The Foundations of Professionalism: Fifty Years of The Philosophy of Education Society in Retrospect

Giarelli, James M.; Chambliss, J. J.

doi:10.1111/j.1741-5446.1991.00265.x

Cited by 7 publications

(5 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this view, Downloaded by [Florida Atlantic University] at 18:50 17 November 2014 philosophers of education act as middle management, translating and transmitting the foundational knowledge required to ground the realm of educational practice. In "The Foundations of Professionalism: Fifty Years of the Philosophy of Education Society in Retrospect" (Giarelli and Chambliss 1991), my colleague J. J. Chambliss and I discussed the consequences of this view for the organization and professionalization of the study of philosophy and education. We argued that the professional study of philosophy and education depended on the ability to make authoritative knowledge claims and this was accomplished through an appeal to privileged access to foundational knowledge.…”

Section: Rutgers Universitymentioning

confidence: 97%

Educational Theory and Practice at theFin de Siècle: From Pre-School to After-School

Giarelli

2013

Educational Studies

Self Cite

View full text Add to dashboard Cite

Section: Rutgers Universitymentioning

confidence: 97%

Educational Theory and Practice at theFin de Siècle: From Pre-School to After-School

Giarelli

2013

Educational Studies

Self Cite

View full text Add to dashboard Cite

“…Since the 1960s the term ‘knowledge-based economy’ has remained in vogue in a number of different areas, but its predominant use is in relation to employers seeking highly skilled workers – characterised by Brown et al (2008: 139) as ‘digital Taylorism’ and ‘the global auction for jobs, the broken promise of education, jobs, and incomes’ (Brown et al, 2011: 2). Different perceptions of knowledge reflect the various stakeholders’ views but, as the philosophers Giarelli and Chambliss (1991: 264) remind us, perceptual fields are ‘experienced as wholes’.…”

Section: Artefact Two: Discourse On Skills Knowledge and Employabilitymentioning

confidence: 99%

The price of knowledge and the wisdom of innocence: A difficult journey through the employability discourse in higher education

Barkas

Armstrong

2021

Industry and Higher Education

View full text Add to dashboard Cite

Through the examination of knowledge artefacts, utilising an analytical metaphorical representation, the authors present an exploration of higher education. In this way, the exploration is depicted as a schizophrenic, dichotomic journey through the difficult discourse of knowledge, wisdom, and employability in higher education institutions. The article explores how the place and value of knowledge appear fractured in the higher education curriculum. Applying Root Cause Analysis, it is argued that the marketisation, commercialisation and commodification of higher education, with the resulting emphasis on economic value through the employability of graduates, has created unintended consequences in the sector. To insert employability initiatives, something has to give in the module structure so that everything can be fitted in. That ‘something’ is the sacrifice of wisdom within the deeper knowledge of a subject. The authors argue that the depth of knowledge has unintentionally been negatively affected by embedding employability. While some students position themselves strategically to use their education for their individual gain, others want to learn more deeply, and become anxious that they do not have the time to reflect on what they have learned. It is recommended that a deeper reflexive conversation must take place between all stakeholders in higher education if it is to have a future in economic terms.

show abstract

“…(c) The isms (or ''philosophic positions'' (Giarelli and Chambliss 1991) or '''schools' of philosophy'' (Heslep 1997)) approach is the one that, by taking a philosophical ''ism'' as given, or by constructing it somewhat arbitrarily, its implications for educational theory and practice are deduced. Examples of the isms approach, which was dominant from the 1930s to the 1960s in US before the domination of analytic philosophy of education, are known as idealism, pragmatism, realism, naturalism, scholasticism etc.…”

Section: Some Terminological Clarificationsmentioning

confidence: 99%

“…For the history of philosophy of education as an academic discipline in Anglo-Saxon countries seeDearden (1982);Kaminsky (1993);Giarelli and Chambliss (1991);Macmillan (1991);Chambliss (1996);Burbules (1991) …”

mentioning

confidence: 99%

Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

Ünder

2007

Stud Philos Educ

View full text Add to dashboard Cite

This article aims to present the past and present state and future possibilities of philosophy of education as an academic discipline in Turkey as related to teacher training programs and academic studies in higher education institutions. It takes philosophy of education as consisting of the approaches that have emerged in its history. It has come to Turkey as a part of the modernization of education. It seems that during the Republican era in Turkey before World War II, mainly due to the dominance of the German conception of educational studies, the pedagogy and the history of pedagogy courses and the textbooks for them, which were central to the curricula of teacher training schools, contained the subjects of philosophy of education in its continental form; and after World War II philosophy of education is mostly understood, primarily due to Turkey's changing international relations and the spread of American influence, as the isms and the doctrines approaches as found in the USA between the 1940s and 1960s, while other approaches in the field have been less influential. The article identifies how the restructuring of the teacher training system and the curricula of Faculties of Education in 1998 was a serious blow to the discipline, since it excluded philosophy of education from the curricula of teacher preparation schools, and the flourishing discipline thus lost its hold and importance in the undergraduate programs, and then in graduate programs. But the 2006 revision of the curricula has given a kiss of life to the discipline. There are reasons to think that it can recover in the coming period.

show abstract

The Foundations of Professionalism: Fifty Years of The Philosophy of Education Society in Retrospect

Cited by 7 publications

References 0 publications

Educational Theory and Practice at theFin de Siècle: From Pre-School to After-School

Educational Theory and Practice at theFin de Siècle: From Pre-School to After-School

The price of knowledge and the wisdom of innocence: A difficult journey through the employability discourse in higher education

Philosophy of Education as an Academic Discipline in Turkey: The Past and the Present

Contact Info

Product

Resources

About