Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB)

Orchard, Janet; Gaydon, Philip; Williams, Kevin; Bennett, Pip; D’Olimpio, Laura; Çelik, Raşit; Shah, Qasir; Neusiedl, Christoph; Suissa, Judith; Peters, Michael A.; Tesař, Marek

doi:10.1080/00131857.2020.1838274

Cited by 11 publications

(9 citation statements)

References 26 publications

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“…That is number one and the importance of valuing time and understanding individual development and growth. So the proper education can form a Muslim community that also believes and provides an understanding of respecting the truth, respecting the laws and regulations in which Muslims live (Orchard et al, 2021).…”

Section: Critical Of Best Education Practicementioning

confidence: 99%

Issues and Management of Islamic Education in a Global Context

Amin

Sinulingga²,

Desy³

et al. 2021

NJMPI

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The issue of Islamic education management governance in global education is the main objective of this secondary data review. To complete the discussion of this study, we have collected a series of data and literature on several data sources electronically in educational journal publications, book proceedings, and website databases that actively voice Islamic education issues in a global context. We cannot describe the data that we collect directly. We analyze it using various approaches, such as sharp evaluation coding and drawing conclusions that can answer the essence of the problems of this book review. The data we take online is as much as possible to look for the more up-to-date ones published in the last ten years. Finally, we can conclude that based on the findings and discussion data, among others, issues relating to the governance of Islamic religious education still leave problems and challenges, including the difficulty of achieving quality education due to issues of teacher resources that are still low in the mastery of technology that is still lacking. Straightforward access to education is still unequal, and issues related to leadership and school leadership in general education and the Islamic religion. We hope that these results will be a meaningful input in developing studies related to issues and governance of education management that will be held in the future.

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Section: Critical Of Best Education Practicementioning

confidence: 99%

Issues and Management of Islamic Education in a Global Context

Amin

Sinulingga²,

Desy³

et al. 2021

NJMPI

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“…Marek Tesar, The University of Auckland Roth's Philosophy of Education in a New Key presents us with yet another take on what collective writing utilising the methodologies of Peters' et al can generate. So far, this series of collective writing papers focused on Philosophy of Education in a New Key has produced many discussions responding to current concerns across multiple geographical locations (Hung, 2020;Jackson et al, 2020;Jandric et al, 2020;Kato et al, 2020;Orchard et al, 2020;Papastephanou et al, 2020;Waghid, 2020). In this writing, the focus remains largely located within a geographicalpredominantly Swedishenvironment.…”

Section: Questioning Dignity In Contemporary Times (Open Review)mentioning

confidence: 99%

Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity

Roth

Mollvik

Alshoufani

et al. 2020

Educational Philosophy and Theory

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Price seems to be recognized in education and society at large in terms of how well one is doing in education and society, but not necessarily dignity. So, the question becomes the following: Can education also maintain the inner dignity of human beings, apart from their price, and what would that be (see Lia Mollvik below for a discussion on outer and inner dignity)? It is not uncommon in policy in many places throughout the world if not in most or all, that education recognize the price of children and young people through policy and practice by making it possible for them to cultivate their capacities to read, write and count, and to learn facts about, inter alia, the world, societies, universe and possible also themselves in order for them to become, inter alia, employable and efficacious on the job market. It is not either uncommon that their price is recognized in terms of the extent to which they submit to the values, norms of action related to specific narratives, practices and traditions in specific societies, but what exactly is it that they are supposed to confer a price on? Their price with regard to the extent to which they submit to their social, cultural, political or religious affiliation, their gender or sexuality, their diagnoses (see Rama Alshoufani below for a discussion on this latter theme), or their age (see Rebecca Adami below for a discussion on this issue)? Should their freedom to act upon their inclinations or submit to the circumstances of whatever kind, be that which should be given a price? Or that which conforms with their taste? Or is it their social skills, wit, imagination and humour that should be priced? Should any or all of that mentioned above be that which should be given a price? Or is it something else that ought to be respected, something of inner worth? And what would that be? And should that be recognized and maintained in and through education, other than that which is given a price of whatever kind in specific societies? It is, as said, not uncommon that some or many if not most or all of that which is mentioned above is given a price, that is, valued either positively or negatively, in societies, and that education is used as a means to cultivate valued capacities and reproduce that which is found to have a positive value such as, inter alia, specific facts, values and norms of action. If, however, any of the above are that which is given a value or price, it seems that people will be affected to come to learn that they too have a price as a means to some further end. That is, it seems that they can be inclined to come to learn that they are valued and given a price when they submit to any of the above. That in turn suggests that they will also at some point come to recognize that anyone can be replaced by someone else and its equivalent at some point (Kant, 2011, 4:434). They would then as an effect of this not necessarily come to recognize and respect the inherent value or dignity of persons, but merely the price to that which they submit and the extent to which th...

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“…The first is that the New Zealand Ministry of Education has a complex role in a robust democratic and participatory society with many perpetually competing expectations, responsibilities and contexts. The second is that if there is a 'new normal', then there is a 'new normalisation ' (Jandric at al., 2020;Orchard et al, 2020;Peters et al, 2020). We problematise the 'new normal' as an invitation to explore how new normalisation operates.…”

Section: Introductionmentioning

confidence: 99%

The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand

Gibbons

Tesař

2021

nzaroe

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When New Zealand entered pandemic alert level 3 and early childhood centres were being ‘nudged’ to re-open in order to offer support for parents returning to work, the Ministry of Health advised both Early Childhood centres and parents that children were not at risk of catching or spreading the virus. Fast-forward to Level 1 and the Ministry of Health has advised that an infant, who arrived into the country from overseas together with its parents, had the virus and was in a managed quarantine. This paper discusses this apparent policy contradiction between guidelines and evidence by collecting and analysing discourses that the nation has received from government agencies regarding children and early childhood education. This paper uses these discourses to explore the 'body' of knowledge regarding childhood and early childhood education, discourses that make childhood and early childhood education possible. We then apply a range of theoretical and conceptual tools to suggest some possible conditions of early childhood education (leading up to, during, and post-Covid-19). We employ health and medical metaphors to highlight ongoing tensions for early childhood education as a patient for whom neither education nor health Ministries take sufficient responsibility. The use of a health as a metaphor additionally focuses this paper on the new ‘normal’ of early childhood education and education policy.

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Philosophy of education in a new key: A ‘Covid Collective’ of the Philosophy of Education Society of Great Britain (PESGB)

Cited by 11 publications

References 26 publications

Issues and Management of Islamic Education in a Global Context

Issues and Management of Islamic Education in a Global Context

Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity

The 'new normal' and 'new normalisations' in early childhood education policy in Aotearoa New Zealand

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