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Reason and Education
Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential. Each paper is followed by a response from Scheffler himself. The collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it.
Symbolic Worlds
Symbolism is a primary characteristic of the mind, deployed and displayed in every aspect of our thought and culture. In this important and broad-ranging book, Israel Scheffler explores the various ways in which the mind functions symbolically. This involves considering not only the world of science and the arts, but also such activities as religious ritual and child's play. The book offers an integrated treatment of ambiguity and metaphor, analyses of play and ritual, and an extended discussion of the relations between scientific symbol systems and reality. What emerges is a picture of the basic symbol-forming character of the mind. In addition to philosophers of art and science, likely readers of this book will include students of linguistics, semiotics, anthropology, religion, and psychology.
Reason and Teaching (Routledge Revivals)
This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of teaching, and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education.
Inquiries
About the Contributor(s): Israel Scheffler is Victor S. Thomas Professor of Education and Philosophy Emeritus at Harvard University. He taught philosophy at Harvard from 1952 to 1992 and, from 1983 to 2003, was codirector, then director of the Philosophy of Education Research Center there. He is a Fellow of the American Academy of Arts and Sciences, a founding member of the National Academy of Education, and a past president of both the Philosophy of Science Association and the Charles S. Peirce Society. Among his previous books are ""The Anatomy of Inquiry""( 1963), ""Four Pragmatists""(1974), ""Of Human Potential""(1985), ""In Praise of the Cognitive Emotions""(1991), and ""Worlds of Truth""(2009). His main interests lie in the philosophical interpretation of language, symbolism, science, and education.
Worlds of Truth
Worlds of Truth: A Philosophy of Knowledge explicates andbuilds upon a half century of philosophical work by the notedphilosopher Israel Scheffler. Propounds a new doctrine of plurealism which maintainsthe existence of multiple real worlds Offers a defense of absolute truth, which denies certainty andeschews absolutism, and defends systematic relativity, objectivity,and fallibilism Emphasizes a wide range of pragmatic interests: epistemologyand scientific development, cognition and emotion, science andethics, ritual and culture, and art and science
Visions of Jewish Education
This book looks at the philosophical consideration of Jewish existence in our time, as reflected in Jewish education, its alternative visions, its purposes and instrumentalities, the values it should serve, and the personal and social character it ought to foster. Prevalent conceptions and practices of Jewish education are neither sufficiently reflective nor thoroughgoing enough to meet the multiple challenges that the world now poses to Jewish existence and continuity. New efforts are needed to develop an education of the future that will honor the riches of the Jewish past and grasp the opportunities of fruitful interactions with the general culture of the present. To promote such efforts, six leading scholars in this book formulate their variant visions of an ideal Jewish education for the contemporary world. This book also translates these visions into educational practice and, finally, articulates a vision abstracted from a case study of a school's ongoing practice.
Science and Subjectivity
" . . . a standard source for anyone wanting to immerse himself in the topic of scientific change, Kuhn, Feyerabend, Hanson and Polanyi, all are examined here in a manner which is at once sympathetic and exacting." --Roger C. Buck, Indiana University
Gallery of Scholars
This volume offers a vivid personal account of eminent philosophers and educators with whom the author has interacted over the half century of his academic career at Harvard. It recalls the personalities and ideas of landmark thinkers of the recent past, thus counteracting the prevalent amnesia of research universities. It reflects on the educational impact of the scholars' styles of teaching as well as the varied approaches embodied in their academic practice. In addition, it affords insights into the human workings of universities and the varieties of scholarship in the continuing quest of shared understanding.The book includes fourteen photographs of scholars portrayed in the book."The bo...
The Anatomy of Inquiry (Routledge Revivals)
First published in 1963, this title considers the philosophical problems encountered when attempting to provide a clear and general explanation of scientific principles, and the basic confrontation between such principles and experience. Beginning with a detailed introduction that considers various approaches to the philosophy and theory of science, Israel Scheffler then divides his study into three key sections – Explanation, Significance and Confirmation – that explore how these complex issues involved have been dealt with in contemporary research. This title, by one of America’s leading philosophers, will provide a valuable analysis of the theory and problems surrounding the Philosophy of Science.
Of Human Potential
The concept of potential plays a prominent role in the thinking of parents, educators and planners the world over. Although this concept accurately reflects central features of human nature, its current use perpetuates traditional myths of fixity, harmony and value, calculated to cause untold mischief in social and educational practice. First published in 1985, Israel Scheffler's book aims to demythologise the concept of potential. He shows its roots in genuine aspects of human nature, but at the same time frees it from outworn philosophical myths by means of analytical reconstruction - thereby improving both its theoretical and its practical applicability. The book concludes with an interpretation of policy-making in education, and reflections on the ideal education of a policy-maker. It emphasises human symbolism, choice, temporal continuity, and self-determination as indispensible elements of any adequate philosophy of education. Of Human Potential will be of interest to a broad range of philosophers, educators and social scientists.
