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On Closing the Gap: or How to Challenge your Students to Engage in Philosophising

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On Closing the Gap: or How to Challenge your Students to Engage in Philosophising

Author(s): Madelaine Angelova-Elchinova / Language(s): English Issue: 1/2022

In the following paper, I address the worry that there is an increasing gap between the way the world is perceived by students and by their professors and teachers respectively. I argue that even if there is indeed a huge difference between our two generations, ‘the gap’ becomes irrelevant when we engage in philosophising. I will attempt to provide three short proposals on how to eradicate the gap when teaching philosophy. My hope is to show that, if we really want to make an attempt to eliminate the lack of understanding between the students and us, there are four basic rules that we could apply to our educational method. My argument makes use of the concepts of truth-value, consensus and epistemic normativity.

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Supporting Moral Development in Medical Students through an Elective Course Focused on Moral Self-reflection

Author(s): Tereza Pinkasová / Language(s): English Issue: 1/2022

Due to the high level of stress experienced during study, the moral development of medical students may be being stunted, and in some cases even regressing, compared to other students of the same age. At the Third Faculty of Medicine, Charles University, we have responded by creating an elective course that offers a safe space for moral self-reflection. The results show that this course can effectively support the moral development in students.

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Contribuţia scriitorilor ruşi la dezvoltarea pedagogiei

Author(s): Aura Hapenciuc / Language(s): Romanian Issue: 1/2013

The paper The Contribution of Russian Writers to the Development of Pedagogy emphasizes the involvement of Russian writers in social life, their connection to the history of social thought and of education. The purpose of this paper is to highlight the national identity of Russian pedagogy, the originality of its historical destiny. The specific role of Russian writers in the development of pedagogy is explained by the awareness of a certain prophetic mission that the Russians have. The intellectual contribution and the social involvement of many Russian writers, like Michail Lomonosov, A.N. Radishcev, N.I. Novicov, K.D. Ushinsky, N.G. Tchernyshevsky, L.N. Tolstoy, A.S. Makarenko, V.A. Suhomlinsky, is considerable. For example, the Soviet writer and educator A.S. Makarenko developed the theory and methodology of team education and the theory of family education, K.D. Ushinsky is the founder of the scientific pedagogy in Russia, the novelist L.N. Tolstoy developed the idea of free education, the publicist and writer V.A. Suhomlinsky made an important contribution to the theory and practice of humanistic education. We have to remark that man is a cultural being and pedagogy is a science of culture that communicates with the great works of human culture. Considering the fact that the term "paideia" is used with the meaning of “education”, but also with a wider and deeper meaning, regarding the "culture of the spirit" it is understandable why artists have excelled in the field of pedagogy.

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RETHINKING (DIS)FLUENCY WITHIN THE SCOPE OF INTERACTIONAL LINGUISTICS AND GESTURE STUDIES

Author(s): Loulou Kosmala / Language(s): English Issue: 2/2022

The study of so-called ‘disfluency’ phenomena (uh and um, filled and unfilled pauses, self-repairs and the like) has gained a lot of attention in various fields in linguistics in the past few decades, but a majority of studies tend to be production-oriented and often disregard fundamental aspects of face-to-face communication such as interactional dynamics and gesture. This paper presents a multimodal and multilevel model of “inter-fluency”, considering different levels of analysis, mainly, talk, gesture, and interaction, by combining different theoretical frameworks and methodologies in gesture studies and interactional linguistics in order to bridge this gap and go beyond previous cognitive-oriented models.

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Totalitaryzmy, ponowoczesność i wychowanie człowieka w świetle rozważań filozoficznych Chantal Delsol

Author(s): Adam Janas / Language(s): Polish Issue: 1/2022

The aim of this essay is to highlight the logical connections between education, postmodernity and totalitarianism. It begins from the existence of an ontically diverse reality, an integral part of which is human life between different orders of existence, immanent (biopsychosocial) and transcendent (existential, metaphysical and religious), which enables man to become what he may and should be. Following Chantal Delsol’s account, it can be argued that in the darkness of transcendence – both in totalitarianism and today – man is reduced to his biopsychosocial conditions as a result of the absolutization of the inherent criteria for the legitimacy of what is immanent. Consequently, the world becomes a field for social experiments carried out by means of terror or, more subtly, of social engineering. Education appears then as man’s protection against the totalitarian potential of human collective existence, and therefore also against himself.

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The Academia Electronica - Vision, Experiment, Future

Author(s): Michał Ostrowicki / Language(s): English Issue: 58/2022

This paper describes the history of the Academia Electronica, which has operated since 2007 in the Second Life 3D graphic environment. I focused on the transformation it underwent and problems which have been being addressed for the last 15 years. There are three aspects to the analysis: the first concerning the philosophy of virtuality, the second teaching in the 3D graphic environment, and the third revealing the social importance of an open university. This text is autobiographic, meaning that it includes short accounts of a number of events related to the development of the Academia Electronica as a university alongside my own personal reflections based on my long stay in the Second Life world.

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MUTUAL INCORPORATION, INTERCORPOREALITY, AND THE PROBLEM OF MEDIATING SYSTEMS

Author(s): Robin L. Zebrowski / Language(s): English Issue: 3/2022

In this paper, I explore the ways that phenomenological concepts like intercorporeality and mutual incorporation offer new tools in trying to make sense of human experiences via mediating systems. In particular, I think about how the COVID-19 pandemic hastened a large population into mediated interactions, and what is lost, perhaps contingently or perhaps intrinsically, when human experiences are mediated in this way. I look to research in presence, skillful interaction, and enactive social cognition to argue that there remains something ineffable or at least extremely hard to pin down about intercorporeality, and embodied togetherness has not yet been replicated in the mediating systems we currently embrace.

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PATHWAYS TO INTERACTIONS IN PHILOSOPHICAL TRAINING: DEWEY’S EDUCATIONAL PHILOSOPHY AND EMBODIED LEARNING

Author(s): Ileana Dascălu / Language(s): English Issue: 3/2022

This paper builds on John Dewey’s views on interactions to suggest pathways for enriching the study of philosophy. Along with the notions of body-mind and organism-environment transactions, interactions are part of a philosophical project with transformative implications for education as well. The first part of the paper will contextualize Dewey’s discussion of interactions with regard to his philosophy of experience and democratic theory. The second one will propose two criteria with regard to enriching philosophical training in ways that engage the mind and the body - increasing sociocultural awareness and generating integrative learning experiences – and will add a few examples of how the study of philosophy could benefit from applying an interactionist perspective.

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Kvintilijanovi principi odgoja i obrazovanja rimskih govornika

Author(s): Tamara Mazur / Language(s): Croatian Issue: 6/2022

Social values, as well as the state of society at a certain time, are optimally reflected in the contents and methods of education of new generations. When it comes to Roman education, Marcus Fabius Quintilian belongs to those who placed the social ideal at the center of education and subordinated everything else to it. In the 1st centuryA. D., he distinguished himself asa teacher of rhetoric and by theorizing about the education of orators and, also, by giving examples for practice. He accepted the task that was somehow imposed on him - to write a work based on many years of experience - how to raise a perfect orator. The Institutio Oratoria is a completely preserved work that determines the stages and methods of mastering the art of oratory from the earliest age of a child. As far as it is known, it is the only preserved systematic ancient pedagogical reflection. This paperwork tries to concisely present the principles that Quintilian considered fundamental in education, which resulted in a perfect Roman orator. The presentation of principles was done by analyzing historical sources and comparing them with contemporary pedagogical concepts.

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Marko Pranjić, Na iskonima europskoga odgoja: Telemah kao odgajanik

Author(s): Tamara Mazur / Language(s): Croatian Issue: 6/2022

Review of: Marko Pranjić, Na iskonima europskoga odgoja: Telemah kao odgajanik, Matica hrvatska, Zagreb, 2013, 438 str.

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Professional Activities of Practical Psychologists: Philosophical Counseling in the Context of Postmodernism

Author(s): Yana Chaika,Oksana Patlaichuk,Olga Stupak,Alla Lazareva,Oksana Voitsekhovska,Liudmyla Shkil / Language(s): English Issue: 4/2022

The current state of Ukrainian society is characterized by socio-economic instability, there are dynamic, unique processes in which each person is involved. In this connection, there are increasing demands on the professionalism of specialists in the field of practical psychology, their philosophical counseling in the context of postmodernism, aimed at helping people become the subject of their life, work, social and value relationships, to teach them to find meanings and maximize self-actualization. This is represented in the change of priorities in the professional development of practical psychologists, its focus on the development of specialists' subjectivity, their ability to independently solve professional and life tasks. An important role in enhancing the development of professionalism is the understanding of the essential characteristics of existential professional activity, expressed most often in professional meanings and values. The basis of a meaningful professional and personal life is the key ability of the practical psychologist to see and accept the needs of the profession and life and to find the most correct explanations for them. The purpose of the article is to investigate the importance and necessity of the activity of a practical psychologist, its peculiarities, the study of types of psychological aid: counseling, psychological rehabilitation, correction, psychotherapy, training, education and prevention; as well as the need to identify the main areas of professional activity of practical psychologists in the context of postmodernism.

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ODGOJNE SMJERNICE IZ ANTIKE KAO POTICAJI ZA SUVREMENI ODGOJ

Author(s): Luna Marija Bogadi,Aleksandra Golubović / Language(s): Croatian Issue: 21/2022

Upbringing is a complex life process of building and developing a human being following his/her characteristics. For the process of upbringing to culminate in the formation of intellectually and morally complete and independent people, the question has always arisen as to what it is that makes it effective. The main intention of this paper is to present and analyze fundamental educational guidelines devised and posited by famous philosophers of antiquity –Socrates, Plato, and Aristotle who focused on achieving personal autonomy, without neglecting the fundamental characteristics of socially acceptable frameworks of morality. The paper will present the development of fundamental educational ideas in antiquity, with special emphasis on building the authentic individual and the citizen as one of the main instruments of upbringing both in the past and today.

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Selected Representations of the Phenomenological Orientation of Polish Pedagogical Thought

Author(s): Jarosław Gara / Language(s): English Issue: 1/2023

This article indicates the basic premises and differentiating contexts that underlie the conceptual specificity of phenomenological pedagogy. In this context, three original positions of phenomenological orientation in Polish pedagogical thought have been presented. In accordance with their specific features, the first position refers to the phenomenological problematization of issues related to pedagogical axiology in a particular way, the second position refers to issues associated with pedagogical teleology, while the third relates to matters connected to pedagogical anthropology. Each of these positions is based on original theoretical solutions that have raised interest and initiated discussion on phenomenological pedagogy in Polish literature, beginning in the 1980s.

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An Evaluation of the Perceptions of Socio-Humanities Students on the Skills of Critical Thinking

Author(s): Mihail Rarita / Language(s): English Issue: 2/2023

One of the fundamental objectives of higher education is to prepare students to think analytically in order to develop and create knowledge, thus going beyond receiving information and building simple knowledge. That is why higher education must adapt its teaching and learning process to cultivate critical thinking of students. In order for academia to ensure the effectiveness of the development of critical thinking skills, student perceptions cannot be neglected, given that they are the ultimate receptors. In addition, investigating students’ perceptions of critical thinking skills could guide future training methods that promote their development. The purpose of this research is to explore students' attitudes and beliefs regarding critical thinking skills, as well as aspects of their development in academia and their transfer to other contexts. The study is conducted at the Dunarea de Jos University of Galaţi and uses the questionnaire survey method to assess students' perceptions of critical thinking, from several perspectives: the level of knowledge on critical thinking skills, strategies for learning critical thinking skills, the qualities of a critical thinker, the way students relate to the COVID 19 pandemic and fake news. To obtain the necessary data, the questionnaire was distributed through Microsoft Forms and subsequently analyzed to describe students' views on critical thinking. A sample of 101 students from specializations in the field of socio-humanities completed this survey. The results of the study showed that students invoke the need to overcome difficulties in developing critical thinking skills by: training teachers to use critical thinking in the classroom; including and practicing critical thinking skills in applied activities at courses and seminars; applying debates and discussions in the classroom as teaching and learning strategies; translating the theories learned in courses into different case studies; use of training skills, questionnaires, homework; participation in group projects in a collaborative environment.

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The normativity question in Quine’s naturalism: The context of the language learning situation

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The normativity question in Quine’s naturalism: The context of the language learning situation

Author(s): Shonkholen Mate / Language(s): English Issue: 2/2023

Quine has been charged with eliminating the normative dimension from his naturalized epistemology. The aim of the paper is to look at the role of empathy in Quine’s language learning situation, which in its simplest form is constituted by the parent-child relation. We will explore the normativity of the role of empathy thereof by exploiting the sociality of the language learning situation. Since the sociality of Quine’s notion of empathy is implicit, to explore the normativity expression thereof, we will examine the explicit sociality of Wittgenstein’s language learning situation–also constituted in its simplest form by the master-novice relation–and the normative character of it. By explicating the normativity of the calibrating role of the master and of rule following generally, we will parse the moral dimensions of the empathizing role of the linguist in Quine’s language learning situation. Finally, by examining the nature of normativity in empathizing, we will establish that the normativity of empathizing involved in Quine’s language learning situation is socially grounded without denying its individual dimension. We will conclude that the norma-tivity objection against Quine’s naturalism thus stands refuted.

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The art of education: Creative thinking and video games

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The art of education: Creative thinking and video games

Author(s): Lina Georgieva,Alexander Nikulin / Language(s): English Issue: 2/2023

The COVID-19 pandemic has shed new light on some significant problems that have been present in the education systems for decades. Тhe lack of various educational methods is becoming more and more evident, leading to a decreasing interest in learning and critical thinking. Оn the other hand, more and more research shows that different types of digital games can enhance creative and critical thinking in students. А closer look at the requirements of the educational programs shows how strict they are in their demands on students. Digital games like role playing games can be a bridge between students’ imaginations and complex educational material. Video games feature a variety of game mechanics that stimulate creative thinking and spark interest in otherwise difficult to understand topics. Motivation and engagement in digital games can be used in a specific way for educational purposes. If we think of teaching as an art in itself, what better method of teaching than through interactive arts.

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Radna teorija obrazovanja. Osnovne značajke pojma obrazovanja u Hegelovom filozofskom sistemu

Author(s): Mina Đikanović / Language(s): Serbian Issue: 37/2022

The paper analyzes basic elements of the concept of education as it was outlined in Philosophy of Right and Encyclopaedia of Philosophical Sciences. Author confutes the thesis on different education concepts in Phenomenology of Spirit and later Hegel’s works and tries to show that Hegel’s conception of education is shown in its duplicity from the very beginning. That duplicity isn’t related to difference between education and being educated, but to the interrelation of education in its wider and education in its narrower sense. Thus, it is shown that the narrower sense of education – as process that refines particularity and enables it to conduct itself in harmony with the nature of the object - is funded in a wither sense of education, as a self-development of spirit.

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Filozofski život

Author(s): Jan Defrančeski,Stjepan Krovinović,Petar Šarić,Kristijan Gradečak,Dora Bukovac,Jakov Erdeljac,Jakov Kalajžić,Josip Periša,Tomislav Dretar / Language(s): English,Croatian Issue: 04/168/2022

1. Lingvistika s povodom: Hrvatski jezik u digitalnom dobu, 2. Znanstveni simpozij »Pandemija, ekonomija i poslovna etika«, 3. Gostujuće predavanje Larsa Fredrika Händlera Svendsena o filozofiji laži, 4. 20. Lošinjski dani bioetike, 5. 17. Studentska biotička radionica, 6. Predstavljanje knjige Pobunjeni um. Eseji iz radikalne socijalne filozofije Ankice Čakardić, 7. Bioetika u kontekstu IX: Bioetika – biopravo – političke posljedice u svijetu nakon pandemije, 8. Humane Philosophy Project Study Week: “Naturalism and the Religious Worldview”, 9. 30. Dani Frane Petrića, simpozij »Svijet u filozofiji«, 10. 30. Dani Frane Petrića, simpozij »Hrvatska filozofija i kultura u interakciji i kontekstu«.

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ETHICS OF ROUSSEAU’S PHILOSOPHY OF EDUCATION

Author(s): Philip Osarobu Isanbor / Language(s): English Issue: 2/2023

Jean Jacque Rousseau’s conception of early childhood education indispensably, inevitably and reasonably indicates the values of child freedom in learning, and proposes the needs of respecting the freedom of the child in attempt to be formed and developed along his or her interests in contributing the development of the society he or she belongs. Outside this moral consciousness, the philosophy of Rousseau’s early childhood education calls to question the roles of the human persons in the development contents of the society in relation of curriculum contents of child mental formation, and this, Rousseau examines the directedness of early childhood education with three main concerns as principles: the Principle of Negative Education; Methods of Teaching; and the Aims of Education. Such ethical conception of child development projects that child has the right and freedom to be formed along what he or she likes being dependent on the dictates of natural law and principles, not what the society wants the child to be or study by the curriculum that is rudimentary to societal values, away from the personal values and capacities. Adopting evaluative mode of analysis therefore, the essay concludes that the ethical imports of Rousseau’s early childhood education as a basis of contemporary educational philosophy in promoting child-centred curriculum and learning, where personal potentialities and creativities of learners can be fully harnessed along the respect of natural law and freedom. With this, there are bound to be an healthy and vibrant society where integral freedom with real sense of responsibility is allow to be exercised from early stage of human development through education.

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Saying something concerning truth, violence, and education

Author(s): Eric Ramsey / Language(s): English Issue: 2 (43)/2023

This essay undertakes a brief engagement with Martin Heidegger’s reading of Sophocles’ “Ode to Man” to orient hermeneutic engagements with three paintings (Goya’s Saturn Devouring His Children, El Greco’s Purification of the Temple, and Hodler’s Truth) to say something about hermeneutic education, truth, and violence.

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