Contemporary Philosophy Of Education Research Articles

Bridging the gap: bioinspired robotics as catalyst for interdisciplinary education

IntroductionIn contemporary educational philosophy, constructivist and constructionist theories emphasize active knowledge construction among learners. These paradigms advocate for learners as active participants, engaging in knowledge creation through interaction and experience. Problem-Based Learning (PBL) exemplifies these principles by placing students at the center of hands-on challenges that foster critical thinking and collaborative problem-solving. This study explores the integration of these educational theories through an innovative pedagogical framework, focusing on the development of bioinspired robotics.MethodsIn a six-stage educational process at Tecnológico de Monterrey, 24 undergraduates were immersed in bioinspired robotics through workshops on animal biomechanics, soft robotics, and neuroscience. Organized into four teams, students designed robots for wildlife observation and search and rescue. The curriculum integrated theoretical lectures, hands-on training, and practical applications, emphasizing interdisciplinary collaboration and real-world problem-solving. This approach blended traditional education with innovative, project-based learning tailored to local and ecological challenges.ResultsThe culmination of this initiative was marked by the creation of functional robotic prototypes, underscoring the effectiveness of the interdisciplinary approach. Post-project evaluations revealed marked enhancements in students' proficiency in both sciences and engineering. Furthermore, there was a pronounced strengthening of students' conviction regarding the importance of integrating bioinspired principles into engineering education.DiscussionThe study advocates merging traditional knowledge with modern technological innovation and bioinspiration to enhance learning outcomes. This integrated approach boosts analytical reasoning and scientific skills while also fostering empathy and emotional literacy, preparing students as holistic thinkers and versatile innovators. Combining biology, robotics, and education offers significant benefits, providing insights for educators and policymakers to equip students for future challenges. There is a strong consensus on the value of incorporating biological principles into engineering education, signaling a shift toward innovative, interdisciplinary curricula that enhance technical and broader cognitive skills.

Reevaluating Plato’s legacy to education: an introduction to the suite

Abstract Plato scholarship in education is currently experiencing a marked renaissance. In the last half decade, dozens of articles have been published in the journals of philosophy of education that engage with Plato’s educational vision, and several book-length treatments have appeared at major publishing houses alongside these articles. From one perspective, this development might seem surprising, even baffling. Plato, as we hear from countless, seemingly reliable sources, is a metaphysician par excellence. He believes in a dubious realm of forms that somehow stands above or behind the things we see in the world. He claims that all learning is ultimately recollection from a time in which our soul resided in this realm, before it was infused into our bodies at birth. He is a trenchant critic of democracy. Given these credentials, it would seem that Plato has very little to say to us in post-metaphysical democratic societies and especially to teachers who hope to have a bit more success than Socrates. And yet the authors of the aforementioned works on Plato argue the very opposite. Plato is an indispensable conversation partner for contemporary educational philosophy and theory, they maintain, and overlooking his insights would seriously impoverish our conceptions and methods of education. This suite of papers aims to provide a helpful overview of the contemporary debate concerning Plato’s educational legacy and show that it provides important guidance for educators today.

A Study on Educational Philosophies Adopted by Teachers: The Case of Eskişehir

In this study, it is aimed to determine the educational philosophies adopted by the teachers working within the borders of Eskişehir on the basis of gender, branch, school type, and teaching experience. This study was carried out using the survey model, one of the quantitative research methods. Research data were obtained by reaching a total of 492 teachers in the 2020-2021 academic year. Scale of Educational Thought and Applications (ETA) developed by Kumral (2014) was used as the data collection tool. Data were analyzed through descriptive statistics, independent samples t test, paired samples t test and one-way analysis of variance (ANOVA). Results revealed that the teachers were closer to the contemporary educational philosophy. In the evaluations made according to the gender variable, it is seen that the traditional educational philosophy scores of the teachers differed significantly (p=.008), while the contemporary educational philosophy scores did not differ (p=1.151). According to the branch variable, it is seen that the scores of the teachers from both traditional (p=.070) and contemporary educational philosophy (p=.436) do not differ statistically. According to the school type variable, it was determined that there was a significant difference in teachers' traditional educational philosophy scores (p=.030), while there was no significant difference in contemporary educational philosophy scores (p=.424). When evaluated according to the teaching experience variable, it was found that there was a statistically significant difference in the traditional educational philosophy scores of the teachers (p=.014), while there was no significant difference in the contemporary educational philosophy scores (p=.061).

African American education in the Global South: tracing the influences of industrial training in early twentieth-century Fiji

ABSTRACT While Fiji was a British colony, in the early twentieth century, education to Indigenous Fijians was delivered by missions including the Methodist Overseas Mission of Australasia. As argued here, education delivery was influenced by policies for African Americans. Policies from Tuskegee Institute in the American South were transposed to Nausori, where i taukei (people of the land) and Indo-Fijians were encouraged into industrial mission schemes, away from traditional communal lifestyles. This article illustrates how contemporary educational philosophies for and by Black men and women were part of a broader education network that acted as a locus of colonial reform. While some in the colonial hierarchy considered his emphasis on agricultural training appropriate to their vision of Native Fijian advancement, concurrently, Fijians themselves – passing through the mission system promoted competing forms of modernisation. They used missionary education, including influences of Washington’s approach, to speak back to British power and authority.

In Search of an Adequate Response to Pluralism: A Critical Analysis of Liberalism in Philosophy of Education

AbstractNearly everyone recognizes the fact of deep pluralism: it is hard to deny that contemporary America is characterized by widespread diversity of beliefs, practices, and values. We disagree, not on this reality, but on the way we should respond to the pluralism around us. In this paper, Emily G. Wenneborg discusses one of the most common responses to pluralism in contemporary philosophy of education: autonomy‐based liberalism. She praises liberalism for its attempt to navigate certain tensions that accompany its approach to pluralism. At the same time, she raises several critiques of liberalism as a response to pluralism, particularly with regard to religious communities and belief systems. She suggests that trust provides a better framework than autonomy for educating in and for deep pluralism.

EKLEKTISITAS DAYAH DAN SEKOLAH VOKASI DALAM BINGKAI FILSAFAT PENDIDIKAN KONTEMPORER

Digitalization as well as globalization disturbs the identity of this nation in general and the younger generation in particular. The impact of digitalization and globalization is like a flood that is difficult to stop. The younger generation prefers to follow a hedonic lifestyle. Society needs a generation that still has an identity. Identity as a pious Muslim. Apart from this identity, they also have good IT skills. To be a good Muslim, there is a dayah institution. To become an IT expert, there is a vocational school. Therefore, it is necessary to analysis to meet the needs of the community theoretically and philosophically regarding the two institutions. This study aims to analyze contemporary philosophical views (conservatism, liberalism, and criticism) and how to solve these problems.This research is a library research with a descriptive approach. Based on the research data, it was found that the views of schools were different. Some are compatible and some are not. Some reinforce each other, some contradict each other. From the point of view of contemporary educational philosophy, especially conservatism, liberalism, and criticism, it is necessary to have a combination or eclecticity between the two institutions. So that the demands of society can be met.

Values from the Perspective of Islamic Educational Thoughts and Educational Philosophy

This study aimed to identify the values from the perspective of Islamic educational thought and contemporary educational philosophies. The descriptive analytical approach was used with reference to the sources, references and documents related to the analysis of values from the perspective of Islamic educational thought and contemporary educational philosophies. The researchers have concluded that the values in Islam are fixed due to the stability of their source (the Qur’an and Sunnah) and these have not been changed so far. The results showed that some Westerners see that values are relative according to circumstances and situations. They do not see the absolutes of values and they seek to achieve their interests, and there are no values they appeal to and they stop at their limits. Accordingly, the researchers made a set of recommendations, the most important of which is to shed light on the divine constitution, which is the Holy Qur’an appropriate for every time and place, and to derive the values that exist in it, and to teach in ways that enhance the values mentioned in the Holy Qur’an and the Prophetic Sunnah.

Educational Philosophies: Inputs for 21st Century College Science Teaching Initiatives in the New Normal

This study aimed to determine the educational philosophies adhered by College Science teachers. A descriptive survey method was used, and an adopted research instrument was used to gather data from 18 Science teacher-participants. Findings revealed that Science teachers have high adherence to the philosophies with progressivism ranked first followed by behaviorism, existentialism, essentialism and perennialism, respectively. This implies that teachers espoused more on student – centered teaching beliefs than on teacher-centered beliefs. At 0.05 p-level of significance, a test of difference and Tukey HSD post hoc revealed that all profile variables considered such as sex (0.04), age (0.03), educational attainment (0.01), academic rank (0.01) and years in service (0.05) indicate significant differences on the educational philosophy orientations of the Science teachers. Progressivism, along with behaviorism and existentialism as contemporary educational philosophies are the most preferred educational philosophies by the male science teachers, young adult science educators and having academic ranks of assistant professors to professors. Findings of the study serve as inputs for 21st century College Science teaching and learning initiatives, taking into consideration their implications for teaching, and learning processes and considerations during the ‘new normal’.

What is a Philosophy of Education?

The article considers what is a philosophy and its relation to education . The modern academic development of philosophy has questioned the theoretical basis of specific aspects of knowledge and human experience, including education. It is an active rather than a passive or descriptive discipline. Education is defined similarly as a process by which knowledge, skills (including collecting empirical evidence and reasoning from it), cultural norms, values, and beliefs are acquired. The development of the modern philosophy of education is considered with its emphasis on conceptual analysis. Education is philosophically the conscious development of maturity requiring capacity for both intellectual and economic autonomy. Issues in the contemporary philosophy of education are then considered, particularly the challenges of post-modernism and post-truth for a philosophy of education in an Internet world. It identifies the need for comparative philosophical perspectives other than Occidental ones and suggests philosophical anthropology and comparative education as potential guides. It concludes that although there is now no consensus on how a coherent contemporary philosophy of education may be developed, analysis of concepts, metaphysical reasoning, and ethics may still provide a basis for a coherent and defensible philosophy of education whatever the comparative cultural setting.

The Influence of the Gap between Educational Goals and the Content of Social Materials on Promoting National Values and Awareness among Primary School Students

The present study aims to identify the influence of the gap between educational goals and the content of social material books for the primary stage on national awareness. To achieve the objectives, the descriptive approach is adopted. After collecting the research data, classifying them, and treating them using the statistical program (spss), the present study found: 1) The content of social subjects does not cover the practical aspects of the educational objectives in the expected or appropriate manner for contemporary educational philosophy. 2) Promotion of national awareness and values and their desired dimensions of teaching these subjects is weak. Accordingly, the two researchers recommend that it is necessary to really include and represent general educational goals in the content of social books.

Rawls’ traces in contemporary philosophy of education

This article examines the many traces of John Rawls’ theory of justice in contemporary philosophy of education. Beyond work that directly explores the educational implications of justice as fairness and political liberalism, there are many interesting debates in philosophy of education that make use of Rawlsian concepts to defend views that go well beyond those advocated in justice as fairness. There have also been methodological debates on Rawls’ distinction between ideal and non-ideal theory which concern the proper balance between empirically informed discussion and fruitful normative reflection.

Two limits to the application of Rawls’s concepts of autonomy and the difference principle in contemporary philosophy of education

The concept of justice that Rawls discussed in his famous book “A Theory of Justice” has had a profound influence on contemporary political and moral philosophy, as well as, to some extent, philosophy of education. Many philosophers of education have applied or criticized Rawls’s concepts – above all the concepts of autonomy, the person, fair equality of opportunity and the difference principle – which he developed as an essential part of his theory of justice. In this paper I will discuss very briefly only one of the problems that philosophers of education face when applying his concepts of the autonomous person and the difference principle. The essence of this problem is expressed in the question of whether or not to respect the limits of the applicability of these concepts set by Rawls himself.

Do teachers' educational philosophies affect their digital literacy? The mediating effect of resistance to change.

This study aims to reveal the direct and indirect effects of primary school teachers' educational philosophies on their digital literacy through resistance to change. A cross-sectional research design was used in the current study. Data were collected from 298 primary school teachers working at primary schools located in a city centre in the Mediterranean region of Turkey. The relationships between the variables were tested through the use of the structural equation model. The study results indicated that the teachers' traditional and contemporary educational philosophies did not directly affect their digital literacy levels, but indirectly affected their resistance to change through the level of resistance to change. The results also suggested that teachers’ traditional educational philosophies had a negative effect on their digital literacy levels through the mediating role of resistance to change, while the contemporary educational philosophies positively affected their digital literacy levels through resistance to change. Consequently, in recent conditions teachers are expected to develop both their own and students’ digital skills. Due to the importance of digital literacy in this age where technology permeates every aspect of life, teachers should accept digital change and transformation without resistance.

Analyzing Pre-service Teachers’ Educational Philosophy Preferences, Curriculum Design Orientation, and Epistemological Beliefs with Structural Equation Model

The purpose of this study is to examine the partial mediating effect of epistemological beliefs in the correlation between preferences towards educational philosophy and the curriculum design approach of pre-service teachers. For this purpose, pre-service teachers’ educational philosophy preferences, curriculum design orientation, and epistemological beliefs have been analyzed, and a model has been developed. Three different instruments have been implemented to randomly chosen 568 pre-service teachers in several departments in Necatibey Faculty of Education of Balıkesir University in Turkey. In the analyzing process, first, a measurement model has been developed, and compatibility of the model with real data has tested, second, Pearson correlation coefficients have calculated, and the levels have defined, third, t values have calculated for the direct effect between preference for educational philosophies and curriculum design orientation preference, and at last, the epistemological beliefs have added to the model, and the moderating role on them has calculated. Based on findings, it can be concluded that from the pre-service teachers perspective; there is a positive correlation between widely accepted educational philosophies, and curriculum design orientations and there is a positive correlation between epistemological beliefs in effort and contemporary educational philosophies. In line with that, there is a positive correlation between epistemological belief in effort, and student-oriented design and problem-oriented design. Besides educational philosophy preferences (P=.14) and epistemological beliefs (P=.18) have a separate effect on curriculum design orientation, and epistemological beliefs (CIs = - .029 ~ .588) do not have a mediating role on the effect of educational philosophy preferences.

Reflective examination of the educational philosophies of Dr. Kwame Nkrumah of Ghana and Julius Nyerere of Tanzania: Intricacies for curriculum development in Africa.

The central focus of this paper is to undertake a reflective examination of the educational philosophies of Dr. Kwame Nkrumah of Ghana and Julius Nyerere of Tanzania and these educational philosophies intricacies for curriculum development in Africa. The educational philosophies of Dr. Kwame Nkrumah (Consciencism, Socialism, Africanism, Humanism, and Communism) as well as that of Julius Nyerere (Self-reliance and Liberation) were of importance to the distinct countries at the time yet, its relevance can still be felt and their foundational legacies within the educational front solidified and modified to meet current changes in education. African curriculum developers must not lose sight of the implications of these educational philosophies of these great Africanist scholars rather synchronize contemporary educational philosophies to meet the standards and vision of education of these two great Pan-Africanist.

Sosyal Bilgiler Dersi Öğretim Programı Kazanımlarının (4., 5., 6. ve 7. Sınıflar) Eğitim Felsefesi ve Eğitim Teorileri Açısından İncelenmesi

The aim of this study was to examine the 131 learning outcomes of 4th, 5th, 6th and 7th grade which are placed in the Social Studies curriculum, on the basis of theories of education and philosophies of education. In the research, document analysis method was used based on qualitative research design. In the research, primary school 4th grade and middle school 5th, 6th and 7th grade Social Studies curriculum, accepted in 2018, was based on as data source. 131 learning attainments that are placed in the curriculum were associated with Pragmatism, Existensialism, Naturalism philosophy of education and Progressivism, Reconstructionism, Essentialism theories of education. As a result of the research, it was revealed that most of the learning attainments in the 2018 program were related to the Pragmatism education philosophy and Progressive education theory. In this framework, the attainments could restructured in terms of other contemporary educational philosophies (Existentialism, Naturalism) and contemporary educational theories (Reconstructionism).

A Pedagogy of the Parasite

In the South Korean film, The Parasite, the underling family, in an act of desperation, uses deceptive means to infiltrate the rich family. The term parasite refers nominally to the underling family, and their efforts to befriend and inhabit the class territory and social hierarchy of the rich family. How can this be of use for education? To answer this, we ask: what can we learn from Parasite to inform contemporary philosophy of education? Primarily, this experimental piece written from different philosophical viewpoints, suggests that the images, narrative, and social context of the film cannot be read stereotypically. Using a blend of Deleuze and Stiegler ‘cinema-theory’, we present a heuristic perspective on the Parasite from three viewpoints: (1) South Korean society, and how a pedagogy of the parasite helps to understand the dynamics of contemporary philosophy of education in a global context. South Korea is uniquely placed at the cusp and threshold of deterritorializing Western capitalism, given its position next to the only in-tact communist state system; (2) The film shows how theorizing an exceptional notion of time contributes to the overall pedagogy of the parasite. Here, being a parasite is about waiting to attach oneself to a host, yet this waiting is an anxious, perceptive, adherent time, a reciprocal time, and one internally interconnected to that of the host; (3) The ethics of the parasite. The parasite chooses a host from a certain viewpoint before attaching itself and trying to be absorbed into the host. The pedagogy of the parasite suggests a unique ethical treatment of these assimilative processes and allows us to consider cinema as a parasitic means to shake the passive audience out of its stupor when bearing witness to the violence in the film and its own collusion in the trauma and reality of contemporary capitalism.

Walter Benjamin in the Age of Post-critical Pedagogy

Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important issues in the contemporary world. In this paper I offer post-critical pedagogy a way out of this dilemma, by drawing on Walter Benjamin’s essay “The Work of Art in the Age of Its Technological Reproducibility”. After presenting the thesis concerning the autonomy of art held by Benjamin’s Frankfurt School friends, and pointing to the similarity between their view and that of post-critical pedagogy, I articulate six Benjaminian theses on post-critical pedagogy. Following Benjamin’s claim that the technological reproducibility of art changes the way it is perceived as well as its political function, I argue that school is an educational technology that reproduces the world to the masses without an “aura”, in a way that allows for political critique that does not reduce education to politics. Next, I highlight the importance of the school to post-critical pedagogy, and contribute to developing the critical-political aspect that remains essential to post-critical pedagogy. Finally, the Benjaminian perspective also makes it possible to reflect on the relation of digital technologies of reproduction to post-critical pedagogy.

Arguments on the Aims of Education in the Contemporary Philosophy of Education and History of Educational Thought: Focusing on the Position of Feminist Thoughts

Arguments on the Aims of Education in the Contemporary Philosophy of Education and History of Educational Thought: Focusing on the Position of Feminist Thoughts

بعض الأساليب التربوية وأدلة وجودها في الشريعة الإسلامية وعلم النفس التربوي

Education in Islam is not only worldly, as is the case with contemporary education theories and philosophies, but it includes all aspects of doctrinal, devotional, moral, mental, and otherworldly aspects. As for the spiritual, knowledge alone is not sufficient to follow the path of goodness and righteousness and to achieve happiness, the soul must be educated with struggle, reminder, advice, encouragement and intimidation. The Islamic Sharia includes a valuable, high-level educational system whose vocabulary harmonizes in a coherent unit, socially, psychologically, and morally. The researcher is devoted to studying "educational means in Islamic law compared to theories of contemporary educational philosophies. The research refers to the legal intentions of education in Islamic law and the jurisprudential rules related to educational methods.