 2015).…”

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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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Prolegomena to the Discussion on Teaching Controversial Issues

Gusacov

2022

Stud Philos Educ

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“Make the Education of the Youths Our Own Education”: Plato's Laches, a Dialogue for Educators

Cited by 4 publications

References 0 publications

The Analysis and Inspiration of Implementing Confucius and Plato’s Educational Philosophies in the History of China and Europe

The Analysis and Inspiration of Implementing Confucius and Plato’s Educational Philosophies in the History of China and Europe

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

Prolegomena to the Discussion on Teaching Controversial Issues

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