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Nature – a Medium of Value in a Constructivist Pedagogy

Author(s): Elżbieta Buchcic / Language(s): English Issue: I/2020

In Polish pedagogy, at the time of change, there is a reflection on the way of educating young people and on the need of creating a new educational system. Groundbreaking systems and educational methods are being searched for. The new ones are being created but also the old proven ways that have permanently made the educational process, both in formal and informal education, are used again. In the article, it is brought to attention that nature is an inherent element of every human’s life and should be a value to them. It should also be kept in mind that knowledge is not only facts, laws and theories drawn from observation of phenomenons and occurrences but is also the ability to use it rationally and to interpret information in everyday life. Using premises of constructivist pedagogy in formal and informal education, one can or even should form axiological paradigms of nature.

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ZNACZENIE EDUKACJI W KONCEPCJI J. A. COMENIUSA

Author(s): Jiří Tůma,Slavomír Laca,Ivana Shánilová / Language(s): Czech Issue: 13/2021

Influencing children and youth through education has an important effect on the direction of society evolution and is crucial for the development of social and intercultural relations, this creation is in line with the timeless ideas of J.A. Comenius and leads us to why it is necessary to be constantly aware of mistakes and to look for meaningful meanings of things in the field of education. In his work, he tried to find the basic reasons for educating children, youth and solutions to related issues.

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Contract Theory, Title Transfer, and Libertarianism

Author(s): Łukasz M. Dominiak,Tate Fegley / Language(s): English Issue: 72/2022

In the present paper we argue that the theory of contracts embraced by many libertarian scholars and relied upon by them in sundry important debates (e.g. over morality of the fractional reserve banking or loan maturity mismatching etc.), that is, the title transfer theory of contracts (TTT) should be rejected as not being able to account for the binding force of future-oriented contracts, including contracts deemed enforceable by those scholars themselves. The TTT claims that the only contracts that should be legally binding are these where the debtor’s failure to abide by them constitutes a violation of the creditor’s private property rights. However, as we argue, no default of the debtor in a future-oriented contract can in itself amount to such a violation.

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Идеальный учитель и идеальный ученик: Мейстер Экхарт и Михаил Ломоносов в текстах Маргариты Сабашниковой

Author(s): Patrik Varga / Language(s): Russian Issue: 1/2021

The paper analyzes the texts of a Russian anthroposophist, painter, and writer Margarita Sabashnikova related to the life and work of Meister Eckhart and Mikhail Lomonosov. The study demonstrates how Sabashnikova interprets the two important thinkers from the perspective of Rudolf Steiner’s philosophy in order to prepare Sabashnikova’s Russian readers for the coming epoch of world history, in which (according to Steiner) Russia plays a key role. For Sabashnikova, Eckhart is an ideal spiritual teacher and a person whose life marked the beginning of a new period of history, while Lomonosov is presented as an ideal follower who should become a model for all spiritual representatives not only of Russian intelligentsiya of that time.

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Educators in Search of the Fine Line between Use and Misuse of New Technologies

Author(s): Dana Hanesová,Andrea Nelson,Ken Badley / Language(s): English Issue: 1/2017

The currently youngest generation of learners has been massively influenced by ubiquitous technology. Due to their developmental cognitive and moral immaturity, decisions about the intensity of their use of ICT lies on the shoulders of their educators who have grown up in a different, pre-globalized world. These adults are often not aware of their insufficiently substantiated approach to their use of ICT in teaching. To become sufficiently informed requires considering various viewpoints, ranging on a continuum from techno-sceptic to techno-utopian. Responsible decisions about the ethical use of ICT can be reached only after considering the issues of the power of ICT as well as the need of coherent research of young learners' needs and teachers' capabilities. The authors share the results of research in various countries. They propose some solutions to this ethical problem, ones they consider suited to reflexive education.

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Philosophical Bases of Science Education Concept: History and Modern Developments

Author(s): Stanislav Dovgyi,Tetiana Matusevych / Language(s): English Issue: 59/2022

This article is devoted to the analysis of philosophical bases for developing science education concept taking into account historical retrospective and modern research achievements. The inquiry is one of a comprehensive attempt to analyze the range of philosophical and pedagogical aspects of the multifaceted concept of science education, the diversity of approaches to elaborate science education concept as a case of philosophical analysis, and the axiological aspects of science education through the prism of developing values and means of democracy. The role and place of science education in developing responsible citizenship are examined.

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Measurement Uncertainty – its Place in Education Studies

Author(s): Sławomir Pasikowski / Language(s): English Issue: 2/2022

The issue of uncertainty is not a popular one in educational research. It is rarely the subject of such research and even more rarely is it considered as a component of the observation process in pedagogical cognition. If it is addressed, it is usually as a psychological process, or as a threat to the achievement of goals, for example: a sense of uncertainty in the process of selecting learning content. For this reason, uncertainty is more often identi¬fied in educational research with decision theory and with risk theory and referred to psychological, economic, or political issues (Baranowski, 2017; Sahlberg & Senior, 2023). Uncertainty, however, is associated with such research much more frequently and strongly. Where information acquisi¬tion takes place under conditions of ignorance,

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Normatywna i prospektywna tożsamość pedagogii

Author(s): Andrzej J. Sowiński / Language(s): Polish Issue: 1/2023

In the theory of education, the language that characterizes the discipline and distinguishes it from other sciences is important. Moreover, the language used by the educator seems to be crucial in practicing professional education. It is because the theoretical language and the empirical content of pedagogy, which is not only described but also created by language, must be consistent with each other. Therefore, it is worth considering the importance of language for the practice of education. And so, an inseparable condition for practicing a given pedagogy is the affirmation by the educator and the pupil of the ideal of education adopted in it, which in turn is an extremely complicated theoretical category for both sides of the process. At the same time, its content is a distinguishing feature of the identity of pedagogics and pedagogy, which is defined and characterized by the normative and prospective sense of language.

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KONCEPCJE EDUKACJI W DYSKURSIE POSTHUMANISTYCZNYM

Author(s): Małgorzata Kamińska / Language(s): Polish Issue: 1/2022

In the post-humanistic discourse, the concepts of humanity, subjectivity, civilization and knowledge change (expand) their meaning. The scale of development of digital technologies, algorithmization and automation of people’s lives also plays a significant role. Today we know that the Anthropocene epoch brought (and continues to bring) more harm than benefit in the relations between man and nature, man and man, subject and object. In addition, the pandemic crisis has sharpened the picture of problems and challenges that humanity should face. Following this, the concepts of traditional education are also being revised. The text attempts to identify educational concepts that in the near future may change the humanistic visions of education and upbringing. It is a reflection on the potential of the post-humanis- tic understanding of education in the era of civilization crisis and global threats.

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Critical University Studies and the Defense of the Public University: Neoliberalism, Knowledge Socialism and Science as a Global Public Good

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Critical University Studies and the Defense of the Public University: Neoliberalism, Knowledge Socialism and Science as a Global Public Good

Author(s): Michael A. Peters / Language(s): English Issue: 22/2023

This paper proposes an argument for the defence of the public university in discussion of the field of Critical University Studies by examining the assault on the notion of the public and the public sphere by neoliberal policies. It elaborates an argument concerning the critique of neoliberalism and puts forward the idea of science as a global public good in the name of ‘knowledge socialism’ (as opposed to knowledge capitalism, or the knowledge economy). In particular it champions open science as a necessary public platform for the open science digital university and draws the interconnections between the idea of ‘knowledge socialism’ and open science as a global public good.

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Paedagogia perennis

Author(s): Andrzej Maryniarczyk / Language(s): Polish Issue: 29/2019

In the first part of the article, the context of using the expression paedagogia perennis is explained. Next, it discusses such issues as: the fact of human potentiality, which should be appropriately updated in the process of upbringing; it indicates the “tools” with which we can update these potentials, which according to paedagogia perennis are appropriate improvements, i.e. virtues (moral, intellectual, productive or social). The article closes with a discussion of the status of the tutor – teacher – master, which is defined by paedagogia perennis, and the resulting specific roles and tasks for the teacher.

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Wychowanie filozoficzne w ujęciu Mieczysława Gogacza

Author(s): Artur Andrzejuk / Language(s): Polish Issue: 29/2019

I define every upbringing as a philosophical education, which aims to direct people through establishing, developing and protecting personal relationships. Of course, this attitude puts it in Thomistic philosophy. From this perspective, religious education is part of philosophical education or its extension to the person of God. As part of the present topic, the philosophical structure of education is first pointed out, because pedagogy is a science about the principles of education and as such, i.e. the study of principles, belongs to the broadly understood philosophy. Such an approach requires distinguishing general pedagogy from particular pedagogy and defining the principles that guide each of them. Education understood in this way is primarily education of persons – it is based on understanding man as a person and directs him to other persons (God and people). This is connected with educational realism, which results from the fact that a real man is the subject of education, and real relationships binding man with God and other people are his goals. It follows that the goals of education lie in man himself – these are his abilities (skills) and virtues (moral virtues). They are not ideals, understood as distant goals that we never reach, which we only approach, always worse than what we strive for. Realistic education must also be integral, that is, take into account all spheres of human existence – his spirituality and his corporeality. This understanding of upbringing is not limited only to some initial period of human life, but it is implemented permanently, because it requires constant improvement of ourselves and others, improvement of thinking, choices and behavior.

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Aspekty wartościującego rozumienia kultury

Author(s): Wojciech Daszkiewicz / Language(s): Polish Issue: 33/1/2023

The article discusses the issues pertaining to the value-based understanding of the term ‘culture’ in the German language circle. On the basis of the understanding of culture as a cultivation activity (colere), the evolution of the meaning is shown, consisting in a change in the object of cultivation (from external cultivation to internal cultivation concerning individuals, then nations). Attention is drawn to the link between the term ‘culture’ and the term ‘education’ (Bildung), furthermore the moment of change in the meaning of the word ‘culture’ from active to passive is highlighted. In this context, one can see the trend towards the spread of an objective understanding of culture, which will gradually supersede culture understood subjectively.

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Filosofie și educație

Author(s): Marin Bălan / Language(s): Romanian Issue: 5/2022

Aristotel plasa educația în sfera filosofiei practice, alegând politica dintre științele practice, pentru o discuție despre felul de educație de care ar trebui să beneficieze copiii cetățenilor. Stagiritul continua astfel drumul deschis de Platon privind rolul educației în cadrul societății ideale pe care o descrisese în dialogurile sale politice, Republica și Legile. Dar, în general, la baza scrierilor lui Platon se poate identifica o teorie educațională, filosoful din Atena împărtășind poate aceeași părere cu sofistul Antiphon că „cel dintâi dintre lucrurile prețuite printre oameni este [...] educația”.

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Conceptual Concretization

Author(s): Theo A. F Kuipers / Language(s): English Issue: 2/2023

Leszek Nowak is rightly known as the pioneer of empirical concretization. As Giacomo Borbone notes, there is also a kind of conceptual concretization. This specific form of concept explication is illustrated by two transitions: from Bayesian conditionalization to Jeffrey conditionalization and from 'the straight rule' of learning from experience to Carnap's continuum of inductive methods. The paper closes with a schematic list of checkpoints for conceptual concretization in two rounds.

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JEAN JACQUES ROUSSEAU’NUN EĞİTİM ANLAYIŞINA GÖRE ÇOCUK GELİŞİMİNİN DEĞERLENDİRİLMESİ

Author(s): Mücahit DAĞDELEN,Ömer Faruk ŞEKER / Language(s): Turkish Issue: 62/2024

The Enlightenment Period, which represents an important paving stone and potential ground in the history of thought, is an important projection for the following periods. The function of this task continues today. The leading actor and representative of this importance is J. J. Rousseau, who significantly contributed to education. In his book "Emile," Rousseau evaluated child education from different and unknown perspectives for his time. In this evaluation, important criticisms were directed at the existing positivist education system of the era. It was not accepted then and became the target of various fronts. In "Emile," which was unique and original for its time and is the most referenced work today, "Nature education," which forms the basis of his educational philosophy, means the beginning of effective learning for children. However, in his work, Rousseau mostly addressed boys' education and offered limited suggestions on girls' education. Starting with the education of boys, which he shaped according to the understanding of naturalism, he reflected his thoughts by examining the mental, moral, sexual and religious development of the individual who gained autonomy from this perspective. The idea that girls would adapt to the "Wife" who grew up with this understanding was dominant. Although he was criticized due to the examples given in his works and subsequent research, he was an influential and influential philosopher of his period. This study examines Rousseau's understanding of education, various educational philosophies, his views on child development and his contribution.

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Platon’nun Eğitim (Paideia) Kavramı Üzerine Bir Soruşturma

Author(s): Vahit Celal / Language(s): Turkish Issue: 53/2024

This study aims to reveal what Plato’s conception of education (paideia) is, regardless of the views of Plato’s commentators. Therefore, by directly referring to Plato’s dialogues, the educator, the educated and his views on education will be explained in outline. The article will be limited to Plato’s views on education in the dialogues, not his metaphysical thought as a whole. Plato’s conception of education differs fundamentally from other educational paradigms in that it does not involve merely transferring information to the student or endowing the student with the ability to see. Plato deals with this issue in the seventh chapter of his masterpiece known as Politeia/Republic, while describing the famous Allegory of the Cave. Accordingly, it is stated that the student already has a seeing eye, so the problem is not related to vision, but the main problem is that the student’s point of view is not facing in the right direction. According to Plato, knowledge (episteme) cannot be something acquired later because what is acquired lateris subject to change. However, what is “subject to change” cannot be knowledge of the truth or true knowledge. Therefore, Plato defends the idea that knowledge of truth must be present in the student’s memory. According to Plato, the essence of knowing is remembering (anamnesis) has been revealed accordingly. The presence of the knowledge of the truth in memory is related to the fact that the psyche (soul) possesses an awareness or innate knowledge of the truth prior to its union with a body or its incarnation. However, the human psyche has forgotten that it is aware of the truth in question. Plato describes this situation as amnesia. The whole point is to get out of the amnesia state and return to the situation before birth. Education(paideia) plays the main role in realizing or remembering the knowledge of the truth stored in the memory. Another point that should be emphasized in Plato’s understanding of education is that it is psyche that is educated, not the person. Because, according to Plato, a person or identity corresponds to a character acquired later. In this sense, since the character is also subject to change, it is the psyche that needs to be trained, not the character. In addition, the study will include the views of the Philosophy of Education, which is a sub-branch of Modern Philosophy, is examined especially within the idealist understanding of education and Plato’s views on education are analysed in this context.

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Homoiōsis Theōi: Plato’s Ultimate Educational Aim

Author(s): Alexis Deodato S. Itao / Language(s): English Issue: 104/2023

Many academics and researchers who publish scholarly articles on Plato’s philosophy of education claim that the ultimate educational goal for Plato is simply the acquisition of virtues. While such a claim may not be entirely incorrect, it is nevertheless substantially wanting; for although the acquisition of virtue is no doubt paramount, for Plato it primarily serves as a means to another end. In this paper, I aim to show that, for Plato, the final summit of all educational enterprise is not really to become virtuous but rather to attain the state of becoming like God, and that is, homoiōsis theōi.

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ÇOCUKLAR İÇİN FELSEFE: DÜŞÜNCENİN YENİ UFUKLARI (P4C)

Author(s): Yurdagül DEMİRBİLEK / Language(s): Turkish Issue: 27/2024

This study focuses on why philosophy is understood as an effort to deeply question the nature of the universe, human knowledge processes, reality, value, art, and politics and why it is important for children. It aims to explain how philosophy contributes to children's world of thought and opens new horizons. It is emphasised that children are naturally curious and want to explore the world independently. Therefore, introducing children to a certain education system plays a critical role in helping them reveal their potential. Today, approaches called “Child Philosophy” (P4C) are applied at various educational levels and help to explore the world of thought of children. These programs encourage children to be introduced to philosophical concepts. It also aims to create a suitable environment that encourages cooperation and encourages mental activities to contribute to children's world of thought. These studies, which are expected to contribute to children's metacognitive processes, help children use their sense of questioning and curiosity effectively. It also improves critical thinking and logical reasoning skills. “Philosophy for Children”, which enriches children's world of thought with various tools such as stories and games, is important in terms of understanding mental processes and drawing attention to philosophical inquiry methods. This study aims to explain in detail how a certain system contributes to children's cognitive processes and draws attention to why philosophy is important in shaping children's world of thought.

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Nauka i edukacja akademicka jako towar. Dylemat kapitalistyczny współczesnych uniwersytetów

Author(s): Łukasz Młyńczyk / Language(s): Polish Issue: 72/2024

Modern universities, both at the level of science and at the level of student education, make a conscious choice of directions. Thus, their scientific and educational activities are being commodified in accordance with the expectations of the free market. It becomes interesting to analyze the issue of academic freedom, when the activities of universities and scientists are controlled by the forces of the free market. The text presented here analyzes the phenomenon of commodification of science and academic education from a meta-scientific, legal and geographical perspective. The whole is complemented by final conclusions.

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