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Rethinking Our World
Outlining the major figures and proponents of numerous and varied philosophies—including empiricism, existentialism, phenomenology, hermeneutics, systems theory, postmodernism, and feminism—this guidebook places a critical and creative eye towards many of society’s traditionally held beliefs. Providing readers with the tools to analyze life and to answer existential questions, this aide contextualizes each philosophy in modern terms to ensure accessibility and understanding. A tabulation of each philosophy’s merits and weaknesses is also included to help maximize learning.
Philosophy of Education Today
"What is the aim of education in the 21st century? Is it to search for truth, to improve the human condition, or to bolster a country's economy and meet the workforce needs of the state? Or should the aim of education be focused on social, academic, cultural and intellectual development so that young people can grow up to be engaged and critical citizens? These very searching questions - questions about the nature of education - are the concern of a particular area of philosophy: philosophy of education. In Philosophy of Education Today the authors explore the various responses provided by different philosophies of education to these questions, and discuss the ways in which different philosophies influence education and how education is understood. The interactive nature of the text encourages readers to reflect critically on the various philosophies of education discussed and come to an understanding of what education might mean to them and their community. "--
Rethinking Truth
By offering the statement, "the truth or truths we accept determine what our lives are and will be," the authors of this volume explore the contemporary world and all of its contradictions, from starvation, AIDS, and illiteracy to digital technology, the human genome project, and the financial markets of Wall Street and Tokyo. This engaging, accessible text examines the truth propounded by a range of philosophies, such as critical theory, existentialism, feminism, and nihilism, discussing their practical applications and offering responses to the questions asked.
Philosophy of Education Today
What is the aim of education in the 21"" century? Is it to search for truth, to improve the human condition, or to bolster a country's economy and meet the workforce needs of the state? Or should the aim of education be focused on social, academic, cultural, and intellectual development so that young people can grow up to be engaged and critical citizens? These very searching questions -- questions about the nature of education -- are the concern of an area of philosophy, namely, philosophy of education. In the 3rd edition of Philosophy of Education Today: An Introduction, the authors, in thei.
A Reader in Philosophy of Education
In addition to providing its readership with a challenging opportunity to deepen and widen their philosophical thinking about education, the text encourages an epistemologically rich understanding of education that is infused by different philosophies of education, each giving us an entry into the nature of education and maximising a many-sided understanding of whatever educational problems are encountered in society by means of rupture as well as consensus. Philosophies include African philosophy of education; Pragmatism; Rationality; Phenomenology; Hermeneutics; Systems Theory; African feminist perspectives and education; Realism; Poststructuralism, and the place of critical theory in understanding the nature and function of education in Africa. Additional chapters look at Chinese Philosophy and education; Islam and education, and Buddhism.
Philosophy of Education Today 3e
"What is the aim of education in the 21st century? Is it to search for truth, to improve the human condition, or to bolster a country's economy and meet the workforce needs of the state? Or should the aim of education be focused on social, academic, cultural and intellectual development so that young people can grow up to be engaged and critical citizens? These very searching questions - questions about the nature of education - are the concern of a particular area of philosophy: philosophy of education. In Philosophy of Education Today the authors explore the various responses provided by different philosophies of education to these questions, and discuss the ways in which different philosophies influence education and how education is understood. The interactive nature of the text encourages readers to reflect critically on the various philosophies of education discussed and come to an understanding of what education might mean to them and their community. "-- Back cover.
Fallibilist Solutions to Institutional Problems
Since Karl Popper‘s fallibilist portrayal of scientific methodology in the 1940s, critical rationalism has developed in many ways, and in many fields. However, some of these developments still leave deep and important possibilities open. One of these is the portrayal of all rational actions as social. This book elucidates the significance of this perspective in regard to psychology, political and social philosophy, the understanding of how scientists can better communicate, and strategies for better living. The importance of the social theory of rationality for psychology arises above all due to the numerous assumptions made in psychological research that rationality is strictly individualist. This is at hand, for example, in its historical portrayal and in important aspects of cognitive psychology. As shown here, these assumptions have damaging consequences for the relationship of rationality with cognitive and social psychology.
Critical Rationalism and Educational Discourse
Critical Rationalism has become an influential philosophy in many areas including a great number of scientific disciplines. Yet only few studies have been devoted to the role of the philosophy of Sir Karl Popper in the vast field of education. This volume undertakes to fill this gap. Leading scholars in the educational science and in the philosophy of education have critically written for this volume in an attempt to elaborate Popper's methodological and socio-political views and confront them with a globally relevant spectrum of scientific objectives and cultural values. Among the topics discussed are moral values, education for freedom and its consequences for the student, and the critical attitude in political education. Attention is also paid to the historiography of this significant philosophical movement. Regarding pedagogical research, the empirical paradigm, the falsificatory approach to educational research, the complex relationship between educational theory and practice as well as the problem of value-neutrality in educational science are objects of critical analysis.
