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Plato’s idea’s of knowledge and training of the guardians in the quest for democratic ideology in the Global South

Author(s): Oluwaseun Adeola Anifowose,Felix Olatunji / Language(s): English Issue: 27/2021

The quest for what constitutes knowledge and the authentic means of attaining it have been a subject of intense philosophical speculations from time immemorial. This is to say that the discourse about theory of knowledge had stated from the ancient era in philosophical par lance. Knowledge, in turn, is a coefficient of social order, democratic ideology and development, which implies that for there to be any form of tranquility and peace in any society at all; its leaders must necessarily have the right sort of intelligence and ability. And that is why leadership problem is the deadliest monster a state and its people can suffer from. Plato’s understanding of knowledge is apt and germane in the discourse of social orderliness essentially as it relates to and with the training of the guardians for the growth, progress and development of human society. In Plato’s view, the guardians must be courageous with instinctive love for wisdom and understanding, which by so doing will make a really noble guardian of commonwealth to be swift, strong, spirited and philosophic. But an attempt to understand the impact of knowledge on leaders of societies among societies of the Global South especially in Africa had become a phenomenal mirage as many (if not all) of the leaders are not properly ‘schooled’ and are also bereft of ideas to lead human societies.

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REFLEKSYJNOŚĆ W KONTEKŚCIE PODMIOTOWOŚCI I SPRAWCZOŚCI NAUCZYCIELA. WNIOSKI DLA KSZTAŁCENIA NAUCZYCIELI

Author(s): Wanda Maria Dróżka / Language(s): Polish Issue: 1/2022

The article’s aim is to describe and analyse reflectivity as a desirable dimension of the profession- alism of a contemporary teacher and the space of his becoming and development. It’s described on basis of author’s own research works and analyses, in reference to the so-called “reflective cogni- tive approach” in the social sciences, presented by Giddens, Sztompka, Bourdieu and studies and analyses on the basis of pedeutology (Czerepaniak-Walczak, Kwiatkowska, Mizerek, Klus-Stańska, Gołębniak). In this text, in addition to referring to the aforementioned trends and concepts, the approach of Margaret S. Archer is introduced, in which the three components of subjectivity, re- flexivity and agency are closely related and determine the essence of man as a person. In this way, author exposes the issue of the teacher as a person. This perspective, along with the social approach, in the current conditions (due to their technological complications and global tensions), is partic- ularly desirable. Meanwhile, these are neglected issues in Polish education policy; the teacher’s (technical) competence model (limited professionalism) does not seem to be enough while facing constant changes in the socio-political arena and in the media. They affect the axiological condition of teachers, cause their identity confusion, uncertainty, low sense of subjectivity, lack of strong legitimacy and trust in society. The article also addresses the issue of education to reflectivity as the basic subjective competence of the teacher, the quality of his person, education as a task of modern education and the education and professional development of teachers.

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Nastava filozofije u srednjim školama: Refleksije i pitanja

Author(s): Una Popović / Language(s): Serbian Issue: 37/2022

This paper is about the problems and reflections on secondary school teaching of philosophy in Kingdom of Yugoslavia during the period between the two world wars; I will present what was the role and the meaning of philosophy in the secondary education according to the perspective of philosophers of the time. The analysis shows that the role of philosophy was divided between two educational models – the scientific and knowledge-based one, and the moral and formative one; the first one being predominant. The teaching of philosophy was gradually adjusted to the idea of education as acquiring of knowledge, becoming the tool for such goal in the process. The analysis also suggests that the revitalization of the other model, focused on formation of mind and moral values, could become an alternative to the contemporary tendencies in philosophy teaching.

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The Application and Reflection of Philosophy on Social Science to Elementary School Students

Author(s): Reza Syehma Bahtiar,Suyanto Suyanto,Haryanto Haryanto,Diah Yovita Suryarini / Language(s): English Issue: 37/2022

A lot of transformations have been made worldwide due to technological advances. However, there are significant consequences of these advances that humans cannot avoid. This article examines the application and reflection of philosophy on the Social Science of higher grade elementary school in Indonesia. It is motivated by the rapid technological progress that reduces the social interaction of elementary school students. The purpose of this study is to identify (1) the essence of symptoms or objects of the application and reflection of philosophy on the Social Science of elementary school (ontological grounds), (2) how to obtain or manage symptoms or objects (epistemological grounds), (3) the benefit of symptoms or objects (axiological grounds), and (4) understanding and two-way understanding of symptoms or objects (hermeneutics) in Social Science. The data was collected from various relevant sources, including journal articles, books, and relevant research. The results show the need to uncover the application and reflection of philosophy on social science ontology, epistemology, axiology, and hermeneutics.

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Filozofia i etyka nauczane w szkole średniej, jako sposób poszukiwania prawdy. Recenzja. Zbigniew Zdunowski, Filozofia jest ciekawa. Z ćwiczeniami dla lubiących myśleć, Wydawnictwo von boroviecky, Radzymin 2021, stron 368 stron.

Author(s): Ewa Agnieszka Pichola / Language(s): Polish Issue: 11/2022

In the book we recommend, Zbigniew Zdunowski who taught philosophy and ethics for thirty years, shares his experience on how to speak of the perennial philosophical questions in a demanding environment of the contemporary high school. The work begins with the Word from the Author. Next, there are two parts divided into chapters. The first part With Philosophy Through Life consists of: I. Philosophy Introduces Itself, II. How Many Philosophical Words There Exists?, III. Almost Everything on Love, IV. Philosophy in Search for Freedom, V. The One Truth or The Many Ones?; Part II With Ethics Closer to Life: I. Ethics Introduces Itself, II. Is It Possible to Define Goodness? Three Steps to Understand Goodness, III. Problems with Man, IV. Ethical Aspects of Euthanasia, V. Aftermaths of the Black March, IV. Genderism, VII. On Tolerance From Another Perspective, VIII. How to Discuss with an Ethical Relativist. Next is the Summary and the Index of Names. Many chapters encourage to develop our interest in philosophy in appendices- Invitation to Thinking, there is also a part for more ambitious readers- as the Author calls them- The Short Logical Appendix, and finally there is a proposal titled How to Discuss with the Ethical Relativists When Arguments Fail? The Author prepared a wide variety of materials to which we, encouraged to critical thinking, may turn in various debates. Although the work refrains from offering a systematic study on philosophical schools, it can be an inspiring source for any reader interested in a deeper reflection on the variety of existential issues.

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Pedagogika: w służbie człowieka czy Nowego Porządku Świata?

Author(s): Piotr Jaroszyński / Language(s): Polish Issue: 29/2019

The word “pedagogy” is the word commonly known today, which is most often read as the science of upbringing. This was the meaning of the word in Greek culture, which promoted a certain type of culture, which was directed towards the integral development of the young person, that is to say, encompassing both the physical, moral, artistic, philosophical and religious aspects. In modern times, the meaning of this word has changed because the word was isolated from the context of classical culture to denote very different models of upbringing, including those that were anti-pedagogical (postmodernism) and were also taken over by the ideology of different totalitarian systems (Bolshevism, socialism, communism). In such a situation, it is easy to abuse the word “pedagogy”, especially when various, partial, achievements derived from specific sciences (psychology, sociology) are used. However, bearing in mind the great role of classical pedagogy, it is worth returning to its principles and ideals, which can still be an inspiration for a truly humanistic culture.

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Ideologizacja pedagogiki. Współczesne tendencje

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

The article explains the concept of ideology and its context, which is the tradition of philosophical idealism, in its two opposing currents: rationalism (modernism) and irrationalism (postmodernism). The consequence of idealism are two a priori anti-pedagogies, respectively: collectivist (fascism, communism, nazism) and individualistic (liberalism). In their context, such traditional concepts present in personalistic (realistic) pedagogy as: dignity, freedom, subjectivity, tolerance are distorted and identified with each other, which leads to a vicious circle of argumentation and absurd anti-pedagogical consequences in educational practice.

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Ideologizacja pedagogiki. Destrukcja etycznego i racjonalnego myślenia o wychowaniu

Author(s): Mikołaj Krasnodębski,Mariusz Gizowski / Language(s): Polish Issue: 29/2019

Contemporary pedagogical theories and the growing upbringing parctices seem to be based on posmodernism, neoliberalism, multiculturalism, environmentalism, anty-pedagogy, gender and antroposophy. They arise from the traditions of philosophical idealism and utopia, proclaiming the reductionist vision of man as well subjective and relativistic morality. The article outlines the theoretical sources of ideologisation of pedagogy and their practical consequences.

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O. Jacek Woroniecki a Jean-Jacques Rousseau: spór o naturę

Author(s): Tomasz Mitraszewski / Language(s): Polish Issue: 29/2019

J. J. Rousseau introduced and described an idea of a human life and its universal happiness that may be achieved only by living in compliance with nature. But firstly human nature must be understood. He therefore suggested an introspective way of self-cognition as the most effective and reliable. Individualistic analytical perspective adopted by Rousseau, saturated with sentimental attitude, as well as his personal life path resulted in paradoxical conclusions regarding the sphere of education. Emil, an important figure of Rousseau’s concepts of human condition returns to his natural state and is finally doomed to a life of loneliness filled with sterile contemplation of his own separateness – in an idealized, utopian nature. The upbringing concepts of J. J. Rousseau and J. Woroniecki fully reflect the essence of their separate understanding of nature. J. Woroniecki shows a different concept of man as an individual rational being, guided by the decisions of the will, feelings and desires resulting from his sensualcorporeal sphere that determines his behavior. He derived human social functioning straight from his nature. Human potentiality demands attentive care from the very childhood and finds its full expression in the essence and role of man’s process of upbringing and education – integrated and complementary ways of human development. Woroniecki and his paideia combine in a harmonious whole what is often contrasted in other systems: the individual and society; creative development and respect for universal standards. His practical ethics defines how to achieve the goals of education. The Woroniecki’s concept of upbringing, its importance, timeliness and permanence, seems to be an open system – also for discussions taking place today around the problems of philosophically understood pedagogy.

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Słowo w metafizyce Tomasza z Akwinu

Author(s): Artur Andrzejuk / Language(s): Polish Issue: 31/1/2021

The philosophy of St. Tomasz belongs to the classical Aristotelian realism. So Thomas focuses on an adequate (truthful) cognition of the reality and an equally adequate (truthful) expression of it in a scientific theory. The word (verbum) for Aquinas is a "mediator" which serves this enforcement and therefore it is placed on three levels of human cognition, as the word of the intellect (verbum intellectus), the inner word (vebum interius) and the word spoken aloud (verbum vocis), i.e. external (verbum exterius). Each of these words is related to enormous problems: the first is cognitive, the second - moral and educational, and the third - linguistic and semiotic. I will attempt to outline all these issues.

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O obecność retoryki w edukacji

Author(s): Imelda Chłodna-Błach / Language(s): Polish Issue: 31/2/2021

In the social dimension of human life, human speech – specifically the word – is one of the primary tools of communication. This is confirmed by our everyday experience. The exchange of opinions between people very often takes the form of persuasion, when we question someone's judgment, when we defend our own opinion, when we accuse of something. Today we do it mostly on the spur of the moment, while the ancients believed that it can be done with knowledge and skill, and the art that helps in this is rhetoric. The purpose of this article is to point out the continuing need for teaching rhetoric. This issue is discussed in three steps: 1) first, I briefly outlined the current situation of rhetorical education in Poland; I also indicated what are the consequences of this situation; 2) I explained what (what understood) rhetoric should be included in the educational system; 3) I answered the question: what is the purpose of teaching rhetoric? Why to teach it? What does it give? What does it equip us with?

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Tomislav Krznar (ur.): Filozofija i stvaralaštvo

Author(s): Bernard Špoljarić / Language(s): Croatian Issue: 03/167/2022

Review of: Tomislav Krznar (ur.): Filozofija i stvaralaštvo Hrvatsko filozofsko društvo – Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb 2021.

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Zašto studirati filozofiju? O izvanfilozofijskim benefitima studija filozofije

Author(s): Matija Mato Škerbić / Language(s): Croatian Issue: 04/168/2022

In this paper, the author approaches the question of why one should study philosophy from an affirmative point of view and argues pro philosophia, i.e. he justifies and promotes the possible taking up of the study of philosophy in the present day by considering its extra-philosophical benefits. Thus, the author speaks from a particular perspective, looking at the study of philosophy from an opportunistic and instrumentalised angle. Namely, he does not consider the study as such, its philosophical justification and quality, but looks for its potential in and for today’s world. That is, not for professions such as philosophy teachers or academic philosophers, but actually for almost everyone else. In this sense, the author elaborates ten possible benefits of studying philosophy: (1) Developing critical, logical and reflective, (2) careful and (3) creative thinking; (4) Identifying and formulating (essential) questions; (5) Making quality decisions (‘decision making’); (6) Developing problem-solving skills; (7) Enabling ethical reflection; (8) Identifying life values; (9) Human flourishing and the search for meaning; (10) Preparing for a range of possible professions outside the philosophical professions.

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ФІЛОСОФСЬКЕ РОЗУМІННЯ ФЕНОМЕНА ДИТИНСТВА У ТВОРЧОСТІ Г. С. СКОВОРОДИ

Author(s): Mariia Luhova / Language(s): Ukrainian Issue: 3/2023

The article examines the key philosophical concepts of H. S. Skovoroda. The possibilities and prospects of using philosophical concepts in the modern realities in Ukraine are revealed. In particular, the focus is on childhood as a subject of the philosopher’s research. The boundaries of the perception of childhood are expanded, and the world of Grigoriy Skovoroda’s childhood is analyzed in several dimensions: a child in the classical sense; the archetype of the child as a manifestation of the connection with God; childhood period of Grigory Skovoroda.

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Filosofie pentru copii fără copii? Câteva reflecții despre dialogul dintre adult și copil

Author(s): Anda Fournel / Language(s): Romanian Issue: 5/2022

In the Philosophy for children (P4C) practices, which have grown significantly over the past two decades, children become the focus of educational attention that seeks to develop thinking through and in dialogue. Philosophy plays the role of a tool that would best achieve this goal. Some of the promises and expectations that P4C holds about the place of children and young people in these philosophical practices will be addressed here. But does the concern of adults in the reality of dialogues remain child-centred? What is the risk, and interactions analysis suggests that this may be the case, that P4C practices lose sight of children, that it does not take their efforts and contributions seriously? This paper asks under what conditions adults might enter into philosophical dialogue with children.

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Poate fi etica predată copiilor?

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

Although the importance of ethics in education is recognized, it is not clear how it should be approached in school: the same as with other subjects or differently? By introducing ethics into school curricula, the institutions did not come up with specifications regarding the teaching methods, assuming or postulating that ethics could be taught. But can ethics be taught? This is the question that runs through the present study. School should not teach students what most people think is right or make them accept a predefined set of values; rather, it should teach them to think for themselves, to find the reasons why something is believed to be right, and the arguments by which one determines whether a certain position is right. Transmitting and memorizing moral knowledge does not entitle us to expect that children will put them into practice. The question of whether ethics can be taught does not seem to have a positive answer. But there is the variant of ethical inquiry, as in philosophy for children.

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University and Post-truth

Author(s): Olha Honcharenko / Language(s): English Issue: 3/2023

The article demonstrates the conflict between university and post-truth, namely the inability of university to fight post-truth due to the underestimation of objective truth in society. The facts that university is losing the opportunity to develop students’ critical thinking as a result of the deprivation of its independence in obtaining objective truth are given as arguments. The attention is focused on the historical context of this conflict. In conclusion, the need for university to defend its independence due to the terrible consequences of post-truth for society is proved.

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The Space and Role of Discussion in University Studies in the Context of Socrates’ Philosophy of Education

Author(s): Vaida Asakavičiūtė,Ilona Valantinaitė,Živilė Sederavičiūtė-Pačiauskienė / Language(s): English Issue: 3/2023

This article analyses the role of discussion in university studies in the context of Socrates’ philosophy of education. The article begins with a discussion of the relevance and continuity of Socrates’ ideas on philosophical education in the contemporary educational space and highlights the importance of Socratic discussion in university studies. It is argued that discussion contributes to the development of one of the most essential skills of the 21st century, i.e. critical thinking, which encompasses the totality of analytical, social and personal skills. The paper also points out that Socratic pedagogy of discussions and humanistic education contribute to organising student-centred studies and enable the consolidation of lifelong learning. These competencies and skills are becoming a priority educational objective in the current age when knowledge, technology and the world are constantly changing and renewing. The second part of the paper deals with the specificities and polarities of the discussion process. The distinction between authentic and inauthentic discussion is made in the context of Socrates versus the Sophists. Much attention is paid to highlighting the difference between authentic discussion and inauthentic one as pseudo-discussion to provide pathways and guidelines for the implementation of authentic dialogue in the study process.

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THE ETHICS OF EDUCATIONAL SUSTAINABILITY AND THE 'POLITICAL' PHILOSOPHY OF EDUCATION

Author(s): Alexandru Gabriel Negoiță,SIMONA-ELENA NEGOIȚĂ / Language(s): English Issue: 1/2023

The considerations formulated in this paper focus on the concept of strengthening that system of resources and values that ensure the synchrony between individual behavior and the common good. In contemporary society, in a healthy environment, the right to development should be based both on a fundamental educational philosophy and on a teleological factor: the autonomy of judgment as well as the knowledge process make the subject capable of correlation, solidarity, able to recognize competence as a valid resource to compete in shaping a social protection policy. The hypothesis of an ethics of sustainability is strengthened by an ethics of education, which can be identified by the production of new experiences, a sustainable practice in which each change is perceived as an inner act, as an act of the individual, and can be transformed into responsibility collective. The aim is therefore to extend the ethics of a democratically conducted research to the instructional field and corroborate the educational process promoted through it.

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ALPHABETAZION OR LITERACY. DEVELOPING STUDENT’S NARRATIVE IDENTITY

Author(s): SMARANDA SAFTA / Language(s): English Issue: 2/2023

Contemporary society imposes, through new educational trends, a possible replacement of the term alphabetization with that of literacy. To develop literacy skills, it is necessary to understand the conceptual implications. Being in a semantic nothingness, the Romanian language and literature teacher must guide the digitally native student to discover his narrative identity. Self-construction, autobiographical narrative, and memory are three defining elements in the development of narrative identity. Therefore, scholar reading is an important activity in which every student is involved, both with the elements of general culture and with the influences of the social environment. In a society in the midst of digitalization, reading courses must not be built following the classical teaching process, but also by integrating new concepts such as transmedia storytelling. The development of literacy skills in accordance with the principles of digital literacy is mandatory for the digital-native generation.

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