Which world? II. Boston: Allyn and Bacon.Find this resource: —— (1960). David Carr addresses general questions concerning the extent to which, and the ways in which, the curriculum is and ought to be driven by our views of knowledge. (2.) Series. Educational philosophy: what is it all about? During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was one of the first to critically look at education. Monist 52:1.Find this resource: Phillips, D. C. (2008). Have minds, and we must consider their thinking and reasoning, both in structure and content. All three provide useful overviews of and also critically address the promise of and problems facing the target approaches. Have intuition and aspects of character, personality, imagination and values, which transcend our analytic categories. (p. 9). Given the cognitive state of the very young child, is it possible to avoid indoctrination entirely—and if not, how bad a thing is that? We want people to dig below the surface and to understand the values that define and refine our culture and practice. Conditions of Knowledge: An Introduction to Epistemology and Education. (1973). Reason and Teaching. (4.) Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. Plato is the earliest important educational thinker, and education is an essential element in "The Republic" (his most important work on philosophy and political theory, written around 360 B.C.). Experience and the Growth of Understanding. Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole edifice of the educational system, and the implicit assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example. (e.g., Is the fundamental epistemic aim of education the development of true belief, justified belief, understanding, some combination of these, or something else? Amy Gutmann and Meira Levinson both address contentious questions concerning education in the contemporary circumstances of multiculturalism, while Lawrence Blum treats the problematic character and effects of prejudice and the prospects for overcoming them. Other important problems involve the authority of the state and of teachers, and the rights of students and parents; the character of purported educational ideals such as critical thinking, and of purportedly undesirable phenomena such as indoctrination; the best way to understand and conduct moral education; a range of questions concerning teaching, learning, and curriculum; and many others. Our Brave Hearts Bold Minds brochure provides the broader framework of this philosophy across our four phases of development – Early Years, Junior Years, Middle Years and Senior Years. (1965). I also think that it is our true point of difference. Thanks to Jonathan Adler and Randall Curren for very helpful guidance and advice on the penultimate draft of this introduction. The final section includes three papers that discuss particular approaches to philosophy of education: Randall Curren considers pragmatic approaches to the subject, Nel Noddings feminist approaches, and Nicholas Burbules postmodern approaches. (1998). Should education aim at the transmission of existing knowledge or, rather, at fostering the abilities and dispositions conducive to inquiry and the achievement of autonomy?). Harvey Siegel is Professor and Chair of the Department of Philosophy at the University of Miami. It was originally religious in nature, and it was only much later that a theory of secular perennialism developed. The 1950s, 1960s, and 1970s saw quite a few general philosophers make important contributions to philosophy of education, including, among others, such notables as Kurt Baier, Max Black, Brand Blanshard, Richard Brandt, Abraham Edel, Joel Feinberg, William Frankena, Alan Gewirth, D. W. Hamlyn, R. M. Hare, Alasdaire MacIntyre, A. I. Melden, Frederick Olafson, Ralph Barton Perry, R. S. Peters, Edmund Pincoffs, Kingsley Price, Gilbert Ryle, Israel Scheffler, and Morton White.4 But the subject has more recently suffered a loss of visibility and presence, to the extent that many, and perhaps most, working general philosophers and graduate students do not recognize it as a part of philosophy's portfolio. Broadly speaking, a good holistic education may include studies in experiences relevant to personal, intellectual, social, physical and spiritual development; work, vocation and employment; citizenship and community involvement; and creativity, aesthetic appreciation and cultural awareness. (p. 4) Title. Philosophical Analysis and Education. London: Routledge & Kegan Paul.Find this resource: Frankena, William K. (1965). For one thing, the pursuit of philosophical questions concerning education is partly dependent upon investigations of the more familiar core areas of philosophy. Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. This introductory article explains the coverage of this book, which is about the philosophical aspects of education. A related question concerns evaluation: what are the appropriate criteria for evaluating educational efforts, institutions, practices, and products?