Teaching Autonomy: The Obligations of Liberal Education in Plural Societies

Kerr, Donald

doi:10.1007/s11217-006-0015-y

Cited by 3 publications

(2 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Since the beginning of the 21 st century, such concepts as "philosophy of education", "philosophy of pedagogy", and "philosophy of didactics" have been actively used in scientific research (Adler, 2003;Alexander, 2006;Bailey et al, 2010;Blake et al, 2008;Carr, 2003;Chambliss, 2009;Hayden, 2012;Hickman, 2009;Kerr, 2006;Mayo, 2011;Noddings, 2007;Siegel, 2009;Wilson, 2003). But none of these notions carries the load and content that we believe the notion of "pedagogical philosophy" can take on.…”

Section: Pedagogical Philosophy Vs Philosophy Of Education and Other ...mentioning

confidence: 99%

Pedagogical Philosophy as a New Independent Scientific Theory

Kurylo

Karaman

Kurylo

2023

RREM

View full text Add to dashboard Cite

The challenges of the modern, global, fast-changing world require that theoreticians and practitioners in the sphere of education should focus their efforts not only on finding innovative forms, methods and technologies of teaching, but also on reconsidering the entire philosophy of organization and functioning of the educational space, which inevitably leads to the need of developing a new independent scientific and pedagogical theory – pedagogical philosophy. Comparing pedagogical philosophy with the philosophy of education (teaching), defining the subject and object of the new pedagogical science, the author formulates its main elements: a) the leading ideas; b) the basic concepts and categories; c) the fundamental laws and regularities; d) the main principles and rules of application of the theory in practice during the organization of educational processes in real time. The main ideas of the new theory of pedagogical philosophy are as follows: The idea of recognizing the life of the younger generation and each individual person as the main and leading value of the entire educational space that has been built or is currently being built; The idea of showing an essential and constant concern of the adult generation for the conditions, development and strengthening of the comprehensive health of the younger generation at all the stages of their maturation; The idea of introducing psychological and pedagogical, socio-pedagogical and philosophical-pedagogical favoring for a free development and maturation of the younger generation and each individual person in real time in the educational space; The idea of the imperative of restricting, at all levels of educational administration, permissive, prohibitive and controlling functions and expanding organizational and search-and-creative ones, focused on the protection of comprehensive health of the younger generations and the introduction of constructive processes in their real life by fully suppressing and limiting the destructive ones.

show abstract

Section: Pedagogical Philosophy Vs Philosophy Of Education and Other ...mentioning

confidence: 99%

Pedagogical Philosophy as a New Independent Scientific Theory

Kurylo

Karaman

Kurylo

2023

RREM

View full text Add to dashboard Cite

show abstract

“…Nevertheless, the conception of per- Personal autonomy implies the right to be well-informed about one's life prospects, to be capable of having one's own opinion and to act in compliance with one's own perspectives. Such autonomy requires not only knowledge about the outside world, but also ability for self-reflection and strength of will that make possible the choice of a well-reasoned life strategy [Callan, 1997;Kerr, 2006] .…”

Section: Epistemic Objectives Of Educationmentioning

confidence: 99%

Philosophy of Education: An Overview of Contemporary Foreign Literature

Zavaley¹

2014

View full text Add to dashboard Cite

Abstract.The article gives an overview of foreign research on the key topics in contemporary philosophy of education. The first two sections are devoted to discussing epistemic, moral and political objectives of education. The last section discusses one of the most controversial topics of contemporary philosophy of education-the professional status of teachers. Ability to comprehend critically social and political conditions of formation and spread of knowledge appears to be one of the essential epistemic objectives of education. Attention towards implicit fundamentals of expert knowledge and ability to find relevant information to verify beliefs are epistemic virtues contributing to formation of an autonomous cognizing individual. Among ethical objectives of education, we have traditionally singled out personal autonomy, ability to live a full social and economic life, comprehensive personal development, civic (democratic) competencies, and cooperation skills. The last twenty years, largely due to feminist and communitarian criticism, have witnessed development of an attitude that consists in finding the paramount goal of education in inculcating the ideals of love, care and community spirit, instead of autonomy of a rational individual. Implicitly ethical objectives of education are closely related to "distributive" objectives that define the final provider of teaching efforts. Having analyzed discussions on professionalization of teachers' activities, we conclude that, although teaching is characterized by some prominent features of professional activity, its specific nature makes it difficult to establish distinct criteria of professionalization. Keywords: philosophy of education, epistemic objectives of education, moral and political objectives of education, professional status of teachers.. Most generally, philosophy of education1 is defined, similarly to philosophy of law or philosophy of religion, as an area of philosophical knowledge which studies general issues of the nature, objectives and principles of education [Siegel, 2009. P. 3;Blake et al., 2008.

show abstract