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Idealism in Education. Tradition and the Present. Selected Approaches and Implications

Author(s): Andrzej Ryk / Language(s): English Issue: I/2020

The paper present selected approaches to ancient and modern idealistic thought and its ability to influence how we think about education. Idealism has evolved from systemic understanding and interpreting reality to more subjective forms where an idea is rooted within the subject, its consciousness or self-consciousness in the first place. It turns out that idealism understood in such a way can still inspire the way educational activities are viewed. This refers in particular to the following categories: subjectivity, individualism, cognition, understanding, surrounding world, experienced world, mutual infiltration of individuals and systems.

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Teaching Modern Attitudes through Science of the Past: Hypatia of Alexandria

Author(s): Barbara Krajewska,Małgorzata Krzeczkowska / Language(s): English Issue: I/2020

Hypatia lived in Alexandria in Egypt in the late 4th and early 5th century AD and was in her time the greatest mathematician and astronomer, also a philosopher and a charismatic teacher. She lived her life in a male-dominated world and outfaced the prevalent gender standards thanks to her personal characteristics including talents, strength, independence and courage. Apart from femininity, her attitudes included religious tolerance, high moral standards, ceaseless social and educational activity and political temperance. All of these attitudes apparently pertain to our modern life and are appropriate for teaching in today’s schools.

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Kujundavast hindamisest humanitaarteadustes

Author(s): Endla Lõhkivi / Language(s): Estonian Issue: 05/2013

Koolides on hindamise alused muutumas, hindamise juures ei peeta tähtsaks enam mitte niivõrd õpilaste teadmiste ja võimete mõõtmist ja nende paremusjärjestusse seadmist, kuivõrd võimalust anda õpilastele tagasisidet, motiveerida neid oma võimeid arendama. Seda uut lähenemist kutsutakse kujundavaks hindamiseks ja vähemalt kavatsuste kohaselt peaks see olema õpilaste arengut toetav ning seega igati tervitatav uuendus.

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Multidimensional Science Education: Overview Of Philosophy Foundations (Ontology, Epistemology, Axiology)

Author(s): Hamidi Hamidi,Muhammad Sarjan,Iswari Fauzi,Rindu Rahmatiah,Muhammad Yamin,Sudirman Sudirman,Asrorul Azizi,Agus Muliadi,Yusran Khery,Muh. Zaini Hasanul Muttaqin,Mulia Rasyidi,Bakhtiar Ardiansyah / Language(s): English Issue: 10/2022

Science is a part of human life that has existed since the beginning of human existence, knowing himself and the natural surroundings. This study aimed to examine Dimensional Science Education based on three philosophical foundations: ontology, epistemology, and axiology. The method used in this article is the literature review method. The library sources used are books and articles that are by this article. The analysis used is content analysis. The study results show that, in essence, science is a science of natural phenomena that is poured into facts, concepts, principles, and laws that are tested for truth through a series of activities in the scientific method. The essence of products and processes cannot be distinguished or separated because they have a bound relationship with one another in conducting scientific observations so that they can form a scientific attitude. Dimensional Science Education is divided into three dimensions, namely Product Dimension (ontology), Process Dimension (epistemology), and Scientific Attitude Dimension (Axiology). These three dimensions are interrelated. It can be interpreted that science learning must include these three dimensions. Therefore, Science education contains not only formulas and theories but a process and scientific attitude to obtain scientific concepts about the universe.

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Philosophical and Pedagogical Discourse in the Postmodern Educational Space: Peculiarities of Distance Learning

Author(s): Marina Rostoka,Gennadii Cherevychnyi,Olha Luchaninova,Andrii Pyzhyk / Language(s): English Issue: 4/2022

The article presents a philosophical understanding and real interpretation of the existence and evolution of pedagogical (educational) discourse in the postmodern space. The results of scientific research are analyzed and the structural-semantic relationship of the concepts, terms and categories associated with the terminological field “discourse” is defined. The authors raise the problem of the postmodern significance of discourse in the period of the global transformation of the educational environment, caused by the pandemic COVID-19, which has put humanity before the fact of actualization of remote communication and receipt of educational services. The authors believe that distance learning should be provided with strong technical and technological support on the one hand and the use of this vector set of educational, pedagogical, learning and development technologies in the preparation of future specialists in the system of higher education on the other. The article deals with new approaches to the application of discourse-supporting technologies and methods. Thus, the emphasis is placed on the relevance of an open informational and educational environment of higher education institutions in the postmodern space where the role of discourse as a constructive tool of postmodernism is determined by the new interpretation, and the teacher becomes a generator of innovations in this context

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Innovative Technologies in Physical Education: Adapting to a Postmodern Society

Author(s): Dmytro Pohrebniak,Tetiana Bolotnykova,Volodimyr Farionov,Liliya Tomich,Nataliia Beseda,Olha Anastasova / Language(s): English Issue: 4/2022

The article highlights innovative technologies in the context of physical education as one of the main factors of postmodern society. The main features of innovative technologies as an effective way to develop personal competencies and the formation of value orientations are defined in the context of the study. Physical education contributes to the development of individual personality traits, as well as forming the health-saving foundations of the development of society in the perspective of evolution. Postmodern trends in the formation of society are defined by new worldview manifestations, when people lose meaning in certain value aspects and realize that past achievements can be neutralized. The physical education of a person forms the idea of the value of health, both in the past and in the future. It is this principle that defined the research problem.It is determined that innovative technology is a sign of a postmodern society, because innovation is one of the characteristic features of the postmodern. Innovative technologies are most effective both in educational activities and in physical education. The theoretical and methodological foundations of the concept of postmodern society and innovative technologies were analyzed in the course of the study. Also identified the main aspects of physical education in the context of the modern dimension. The article explores the peculiarities of the use of innovative technologies in the aspect of physical education. In the course of the study we used methods of analysis and synthesis, descriptive method and method of content analysis. This study provided the basis for determining the conceptual basis for the effectiveness of innovative technologies as postmodern approaches in the process of physical education.

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Peculiarities of Vocal art in the Context of Postmodernism as a Factor of Cultural Value

Author(s): Mayia Pechenyuk,Olena Priadko,Oleksandr Vozniuk,Liubov Martyniuk,Oleksandr Rudenko,Yuliia Havrylenko / Language(s): English Issue: 4/2022

This article interprets the formation of personal value orientations in the context of the artistic perception of the world. Personality is formed in the process of socialization and self-realization. Every person in the world is an individual, and individuality is formed in the process of acquiring value orientations, as well as in the conditions of cultural and educational development. Thus, an individual perceives the world and the environment in own way. His or her idea is a consequence of the value perception of the world, which arose as a result of certain life experience and educational activitiy. Human has a value attitude to oneself, to people, to art, to work, to society and state, and such an attitude is formed individually for everyone, but on equal conditions. After all, each individual has own characteristics, own worldview, dreams, and ideas. The perception of art is phenomenological in the formation of value orientations of human. After all, works of art are already a consequence of a certain value representation of a creator, which is interpreted through the work of art. In the course of our research the integration method of synthesis and the analysis of figurative structure, and, the characteristic of works of art are used. The methods of synthesis, analysis and interpretation contribute to the scientific perception of works of art that influence the formation of human values to culture. The results of our study reveal that in general, value attitude are formed throughout a person's life.

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Il ritorno ai principi educativi convalidati. Una lettura contemporanea di Socrate e Aristotele

Author(s): Martina Sanković Ivančić,Aleksandra Golubović / Language(s): Italian Issue: 3/2022

Sin dall’antichità la filosofia costituisce un ruolo fondamentale per il processo educativo: Socrate, Platone e Aristotele offrono particolari contributi in questo campo. L’educazione prevede l’apprendimento di valori e modelli di comportamento e nella società pluralista, in cui assistiamo all’incontro tra culture diverse, non è sempre semplice concordare sui concetti relativi all’etica e alla giustizia. Pertanto, risulta fondamentale ripristinare un dialogo capace di far ragionare anziché indottrinare, includere piuttosto che prevaricare, rispettare invece di omologare. Mediante il dialogo è possibile sottolineare l’importanza del perfezionamento interiore che si attua con i principi dello gnothi seauton e dell’epimeleia heautou, così come accadeva nell’antica Grecia. Gli educatori di quel tempo proponevano una formazione basata su tali insegnamenti, mirando a creare le prerogative per lo sviluppo di individui virtuosi e di una società stabile. Nel presente saggio si vuole illustrare l’efficacia dei detti principi, nonché spiegare che applicando il dialogo socratico nell’insegnamento e nella quotidianità è possibile far fronte ai problemi che nella contemporaneità insorgono nell’educazione dell’individuo e nell’instaurazione della società.

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The Eye of the Storm

Author(s): Sander Vloebergs,Bert Roebben / Language(s): English Issue: 1/2023

In this interdisciplinary paper we explore ways in which medieval mystical theology can inspire religious education teachers in their work in the classroom. One of the major challenges to them is to (help to) understand the tension between religious literacy and religious experience. By using an experiential and imaginative rather than a rational theology, based on the work of the mystics, we hope to clarify this tension. Firstly, we describe the “hermeneutical storm”: a metaphor to understand the complexity of the religious learning process in the context of friction between worlds. Teachers bear witness and need to stand firm at the centre of this clash. Secondly, we present medieval mysticism as a frame of reference to deal with this situation that challenges the modern urge for rational control. We discuss the historical context of the democratization of mystical theology, the multiple genres and the imaginative language mystics use to guide their students during their personal development, exemplified by Hadewijch’s mystical experience as an interplay between Love and Reason. This imaginative theology can offer contemporary religious education teachers insight into the “hidden presence of God” when faced with hermeneutical storms in the classroom and can help them in clarifying the tension between religious literacy and experience.

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Methodological Foundations of Noosphere Education: Comprehension of Aggravated Relevance

Author(s): Anatolii Samodryn,Oksana Patlaichuk,Volodymyr Morgun,Oksana Mokliak,Rima Aronova,Lesya Lebedyk / Language(s): English Issue: 2/2023

This article deals with Vernadsky’s concept of noosphere in terms of educational and ideological solutions to global problems. In turn, these solutions should help humankind survive and reveal its technological and creative potential by developing and implementing the “cosmic education” paradigm. The article aims to highlight the relevance, universality and centrality of noosphere education and consciousness as the only tool to save humanity from political and human-made disasters through essayistic and philosophical methods. Research methods mostly include philosophical introverted methods, as well as comparison, extrapolation, dialectical and metaphysical forecasting. Besides, the article discusses and draws philosophical, historical and political parallels proving that noosphere consciousness, noosphere humanism and anthropocosmism, together with system-centric paradigms, should become the basis of post-non-classical pedagogy. Finally, emphasis is placed on methodological coordination and concentration on the theory of noosphere, science and education, as well as on the role of the current education system (at a psycho-pedagogical level) in meeting the demands of time, nurturing social consciousness under the current crisis and the changes that have enhanced the dialogue between human and nature.

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A Comparison between Deep Patterns of Education within Reformative Views in Contemporary Romania with Respect to Critical Thinking and Philosophical Competencies

Author(s): Doru Valentin Căstăian / Language(s): English Issue: 2/2023

Modern education has definitely entered an “age of measurement”, as educational specialist and philosopher Gert Biesta put it, and there is academic research that clearly shows that this operational and utilitarian shift comes with a cost as far as humanistic education and philosophical critical thinking is concerned. The implicit premise of this view is that every educational outcome can be properly measured and that every legit educational objective can be reframed as competence with components that can be properly measured. Moreover, these objectives are seen as attainable in principle through fully controllable processes that can be supervised and kept functional during every stage of their development. In this article, we argue that this view derives from a transfer of view and motives between the domains of entrepreneurship and education that this transfer, natural as can be in these times of scientific, technological and information based times, affects some of more conservative aims of education and can be potentially harmful for critical thinking and active citizenship competencies. In Romania, we are facing a clear shift in paradigms, replacing a model that is in its deepest forms poetic, formative and magisterial with models that favor more entrepreneurial and quantitative approaches. These later models are in principle based on attaining critical thinking skills, but we shall argue in this article that, inside this paradigm of efficiency and measurement, critical thinking has limited powers and functions and that a mixed model, that is still based on humanistic views and its dedicated to educational ideals that go further and deeper than entrepreneurial efficiency, is better suited for cultivating critical thinking.

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WYCHOWANIE W ŚWIETLE FILOZOFII FRYDERYKA NIETZSCHEGO

Author(s): Adam Janas / Language(s): Polish Issue: 64/2022

If education were an epistemologically open conceptual construct, then in places going beyond its conceptualism it would point beyond itself to the ineffable, and therefore over-conceptual. Thinking about education through its mediation in the light, power and essence of what appears to be, seems to be an opportunity to participate in different orders of existence. As a consequence, the concept of education, if it points beyond itself, reveals a horizontally dispersed and vertically united, diverse space of a possibly eternal universe. The view of this space, as originally over- and pre-conceptual, eludes all systemic thought yet stemming from it, because it always reveals itself as an over-completeness of what is conceptually conceived. Education therefore appears as ennobling and life-giving participation in various orders of existence. The aim of this article will be to develop the above vision of education in the light of Friedrich Nietzsche’s philosophy, however, supplementing this research with Plato’s philosophy when Nietzsche’s deliberations prove to be insufficient.

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Transformative Environmental Philosophy in a Learning Organization for children, teachers, and parents

Author(s): Maria Papathanasiou / Language(s): English Issue: 8/2023

Children today face a different reality from those a few years ago. Environmental changes are being very transparent because of the rapid transmission of information on one hand and the direct access that most people are entitled to from various sources on the other hand. However, it is vital for the current and future democracy, of citizens of all generations, to be able to filter, distinguish, critically reflect, and further communicate the ethical concerns of human actions especially regarding the environment and our responsibilities to it. Considering the duty of the human community to prepare the younger people and to transform the perceptions of the older ones, philosophical inquiry and reinforcing critical thinking within the school and home through reflective dialogue is suggested through Philosophy for Parents (P4P), for the purpose of bridging a now widely recognized gap in communication and collaboration between parents and teachers, and hence in potential educational efficacy.

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Extended cognition in education. Psychodrama as an extended mind tool

Author(s): Radostina Minina / Language(s): English Issue: 2/2023

This article addresses the question of whether psychodrama can be viewed as an example of the extended mind thesis and can be applied in an educational context. The extended mind thesis (Clark & Chalmers, 1998) proposes that external artifacts can function as integral components of an individual's cognitive system, augmenting cognitive abilities. The article explores the notion that psychodrama, with its scenes, techniques, and social group dynamics, can be regarded as an extension of the mind. By examining this relationship, the article aims to provide a wider understanding of the implications of the extended mind thesis in the field of education. Viewing psychodrama through the lens of the extended mind thesis emphasizes the role of the environment in shaping cognition, underscores the significance of external resources in the educational process, and highlights the potential of psychodrama as an educational approach.

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Filozofski prilozi u Glasniku Jugoslovenskog profesorskog društva u periodu između 1930. i 1941. godine

Author(s): Damir Smiljanić / Language(s): Serbian Issue: 37/2022

Before the outbreak of the Second World War, Glasnik Jugoslovenskog profesorskog društva (Courier of the Yugoslav Professors’ Association) was the main pedagogical organ in the Kingdom of Yugoslavia. The author’s intention is to show how the status of philosophy as a subject in secondary schools was considered at that time. The perspective of the so-called work school, its view on the teaching of philosophy, and the philosophical character of its assumptions will also be taken into consideration. At the end of the article, the focus will be both on the demand for didactic adequacy of the education received by future professor candidates at the Faculty of Philosophy, and on the pressing problem of their unemployment. It will be shown that this problem was of great social importance, and that it has not been solved even to this day.

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Fihteovo učenje o znanosti kao primenjena filozofija

Author(s): Zoran Dimić / Language(s): Serbian Issue: 37/2022

We argue the thesis that Fichte's Doctrine of Science can be understood as an applied philosophy in two ways. On the one hand, through how Fichte sees the role of scientists, philosophers, teachers, and educators in society, and on the other hand, based on biographical details from Fichte's life, especially his way of dealing with philosophy. Only Fichte's definition of a scientist, to whom he leaves the responsibility for the overall progress of society, clearly determines how a scientist should deal with science, that is, a philosopher with philosophy. Fichte's general teaching practice and his public activity testify to the fact that he does not see the role of philosophy in its mere theoretical status, even if it was the queen of all sciences, but in putting it in the service of community advancement. The role of the Doctrine of Science in Fichte is placed in teaching and educational practice, but also in various forms of public speaking. In one of the mentioned forms, the general application of the Doctrine of Science is, in fact, its essence.

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Ideology and Aristotelian Philosophy

Author(s): Richard J. Fafara / Language(s): English Issue: 29/2019

To get a basic understanding of ideology, the author sketches briefly its philosophical underpinning as conceived by its founder. Then he compares ideology to an alternative way of philosophizing by examining Aristotle’s philosophy which will include one of the most important philosophers in the Aristotelian tradition, St. Thomas Aquinas. In conclusion, he determines what pedagogical benefits flow from such a comparison.

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"Odgoj i obrazovanje kao fundamentalna društvena djelatnost". Problemi filozofije odgoja u misli Gordane Bosanac

Author(s): Tomislav Krznar / Language(s): Croatian Issue: 03/167/2022

In this paper, we will try to present the problems of education as they were seen by the Croatian philosopher Gordana Bosanac (Varaždin, 1936 – Zagreb, 2019). Although these problems do not fall within the narrowest circle of her interests, the author has been intensively engaged with them throughout her life and has left a significant impact on thinking about the key aspects and scope of the issues we find in the philosophy of education. The central thesis of the article is as follows: G. Bosanac’s thinking is still very relevant today from at least two perspectives. Firstly, as a chronology of various interventions in the education system, and secondly, as an expression of innovative thinking about education that focuses on the individual and his or her intellectual capacities rather than on any social or productive purpose or requirement. We will present some lines of thought of G. Bosanac together with the most important biographical data. First, we will discuss the general content of the subject of education, with particular reference to the relationship between the individual and the social in education. Then, following the thoughts of G. Bosanac, we will rethink the issue of labour, with a special effort to rethink the content of education as labour. In the third part, with significant consideration of the thoughts of G. Bosanac, we will deal with the question of ideology and its negative effects on the education system and especially on the actors of this system. Ultimately, or as the key task of the paper, we will try to answer the question of why education is a fundamental social activity.

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DŽEROMAS SEIMŪRAS BRUNERIS IR DŽONAS DIUJIS: PAŽINIMO IR PATYRIMO JUNGTYS

Author(s): Šarūnas Gerulaitis / Language(s): Lithuanian Issue: -/2023

The essay analyses Jerome Seymour Bruner’s and John Dewey’s approach to the environment in which the educational process takes place, comparing the classical approaches to education of the constructivist philosophical trends of positivism and pragmatism. The scholars examined grew up and worked within the same American educational system, resisting the biheuristic educational philosophy of the time, seeking new ideas such as learning from experience, learning through practice, establishing a direction of meaningful activity towards learning; reforming the educational system of the time. In the context of today’s relevance - inclusive education - J.S. Bruner’s ideas - active student learning, spiral learning and pastolisation are relevant and meaningful. Dewey’s school - open, democratic, allowing everyone to flourish and grow - needs to be ‘alive’, so that students learn to solve problems of their own and of society in general, which arise within and beyond the schoo’s premises. This is the point at which Luksienė’s statement about how we need to create an open person and, through him, an open culture, ties in. The openness of culture and the openness of the person is inseparable from democracy (Luksienė, 2013).

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THE CORRELATION BETWEEN ETHICAL PEDAGOGICAL INTELLIGENCE AND EDUCATIONAL STYLES IN THE FAMILY

Author(s): Aliona Paniș / Language(s): English Issue: 2/2023

There are few things that make a child feel better than being treated by their parents as an intelligent, thinking person. Likewise, when children are treated as if they are important and intelligent, it is surprising how capable, clever and full of ideas they really are. In this context, educational styles in the family play an important role. At the same time, parents are also influenced in their children’s education by ethical pedagogical intelligence, which, in turn, is required to be developed through a transcendental Methodology for the formation of ethical pedagogical intelligence.

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