What’s Wrong with Teaching Controversial Issues Directively?

Introduction. The article presents a philosophical and methodological substantiation of personal experience as a subject of development in the educational process and personal culture as the goal of developmental education. Such a justification is the content of philosophy of developmental education in that part, which can be attributed to philosophical anthropology, to the philosophy of culture and social philosophy. This content is made up of knowledge about the laws governing the development of a personal experience and the formation of the main types of personal culture. It allows us to determine the invariant structure of educational goals, which can be correlated with the requirements for educational outcomes described through competences. On the basis of the invariant system of developmental education goals, variable ways of achieving these goals, both for general and for vocational education, can be determined, reflecting the particular and individual levels of human existence.The aimof the present article is to philosophically substantiate the understanding of personal culture as the goal of education, focused on the development of a person as a whole, on the development of the personality.Methodology and research methods. The methodological basis of the study is the dialectical approach: the dialectic of the essence and existence of a person, the principle of unity of diversity, the relationship of general, particular and individual. Research methods were determined in accordance with philosophical and psychological knowledge about a person, obtained on the basis of applying systematic, subject-active and cultural-historical approach.Results. The result of the study was the conclusion that the laws of acquisition, reproduction and development of a personal experience are the objective basis for determining the system of goals of developmental education, its content and the complex of ways to organise it. Personal experience is the subject of development in the process of education. The qualitative state of experience, which characterises the completion of the stages of the social and cultural development of a person, is defined by the authors as personal culture. It acts as a complete product of the educational process, and therefore the overall goal of education. Knowledge of the laws of existence and development of the basic elements of personal social and cultural experience becomes the rationale for determining the goals, content and methods of organising education and training in a holistic educational process.Scientific novelty. The scientific novelty of the study lies in the fact that for the first time in the philosophy of education, the authors consider the formation of personal culture in conjunction with the development by individuals of groups of cultural means corresponding to the main stages of human cultural development.Practical significance. The developed approach allows for the determination of the invariant structure of pedagogical technologies of continuing developmental education, as well as this approach involves the creation of a variable component of technology, ensuring the unity and originality of the levels of human existence in the educational process.

Education is an integral part of human life because it is a tool for personal growth and realization of human potential. The quality of humans as multidimensional beings is primarily determined by the educational process. Humanism is a philosophy of education that states that humans are full of creativity and happiness that does not require the approval or support of others. The main goal of humanistic education is to encourage learners' independent personalities, responsible learning, creativity and interest in the surrounding environment. MTS Noor Musholla is a private educational institution that teaches traditional education and Islamic studies. It offers education based on Islamic principles. This form of education also requires vision and principles so that the information given to students is conveyed properly. The relationship between teachers and students must also be built well. This research article is a descriptive research article. The data collection used in this research is done by collecting primary and secondary data. Primary data were obtained through observations and interviews, while secondary data were obtained through journals and library references. The result of the philosophy of humanistme education of MTS Noor Musholla Surabaya is a humanistic teaching approach that has an impact on the learning process. Student learning motivation, the principle of humanistic approach that can provide learning to students and help develop social, emotional, holistic developmental skills and the application of humanism values that can help develop potential.

During the last six years there has been growing interest in the development of a philosophy of engineering and a philosophy of engineering education as distinct from a philosophy of science education. There have been several international workshops and a number of papers on these topics that have been presented at the ASEE and Frontiers in Education (FIE) conferences. Those concerned with the philosophy of education have focussed primarily on the contribution that philosophy can make to the design of the curriculum and the use of the philosophical method in the study of engineering. Most of these discussions have been engineering-centric and taken place in the absence of any discussion of the more general aims of higher education. The purpose of this paper is to consider the role that philosophy might play in the achievement of the goals of higher education as expressed by such authorities as John Henry Newman. It is argued that a link between engineering education and these more general goals is to be found in the views of the Scottish philosopher John Macmurray on the relationships between theory, practice and action as expressed in his Gifford Lectures on The Self as Agent and Persons in Relations. It is argued that as much attention needs to be given to the affective domain as it does to the cognitive. Recent research shows the importance of the peer group, together with interaction with faculty to be the most important factors in student achievement and development. Faculty have a major role to play in helping engineering students overcome negative attitudes toward liberalism, as does mixing with students who have other interests. Enlargement of mind is helped by an acquaintance with the perennial problems of philosophy since the answers a person gives to them influence her/his thinking and behaviour. In the discussion that ends the paper, attention is drawn to recent research on the experience of students of their undergraduate education that supports some of the contentions made in this paper. © 2012 American Society for Engineering Education.

This article aims to examine the importance of character education to create Indonesian people who have knowledge, have noble morals, have personality and character. The writing of this article uses the librarian method and in-depth study of the literature. The issue of the character of students and the character of the nation is currently the most important issue for the world of education in the country. Education includes two main interests, namely the development of individual potential and the inheritance of cultural values. There are three foundations that make up the philosophy of education, namely: the ontological, epistemological and axiological foundation. A person who is studying education is required to think about essential problems regarding education. Various problems of the nation today can only be fixed by individuals of the younger generation with character: smart, quality, ethical, disciplined, honest, hard work and moral. It is hoped that the development of Indonesia's young generation can become the identity of the nation's children in the era of globalization and acculturation of world culture, and can encourage independence in an effort to increase the competitiveness of Indonesia's young generation. The back and forth of the nation's future is very much determined by the quality of human resources who are intelligent, have character, have good character, in accordance with the philosophy and goals of national education.

The article analyzes the development of the education system of Ukraine from the point of view of the theory of generations by American researchers William Strauss and Neil Howe. Theoretical substantiation of the hypothesis concerning the transitional character of the whole Ukrainian society from the Soviet cycle of generational change to the national cycle of generational change is given. The subjects of education providing are the middle and older generations, while the subjects of education are mostly the younger generation – the sociological and historical definition of these generations, specifying their characteristics as stable social groups in a society should be the next step. The tasks of the philosophy of education, which for some time were devoted to reflecting on the development of the national education system in general, must now should be specified now as tasks for a certain generation of Ukrainian (and not Soviet or post-Soviet) society. In this context, it is time for both the Institute of Higher Education and the philosophy of education to summarize, revise the initial vision of institutional tasks, clarify them, expand, supplement with new tasks and in general – create a new vision of the philosophy of education and philosophy of higher education in Ukraine. Overcoming the current crisis of the education system of Ukraine is possible through a clear definition of the goals and basic values of education for specific participants of the educational process – only in this way, systemic goals and values become the values and goals of individual educational communities. Teachers, professors and other subjects of education appear then as specific pedagogical teams, united by explicit educational values and goals, which are clearly correlated, on the one hand, with the tasks of development of the national educational system, and on the other – with the motivation of educational activities of specific teachers. The inevitable competition in education, which is particularly dramatic in overcoming its systemic crisis, has positive consequences if it is carried out as a competition for the best embodiment of virtues, for excellence in the providing and gaining of education.

Con el interés de contribuir a un mejor conocimiento de las raíces de la educación inicial y a la reflexión de actualidad sobre el propósito de la educación, este trabajo analiza los planteamientos de Friedrich Froebel con respecto a los fines del jardín infantil. Para ello se ha consultado la Carta a las Esposas y Jóvenes Alemanas de 1840 como fuente primaria porque en ella Froebel esbozó un plan para la implementación del jardín infantil y presentó reflexiones acerca de su filosofía de la educación. Froebel pensó en la implementación universal del jardín infantil como sistema educativo para la humanidad, como institución para la educación integral y atención de la niñez de todas las clases sociales y para la formación docente, como proyecto para ser divulgado y puesto en práctica más allá del ámbito local de su origen y como una misión encargada especialmente a las mujeres. En el contexto de la industrialización, urbanización y modernización de la familia, Froebel recurrió a ideas del cristianismo y del pensamiento idealista, neo humanista, romántico y naturalista para impulsar una reforma y responder a deficiencias en la educación y a problemas en la familia y en la sociedad.

This paper profiles the Nigeria philosophy and goals of education on gender issues. It relies entirely on secondary data and describes the educational situation in the Nigeria philosophy and goals of education on gender issues bringing out the objectives and strategies that the Nigerian government has embarked upon to provide access and quality education for children. The data shows that the educational prospects are dismal in Nigeria. The paper also observes that the National Policy on education in Nigeria has also overlooked the issue of girl-child education to a large extent. The effect of the policy statement on women is negative as man is the main focus. The paper adopts the feminism theory, using the qualitative design method of analysis to describe/appraise Nigeria philosophy and goals of education as they bother on gender issues. The paper concludes that the National Policy on education should be gender neutral to avoid the negative effect on the girl-child education in Nigeria.

The purpose of this study is to identify the teaching professionalism of the two teachers for secondary science-gifted students in perspective of teaching orientations. Both teachers have been taught biology to secondary science-gifted students for more than six years and they have received in-service training in gifted education. Teachers' orientations were investigated through in-depth interviews and observing lessons. For the data collection, videotapes were recorded during two lessons and two in-depth interviews for each participant were conducted. All recorded data were carefully transcribed and analyzed. Some unique characteristics of teaching were identified from the class instruction of each participant. Both teachers revealed 'Open Inquiry' orientation. This was reflected by their educational goals and beliefs that they should help science-gifted students to grow themselves as scientists by enhancing their inquisitiveness and creative problem solving ability. However, each teacher had shown different teaching orientations such as 'Academic Rigor' and 'Discovery' that seemed to have influence on the level or the range of subject matter covered in the classes. Teachers' science teaching orientations have been changed by their subject of teaching and their experiences in teaching the gifted. In the process, teachers' educational philosophy about gifted education plays an important role in teaching orientation. Based on the ongoing teachers' efforts for enhancing his/her professionalism, the teachers seemed to critically review theoretical knowledge of the science teachers in gifted education through self-reflection on their own teaching methods. When teacher's educational philosophy about gifted education was established and internalized, science teaching orientations in teaching practice seemed to be consistent with his/her goal of teaching.

The Indonesian curriculum for junior and senior high school level always undergoes a revision. This is aimed at finding the good patterns practically and theoretically to reach the goals of national education that are to educate whole Indonesian societies. Through curriculum changes, the teachers hope they can develop their students’ competences holistically in social attitude, skills, and knowledge. Theoretically, the educational curriculum from 1994 to 2013 always refers to educational philosophies. This paper shows the curriculum analysis based on educational philosophies. Dealing with the result of curriculum analysis, the educational philosophies in Indonesian curriculum are progressivism, constructivism, and humanist-religious. These educational philosophies are deemed dominantly affecting the Indonesian curriculum nowadays. For English language learning, those philosophies are adopted. It can be seen from language philosophy referred, and language learning theory applied. This analysis is based on the appropriateness of language approach, method and technique applied in classroom as a mirror of educational philosophy that follows.

The Indonesian curriculum for junior and senior high school level always undergoes a revision. This is aimed at finding the good patterns practically and theoretically to reach the goals of national education that are to educate whole Indonesian societies. Through curriculum changes, the teachers hope they can develop their students’ competences holistically in social attitude, skills, and knowledge. Theoretically, the educational curriculum from 1994 to 2013 always refers to educational philosophies. This paper shows the curriculum analysis based on educational philosophies. Dealing with the result of curriculum analysis, the educational philosophies in Indonesian curriculum are progressivism, constructivism, and humanist-religious. These educational philosophies are deemed dominantly affecting the Indonesian curriculum nowadays. For English language learning, those philosophies are adopted. It can be seen from language philosophy referred, and language learning theory applied. This analysis is based on the appropriateness of language approach, method and technique applied in classroom as a mirror of educational philosophy that follows.

On May 19, 2020, it took place online a meeting of the participants of the working group formed by the Ministry of Education and Science of Ukraine to develop a state standard of philosophical education for three higher education levels – bachelor's, master's and PhD programs. The meeting was attended by most of the members of the working group, who had the opportunity to do so. The topic for discussion was the still unrealized potential of philosophical education, which is available in Ukrainian universities, in particular – the causes and consequences of the current crisis in higher education in Ukraine in general, and in philosophical education in particular. There were revealed the strengths and weaknesses of the current system of teaching philosophy in the Ukrainian higher school, its indisputable achievements and not yet realized opportunities, and accordingly – the prospects for the development of philosophical education in Ukraine. The following issues were discussed: lacks in philosophical education in Ukraine today, changes in the content and format of this education, experience of rapid development of public philosophy in Ukraine useful for improving academic education, benefits of academic philosophical education in Ukraine. During the discussion of these issues, it was emphasized the need to preserve the best academic traditions of Ukrainian universities, as well as their further institutional development and purification from outdated forms in order to update the content of philosophy. It was noted the need for a new definition of the goals of philosophical education – both for philosophy itself and for the education system and society as a whole. Among the tasks of improving the content of philosophical education was mentioned improving the quality of historical-philosophical research and in particular translations of world classics into Ukrainian, and at the same time stressed the need to study modern philosophical problems together with students and graduate students. Special mention was made of the large and still underused resource of involving students in the formation of a curriculum in philosophy (free choice of some disciplines), as well as creative resources and useful experience of non-academic teaching of philosophy, which has its weaknesses and strengths. The participants agreed on the need to return to philosophical education an elite status, which should be provided primarily on master's and PhD levels of education, while the new bachelor's standard of philosophical education is designed to provide quality broad humanities education.

Without a doubt, education plays a pivotal role in the development of any given community. Despite the passage of many decades since the implementation of PNG's National Policy of Education, achieving the necessary educational goals for the country's advancement has mostly proven to be a challenging endeavour. Consequently, the nation grapples with alarming levels of social stability and underdevelopment. Given the prevailing debate and pursuit of more favourable results in relation to the country's educational goals, this study conducts a critical examination of the primary obstacles that hinder the achievement of these objectives. This paper proposes using Confucius' philosophy of education as a conceptual framework for reforming the PNG education system in order to achieve the nation's educational goals more effectively. This present study uses the analytical, critical, and predictive methodologies of philosophical inquiry.

Without a doubt, education plays a pivotal role in the development of any given community. Despite the passage of many decades since the implementation of PNG's National Policy of Education, achieving the necessary educational goals for the country's advancement has mostly proven to be a challenging endeavor. Consequently, the nation grapples with alarming levels of social stability and underdevelopment. Given the prevailing debate and pursuit of more favourable results in relation to the country's educational goals, this study conducts a critical examination of the primary obstacles that hinder the achievement of these objectives. This paper proposes using Confucius' philosophy of education as a conceptual framework for reforming the PNG education system in order to achieve the nation's educational goals more effectively. This present study uses the analytical, critical, and predictive methodologies of philosophical inquiry

Be it education, system or profession each has its own philosophy that gives direction to the policy determination, teaches how to use the acquired skills, knowledge, clarifies the values and...

‘Tut Wuri Handayani’ is the slogan of the National Education of Indonesia, written in Sanskrit. It is a philosophy of education that Ki Hajar Dewantara originally promoted. Practically, it is an accumulation of educational processes that prioritize the transformation of good character and knowledge through a governance organization that is instigated by educational leadership. In this regard, the paper utilizes the literature review method to get information from researchers published in refereed journals regarding process governance, model of governance organization in school and synthesizes the information to show how the school leaders can promote “Tut Wuri Handayani” in order that it can be integrated into the school governance. This paper invites researchers to apply qualitative research designs to explore the possibility of implementing the Philosophy Education: “Tut Wuri Handayani” in the governance organization of Schools in Indonesia. Indonesia's educational system has experimented with several forms of leadership. The paper discusses the necessity of promoting the Indonesian philosophy of education, ‘Tut Wuri Handayani,' to preserve its worth as a guide for all school leaders and instructors to maintain a positive attitude and behavior to achieve educational goals. School leaders and instructors are encouraged to use this Indonesian Philosophy of Education to ensure that children always receive a decent education and in all places. The authors also recommend that module and curriculum creators collaborate with learning facilitators to integrate the Philosophy of Education: ‘Tut Wuri Handayani' as one of the school governance principles and values. In addition, this research suggests that future researchers use qualitative research designs to investigate the influence of the implementation of ‘Tut Wuir Handayani' on students, school leaders, teachers, and other stakeholders in a sample of Indonesian schools.