Philosophy Of Education Research Articles

Current Situation and Countermeasures of Art Education Program in Universities

This paper provides an in-depth analysis of the current situation of the university art education program in China, and puts forward corresponding countermeasures and suggestions for the existing problems. Through investigation and research, it is found that there are certain problems in the university art education program in terms of educational philosophy, curriculum, faculty, teaching resources and student employment. In order to realize the sustainable development of art education majors, this paper puts forward countermeasures such as updating the educational philosophy, optimizing the curriculum, strengthening the construction of faculty, increasing the input of teaching resources, and paying attention to student employment. This paper aims to provide reference and reference for the development of China's university art education majors in order to promote the reform and innovation of art education majors.

Education as initiation into social practices – the case of democracy

ABSTRACT In this essay I scrutinize the challenge Paul Hirst set to educational philosophers in rejecting rational autonomy as the central aim of education and proposing initiation into social practices instead. Although I disagree with some dimensions of Hirst’s argument, I find his main idea of utmost importance in answering some burning challenges of contemporary democratic education. Contrary to Hirst’s thinking, I argue that this theoretical development can be best done within the framework of philosophical pragmatism, on which appropriate interpretations of the concepts of democracy, social practices and habits can be based. In this framework, it is also possible to preserve as educational ideals the pragmatist interpretations of the notions of rationality and autonomy. Based on my theoretical development relying both on early pragmatist and contemporary thinkers, I argue that education for democracy should start from the aim of providing children with emotionally rewarding experiences of participation, membership and belonging.

Teacher competency development model of higher vocational schools in Shandong province, China

Teacher competency is fundamental to successful vocational education reforms and quality enhancement. The rapid economic transformation and industrial upgrading in Shandong Province require highly skilled talents, prompting the implementation of modern vocational education (MVE) reform. However, the current competency of vocational teachers (VTs) often falls short of MVE standards, and there is an urgent need for a development model suitable for regional characteristics as a guide. In this study, we aim to assess the current state of VT competency development in Shandong Province and propose an integrated competency development model tailored to its specific needs. Our research employed a mixed-methods design, incorporating a cross-sectional survey of 280 VTs and 140 administrators and semi-structured interviews with management personnel. We conducted the exploratory factor analysis (EFA) on a comprehensive survey questionnaire and identified six key determinants of VT competency development. Based on these findings and expert interviews, we developed an integrated competency development model, comprising the teacher’s personal qualities and educational philosophy, educational technology competence, digital teaching competence, social policy, professional identity, and school culture and support. This model offers practical implications for designing effective teacher training programs and establishing supportive institutional environments, ultimately aiming to enhance the quality of vocational education through improved teacher competency.

Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta

Education was a compelling symbol in India’s struggle for independence representing as it did, empowerment, transformation, and liberation. India’s contemporary education system, influenced by neoliberalism has, however, largely focused on curricula, skills, literacy, and educational attainment, while overlooking the concepts of freedom or humanisation advocated by Indian educational philosophers. This article places pre-eminent philosopher of education, Gert Biesta, in conversation with Indian thinker, Jiddu Krishnamurti. The focus of this exchange is to consider, from the perspective of Biesta, the aims and conceptions of education, as proposed by Krishnamurti. Krishnamurti strongly emphasised the importance of a learner-centred approach that would cultivate critical thinking, enable learners to gain a deeper understanding of the integrated processes of life, and provide them an environment for realising their full human potential. The aim of Krishnamurti’s education philosophy was to empower the individual to be free, and capable of dealing with life as a whole, based on the conception of collaborative learning, self-awareness, moral virtues and the ability to live well. Though he acknowledges the importance of technique, curricula, and attainment, Biesta’s approach emphasises that students are not objects who need to be trained. Rather, their development as people with the discernment to know when to act and when to refrain from acting, is a critical function of education. Through its examination of the perspectives of Krishnamurti, from the contemporary standpoint of Biesta’s articulation of the purposes of education, this article argues for the relevance of Krishnamurti’s educational philosophy in India’s current educational realities.

KEDUDUKAN PEMIKIRAN KI HADJAR DEWANTARA DALAM FILSAFAT PENDIDIKAN

Ki Hadjar Dewantara is a central figure in education in Indonesia. His various thoughts were able to provide awareness to society during the Dutch colonial era, which did focus on education that was more oriented toward work skills. Ki Hadjar Dewantara through his great determination to establish an educational institution named "Taman Siswa" to restore the essence of education which gives the principle of independence. Education is also intended to help the growth and development of students so that students are active and able to realize all the competencies that exist in each individual student. This research seeks to find Ki Hadjar Dewantara's views regarding the concept of education and to see the position of Ki Hadjar Dewantara's thoughts regarding education in the structure of the philosophy of education. This study uses a qualitative method with a philosophical hermeneutic approach. The results of this study indicate that Ki Hadjar Dewantara's thoughts regarding the concept of education are more oriented toward the educational philosophy of essentialism, existentialism, progressivism, and perennials. So that in this context the idea of ​​Ki Hadjar Dewantara does not only rely on one school of educational philosophy, but is eclectic in nature, which means it combines several schools of educational philosophy which do not contradict one another but use positive principles from each school of philosophy. education and pay attention to the culture of Indonesian society.

John Locke’s Educational Philosophy: Relevance and Application to Contemporary Vietnamese Education

John Locke’s Educational Philosophy: Relevance and Application to Contemporary Vietnamese Education

유아교육현장에서 교육과정평가 실행 지원방안 탐색: 함께 응답하며 나아가기

This study aims to explore support strategies for implementing curriculum assessment in the field of early childhood education. Whereas curriculum focus has continuously shifted towards learner-centered, learning-centered, and competency-based approaches, evaluation practices remain rooted in approaches that emphasize educational content and subject knowledge, relying on empirical evidence and objective facts. To this end, this study conducted multiple mini-interviews (MMI) with teachers, administrators, and supervisors to identify challenges in implementing curriculum assessments and to collaboratively find solutions. The collected data were analyzed in six phases following the thematic analysis method proposed by Braun and Clarke(2006). The findings were categorized into three themes: ‘knotting early childhood curriculum and assessment,’ ‘opening the possibilities for practicing curriculum assessment,’ and ‘going along with children and parents in curriculum assessment.’ First, several years after the implementation of the 2019 revised Nuri Curriculum, the questions emerging in the field of early childhood education concern the connections of the essence of early childhood education, curriculum literacy, and curriculum assessment and implementation, which are the complex and entangled ‘knots’. Second, for assessment to be integrated into curriculum implementation, it is essential to go beyond individual teacher practices and explore the possibilities within the relational context, including the cultural and structural atmosphere of the school. Third, if implementing the curriculum in educational settings is a long process of ‘correspondence’ with all beings, it is crucial to seek ways for children and parents as the subjects of curriculum assessment to move forward together in harmony. Based on the diverse educational experiences, current positions, and educational philosophies of the participants, this study offers academic and practical implications for implementing curriculum assessment that lightens the burden of evaluation and refocuses on ‘our classrooms, children, teachers, and communities.’

Pemikiran Pendidikan Islam dalam Perspektif Az-Zarnuji

Focusing on its comprehensive approach to character formation and individual growth, through analysis of the educational thought of Az-Zarnuji, a famous Islamic thinker from the 12th century. The purpose of this article is to examine Az-Zarnuji's writings about education in order to understand his beliefs in educational ideals, pedagogical approaches, and the importance of character education. This study analyzes Az-Zarnuji's main points by utilizing a text analysis and literature review approach. Based on his findings, Az-Zarnuji concluded that educating people to be happy and successful both in this world and the afterlife is the main goal of education. An emphasis on active learning, conversation, and reflection characterizes his pedagogical approach, which integrates theoretical understanding with real-world experience. Az-Zarnuji continued, character education is very important to create ethical and responsible humans. This article examines an educational initiative spearheaded by Az-Zarnuji to spread core ethical principles, including compassion, humility, perseverance, and honesty. The ideas put forward by Az-Zarnuji are very relevant considering modern educational practices. In this essay, we see how Az-Zarnuji's educational philosophy can influence the creation of a character-based curriculum and how teachers can provide the best service to their students by being an inspiration and role model. Teachers can do their part to instill strong moral character and commendable traits in the next generation by familiarizing themselves with Az-Zarnuji's educational philosophy and practicing its teachings.

A Study on the Causes and Effects of the Current State of Extracurricular Tutoring in the Context of the “Double Reduction” Policy--A Qualitative Research Based on Parents of Public Elementary School Students in Shanghai, China

Based on the Ecological System Theory, this study uses semi-structured interviews to present the current situation of extracurricular tutoring that still exists in the context of the “Double Reduction” Policy and analyzes the reasons for it at the micro, meso and macro levels. The results of the interviews show that there are three types of tutoring for children under the “Double Reduction” Policy: maintaining pre-existing extracurricular tutoring arrangements, starting tutoring after the policy, and abstaining from tutoring throughout. In addition, most of the parents had a negative view of the “Double Reduction” Policy, while a few had a positive or neutral attitude. Based on the interviews, the study found that: Parents’ education philosophy, the school’s teaching mode, the “peer effect” of extracurricular tutoring, the educational streaming and examination systems, the anxieties surrounding social mobility among the middle class, and deeply entrenched Chinese traditional beliefs played a major role in the persistence of extracurricular tutoring. Subsequently, this study examines the impact of extracurricular tutoring from a social stratification lens, pointing out its potential to exacerbate the educational gap between different classes and families. Consequently, the study concludes with recommendations for policy enhancements aimed at fostering a more equitable educational ecosystem.

Liberalism and Confucianism: Differences and similarities between the two educational models

In order to study the situation of education under different educational models, this article focuses on analysing the similarities and differences between the two different ideas in pedagogy (Confucianism and Liberalism), as well as the controversies encountered by the countries where they are practiced. In view of today’s research focusing on a single education model, and few studies systematically comparing the two education models, this article aims to analyze the development, characteristics, advantages and controversies of liberalism and Confucianism in education in the form of literature review. Moreover, it elaborates the differences between the two educational philosophies from the perspective of higher education for their pros and cons, and compare their similarities and differences from the perspective of educational goals. This article focuses on analyzing the literature review of the influence of different ideas in education in the past 10 years, as well as the views of the different parties involved. Ultimately, it was found that liberalism emphasises individual freedom, independent thinking and self-realisation, and that the aim of education is to cultivate independent individuals who are able to freely choose and pursue their own goals in life, with an emphasis on individual progress and personal achievement, a diversity of evaluation criteria, and a focus on creativity and independence (Thompson, 2017& Mautner, 2018); whereas Confucianism emphasises the cultivation of morality, social responsibility and harmony, and that the aim of education is to cultivate ethical and responsible social members and to promote harmony in the family, society and the State emphasises moral cultivation and social contribution, with evaluation criteria focusing on moral performance and contribution to society (Yao, 1999 & Tan, 2017).

Ethics and Values Matter: The Role of Higher Education

Human existence is a process of learning and development aimed at achieving wisdom, and education has been regarded as the ultimate value system since the birth of culture and way of life for this reason. Education is more than only the acquisition of skills or the gathering of knowledge or news about a topic of interest from others or from other parts of the world. It is not limited to the abilities of obtaining information received and preserved via knowing, or just the exploration of existential problems and familiarization with previously acquired knowledge or data, or with a system of knowledge - but also with the goal of comprehending this cognition. Knowledge is involved with the comprehension of a collection of propositions or concepts. Knowledge can be theoretical and practical, fundamental and abstract, and it may exist in any time period: past, present, and future. However, cognition is always done in the present. Past memories and future prophecies are also remembered in the present, as the ideas flash or surface in the mind. These flashes act as an impetus for our quick determination, allowing us to decide whether or not to undertake anything. However, for the purpose of brevity, I'll lump the two, knowledge and cognition, together under the heading of knowledge. Education fosters the development of talents from all three faculties, as well as wisdom in their right application for the benefit of people and society for creating value and ethics. The goal of NEP 2020 is also having important role in higher education teaching to encourage systematic and focused discoveries and practices that benefit society. Society views higher education institutions as catalysts for the transformation of knowledge into wisdom. The quality, morals, and ethics of higher education institutions are increasingly important in integrating young people into society. A country like India has a large young population, and they are the frontiers of the Indian government's Made in India Initiative. It has been well mentioned that the actual philosophy of education is in the combination of ethics, virtues, values, and the validity of human life, thus it is vital to improve ethical values, philosophical thinking, study, research, and moral growth in the Indian education system.

Islamic Education Planning: The Concept of Educational Management in Madrasah

This study aims to understand the important role of educational management planning in Madrasah in achieving national education goals. The methodology used is a literature study with a qualitative approach, collecting data from references to books, journals, archives, and related documents. The results of the study indicate that educational management planning has a significant influence on the effectiveness of other management functions, such as organizing, motivating, and supervising. In conclusion, good planning allows educational institutions to direct strategic steps towards achieving long-term visions effectively and efficiently. The novelty of this study lies in the in-depth analysis of the application of educational philosophy in educational management planning in Madrasah, as well as its influence on the national education system. The recommendation from this study is the need to increase awareness among education stakeholders to adopt a more responsive and innovative planning model to face future educational challenges

Understanding the aims of education from a perspective of social ecology

Introduction. The article discusses the features of approaches to understanding issues in the philosophy of education, based on the principles and data of social ecology. Such environmentalist approaches, anticipated in E. Haeckel’s works, are actively developing today, which is reflected, in particular, in the existence of specialized periodicals and the formation of special thematic spaces for discussion.Purpose setting. The authors attempt to identify the socio- philosophical foundations of environmentalist approaches to education. At the center of the discussion presented in the article are environmentalist judgments regarding the question of the goals of education.Methodology and methods of the study. To solve this problem, the authors carry out a content-critical and comparative analysis of environmental solutions presented in domestic and foreign literature.Results. It is shown that from a socio-philosophical point of view, the environmentalist understanding of the relationship between the spheres of public life is not without interest. Many of the supporters of this direction make critical judgments regarding the influence of economic social institutions on the functioning of society and its development. Environmental problems, for which the educational transformations proposed by environmentalists are aimed at finding solutions, are determined from their point of view by social factors. In fact, environmental themes are used by environmentalists to argue for different views on education, based on differing attitudes not only of a theoretical but also of a political nature.Conclusion. The analysis carried out shows that it is advisable to consider environmentalism and social ecological philosophy of education as a thematically homogeneous complex of substantively different solutions. Such approaches are the result of reflection on the classical problems of philosophy of education with the help of «ecological» values and cognitive attitudes.

Subject Advisors’ Understanding of their Curriculum Leadership Roles for Mathematics Improvement in South African Schools

The study aimed to investigate the curriculum leadership role of Mathematics subject advisors in enhancing Mathematics education in South Africa. Using a case study design, seven Mathematics subject advisors and ten Mathematics educators were sampled from all seven districts of the Free State province. Data collection methods included in-depth semi-structured interviews, observations, and document analysis. Data analysis followed Tesch’s (1990) eight-step coding technique. The field study revealed that Mathematics subject advisors’ leadership roles encompassed providing support and guidance to educators, conducting educator appraisals, monitoring and overseeing educators’ and learners’ workbooks, mentoring, and professional development. They also handled administrative tasks findings like resource provision and paperwork using monitoring tools. While all subject advisors aimed to improve Mathematics achievement, their approaches varied. Some reviewed past strategies while others adapted based on resource availability. Individual educational philosophies also influenced their strategies. Moreover, subject advisors operate within a network that includes principals, educators, learners, and the broader context. Effective curriculum leadership depends on these interactions. Interestingly, none of the subject advisors claimed comprehensive knowledge of their subject area. Some lacked specialization in Mathematics or related fields in which they were operating. Many expressed a need for training, particularly in managing and supporting progressed learners. These findings suggest the need for a standardized model to guide leadership training for Mathematics subject advisors. Such a model could enhance curriculum leadership, thereby improving teaching practices and student performance. Future research could use these insights to develop this model. Keywords: Curriculum Leadership, Subject Advisors, Mathematics, Curriculum, Assessment Policy Statement (CAPS), Cognitive Theory

Exploration of Taxation Curriculum Construction based on OBE Concept

With the advent of the digital and information age, the traditional education model of talent cultivation is no longer able to meet market demand, and there is an urgent need for a transformation in educational philosophy and a reconstruction of the curriculum and teaching process. The article takes the core discipline of taxation in the financial system as the research object, analyzes the problems and reasons in its teaching objectives, teaching content, teaching implementation, and teaching evaluation, and based on the OBE concept, proposes suggestions for the construction of learning outcomes, curriculum objectives, curriculum content reconstruction, and evaluation methods in taxation to meet the individual growth needs of students and adapt to the market's demand for tax related talents.

Music-specialized teachers’ reasoning on music practice in preschool: Music knowledge, courage, and visions

According to the Swedish curriculum (SKOLFS 2018, p. 50), preschool teachers bear the responsibility for teaching and incorporating music into preschool practice. However, due to limited time dedicated to music in preschool teacher education, teachers specialized in music play a critical role as valuable resources in practice. Existing music education research has focused predominantly on music in preschool from the perspectives of preschool teachers and students, rather than specifically examining a group of teachers specialized in music. Hence, this study aims to explore and discuss how teachers specialized in music approach music practice within preschool settings. The study adopts an educational philosophy and music didaktik perspective in analyzing focus group discussions with teachers specialized in music. The results reveal that music knowledge focuses on craftsmanship, courage, and visions for the music specialist. Alternative combinations of theoretical perspectives shed light on a complex and intertwined practice with shifting emphases.

Studying Abroad as a Means of Preparing Future Music Teachers in China

The concept of studying abroad as a means of preparing future music teachers in China has a rich and complex history, reflecting the nation’s evolving educational philosophies, political changes, and cultural exchanges. The purpose of this study is to present the genesis of using studying abroad as part of the professional training for future music teachers, detailing the goals and social mandates across various stages of Chinese state development. The article also draws attention to the organic "embeddedness" of such a means of training future music teachers in the Chinese system of professional and higher music-pedagogical education, especially of vocal practices that are not traditional for Chinese culture. Methodology. The study employs a historical-analytical approach, examining primary and secondary sources to trace the evolution of studying abroad as a practice for Chinese music educators. This includes an analysis of normative documents and policy papers available on official educational authority and institution websites. Additionally, qualitative data from interviews with contemporary music educators who have studied abroad provide insights into current practices and perceptions. The findings reveal that the practice of studying abroad for music education, primarily for personal music career development and secondarily for teaching, has been prevalent throughout Chinese history, and has undergone significant transformations over the past century. In the modern period, China continues to send a significant number of students abroad, supported by initiatives such as the China Scholarship Council and ‘One Belt – One Road’ Initiative. These programs facilitate grant support and promote cultural exchange and international cooperation, enriching the professional development of future music teachers in China. The study concludes that international educational experiences have profoundly impacted Chinese music education. Educators trained abroad have introduced diverse musical styles, innovative teaching methodologies, and a global perspective that enhance the learning experience of Chinese students. The integration of international practices has elevated the standards of music education in China, and gained global recognition. However, challenges remain in balancing traditional Chinese music with Western influences, and ensuring equitable access to international education opportunities. The study highlights the need for continuous adaptation and the development of strategies to address these challenges, ensuring that the benefits of studying abroad are fully realised in the Chinese educational context.

The philosophical and pedagogical underpinnings shared by philosophy for children (P4C) and Froebelian approaches

Recent interest in integrating philosophy in early childhood education has led scholars to explore the potential connections between P4C practices and different educational approaches, such as the Reggio Emilia and Montessori. Murris, for instance, reads the Reggio Emilia approach diffractively through P4C and concludes that the P4C and Reggio approach allow for emergent knowledge production and expression, drawing on all of the child's material-discursive languages and disrupting binary distinctions between child and adult. Scarpini draws attention to Montessori and P4C's mutual emphasis on children's right to think and space to express their thoughts, feelings and ideas together in a safe and dialogical space. The emergence of these theoretical and pedagogical inquiries towards the P4C approach makes Froebelian dialogue even more necessary in terms of developing a well-rounded understanding of embedding philosophy in children's early years experiences. Some ontological and pedagogical resonances between Froebelian approaches and the P4C are reflected to discuss the affordances and challenges of integrating philosophy into children's lives in early childhood education. To do this, diffraction is used as a reflexive methodology for reading Froebelian and P4C texts through and around one another that emerge diverse ontological underpinnings to unpack epistemological possibilities for non-dichotomous early childhood understandings and practices. The aim is to achieve a deeper comprehension of how the two can mutually enhance each other and be implemented in practice to promote more meaningful learning experiences for children in the early years.

A Theoretical Model for Measuring Upper Primary School Learners’ Scientific Reasoning Abilities in Science

One agenda of science instruction in primary schools is to develop learners’ scientific reasoning abilities and to equip them with the necessary twenty-first-century skills. Few studies have been conducted to develop measurement tools that aspire to assess primary school learners’ scientific reasoning. Most of these studies lack a theoretical model backing the development of these assessment tools. This paper introduces the model for measuring scientific reasoning (MMSR) as a theoretical model for guiding the development of assessment tools in the context of measuring upper primary school learners’ scientific reasoning. We first conceptualise scientific reasoning using a review of the literature and then present evidence to justify and validate this model for use in measuring primary school learners’ scientific reasoning abilities. Furthermore, using research in history and philosophy of science and science education, the MMSR model supports the development of assessment tools measuring learners’ patterns of scientific reasoning and also considering the nature of science across different contextual settings.

Educational Construction in Ibn Khaldun's Philosophy: Literary Analysis and Contribution to Contemporary Islamic Education

This article aims to analyze the construction of education in Ibn Khaldun's philosophy and explore its contribution to contemporary Islamic education through a literature-based approach. Using library research methods, this study examines Ibn Khaldun's major work, Muqaddimah, along with various secondary literatures that discuss his philosophical views on education. The findings reveal that Ibn Khaldun views education as a gradual social process, emphasizing practical and moral learning, and the importance of critical, non-dogmatic education. This concept is relevant to the challenges of modern Islamic education, particularly in efforts to integrate intellectual and ethical education to build a generation that contributes to the advancement of civilization.