Philosophy Of Liberal Education Research Articles

THE DEVELOPMENT OF CURRICULAR AND TRAINING PROGRAMS IN VIETNAM

The training program is the focus of all pedagogical activities in particular and educational activities in general, so the development of training programs and activities related to the development of training programs have become an important issue and are of interest to many educational scientists. The literature review method is used in this study to collect and extract the data from the national database system to show an overview of training program research and training program development that have been conducted in Vietnam. The findings indicate that the training programs have been changed from content training to training to form learners' competence. Furthermore, the programs are developed using a variety of modern perspectives and theories, such as output standards, educational innovation needs, liberal educational philosophy, competency-based performance, and so on. However, many more studies should be carried out to not only point out the limitations of the system of studies on training programs but also provide scientific evidence for new directions of training program development that should be developed and applied by the education system. Keywords: training program, program development, program design, literature review, Vietnam education

Towards a Philosophy of Liberal Education: John Henry Newman on Teaching Universal Knowledge, the Cultivation of the Intellect, and the Enlargement of Mind

In this essay, I develop a philosophy of liberal education based on an interpretation of Newman’s concepts of teaching universal knowledge, the cultivation of the intellect, and the enlargement of mind found in The Idea of a University. I argue that a close reading of Newman’s articulation of these three concepts reveals an understanding of the purpose of liberal education as animating truth with reason to produce knowledge that enhances faith and improves society. I also discuss how this philosophy translates into a pedagogy that directly informs my teaching, and, hopefully, contributes to the integration of faith and learning in the lives of my students.

Philosophy of Liberal Education: The Principles

This article lays out systematically the principles of modern liberal philosophy of education by explicating the foundations of the Humboldtian (European) model of liberal education. Conceived over two centuries ago, those foundations have never been presented fully and coherently in Russian literature on pedagogy and philosophy of education. Ten principles of the model are identified in terms of modern liberal education theory: (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking and civil competency, (5) competency development instead of knowledge accumulation, (6) priority of general education over specialized education, (7) the concept of learning to learn, (8) self-directed learning effort, (9) political neutrality, and (10) interaction and Socratic dialogue. The second part of this article (release upcoming) sheds light on the key sources and socio-historical contexts that have shaped attitudes towards the liberal education theory since conception until the present day.

Philosophy of Liberal Education: The Contexts

The first article devoted to philosophy of liberal education (Voprosy obrazovaniya / Educational Studies Moscow no 1, 2020) laid out systematically the principles of that philosophy, such as (1) lifelong learning, (2) academic freedom, (3) importance of practice and experience, (4) critical thinking and civil competency, (5) competency development instead of knowledge accumulation, (6) priority of general education over specialized education, (7) the concept of learning to learn, (8) self-directed learning effort, (9) political neutrality, and (10) interaction and Socratic dialogue. In this second part of the article, the liberal model of education is contextualized under two main perspectives, historical and socio-theoretical. The historical perspective is used to discuss the ancient origins of the liberal model, German classical philosophy as a direct origin of its principles, and the trajectories of liberal education discourse elements penetrating Russia’s educational and cultural policy. The socio-theoretical perspective is applied to the context in which the liberal model was conceived (the nascent stage of modernity), the social conditions that led to its crisis (stabilized industrial societies of the modern age), and its relevance in the era of late modernity.

Ideology, nationalism, and education: the case of education reforms in the two Koreas

This research explores the influences of ideology and nationalism on education reforms in South and North Korea through a comparative historical analysis of education reforms during the transition period from Japanese colonialism to the period of US and Soviet military government control. Ideas of modern education and nationalism had already emerged among Koreans before 1945 when they achieved independence from Japanese colonization. In this sense, during the US and Soviet military regimes, education reforms were conducted in light of already existing efforts for nation-building by indigenous Korean leaders. The hopes and desires of the leaders of the two Koreas, as expressed by their adoption of new ideologies within the newly established military governments, represented a clear break from the past—be that Japanese colonialism or Confucian traditionalism—and a firm determination to change the present for the future in accordance with these ideologies. In the field of education, this change occurred with the introduction of John Dewey’s liberal educational philosophy to rebuild the education system in South Korea, and with the adoption of socialist educational philosophies such as polytechnicism and collectivism in North Korea.

ISLAM, PEREMPUAN DAN PENDIDIKAN

The article will discuss various viewpoints on the issues affecting women in Islam, and how they influence the views regarding women education. Their views generally can be divided into conservative, progressive and philosophical. All these views, in general, regard that like men, women are obliged to search for knowledge. In Indonesia, since the 19th century, women have already been involved in learning religion. However, for some cultural reasons, in this period, the access for women to modern education was still limited. On the other hand, from the 20th century up to now, like male Muslims, Indonesian female Muslim have more opportunies in education. Moreover, the symbolic-philosophy of complementary relations between male and female can also become an alternative to conservative or liberal philosophy of education

The meaning of liberal education

Purpose – The purpose of this essay is to comment on the philosophy of liberal education and its structure; the goal of general education and how it fulfills the goals of liberal education; and the four key elements of liberal education, including the “liberating” aspects of general education, the need for an emphasis on questions more than on answers, the meaning of a global perspective, and the connections of each of the above to extracurricular experiences and engaged citizenship. Design/methodology/approach – This essay is a review of the topics of liberal and general education, their components, and their importance. Findings – Using the design and methodology mentioned above as a way to explore the purpose, the essay reveals selected universal truths about a liberal or “liberating” undergraduate education. Research limitations/implications – The approach that is detailed can be assessed in comparison to other formulations of liberal and general education. Practical implications – The framework described above suggests possibilities for redesigning liberal and general education programs so as to have a greater impact on undergraduate student learning and to foster experiential and interdisciplinary learning. Originality/value – While this is a personal perspective based on many decades of senior positions in higher education, it is based not only on the author's own analysis and thinking, but also on a broad understanding of the literature about these topics.

Neoliberalism and the academic as critic and conscience of society

This paper provides a critique of academic experiences of neoliberal economic reform at a New Zealand (NZ) university. The authors engaged in a collaborative inquiry that was based upon a developing theoretical perspective of the reform process and how this affected their academic lives. We were keen to develop an understanding of liberal educational philosophy and how neoliberalism impacts on this. In this context we examined the nature of compliance and an academic's role in society. We conclude that universities in NZ are historically liberal and that there are limits to the neoliberal project due to the relationship that individuals have with knowledge and the pressures that come from being part of a worldwide academic community that aspires to excellence in research and teaching. However, new compliance measures, such as Performance-based Research Funding, have changed academic work and made a broader societal role for academics more difficult. In serving society universities are required to accept a role as critic and conscience of society. We suggest that academics must be both critic and conscience and that this responsibility can be fulfilled through our conduct, empowerment and speaking on behalf of others.

リベラル・エデュケイションにおける「自由」の意味

リベラル・エデュケイションにおける「自由」の意味

Call for Change in Liberal Education

The national initiative that undergraduate students receive education in public health is well-aligned with the philosophy of liberal education which recommends that baccalaureate students receive a wide breadth of knowledge, adaptable skills, principled values, and a sense of societal responsibility. This article explores this new application of liberal education and its implications for the baccalaureate student and faculty. The author describes one university's response to this initiative by providing a relative framework for a course that may serve as a model for other liberal arts institutions that are attempting to heed this call for an educated public.

The ‘Futures’ of Queer Children and the Common School Ideal

This paper focuses on an especially urgent challenge to the legitimacy of the common school ideal—a challenge that has hardly been addressed within contemporary debates within liberal philosophy of education. The challenge arises from claims to accommodation by queer people and queer communities—claims that are based on notions of queerness and queer identity that are seriously underrepresented within contemporary liberal political and educational theory. The paper articulates a liberal view of personal autonomy that is constituted by a conception of practical reasoning rooted in thick communal experiences. It is argued that common schools concerned with equal concern for the autonomy of all children must attend to the specific communal requirements needed to developing the autonomous practical reasoning of queer children—requirements for what is termed a sense of ‘futurity’. Five practical recommendations for common schools are briefly outlined. The paper concludes with some reflections on the divergent and convergent interests of queer theory and liberalism, and considers some possibilities for a partial reconciliation of the two theoretical perspectives.

Tensions between indoctrination and the development of judgement: the case against early closure

This article explores the notion of sound judgement by citizens in environmentally attentive democracies. The argument is against indoctrination, and in favour of greater continuity and progression throughout all phases of education. A democratic education that is attentive to issues of environmental sustainability will need to draw on the evidence base of science. This is necessary but not sufficient. Learners need to be able to synthesise understanding from a range of disciplines, including those that address questions of value and judgement. Knowledge and understanding alone do not necessarily lead to a commitment to action for sustainability, and this can result in temptations to take short cuts that result in pupils making rhetorical commitments. The paper looks to the liberal educational philosophy of Paul Hirst as a basis for curriculum analysis and argues that the ability to synthesise an understanding of environmental and sustainable development issues from the irreducible forms of knowledge proposed by Hirst is an advanced skill that requires development over a protracted period.

Five Critical Stances Towards Liberal Philosophy of Education in Britain

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises.

Philosophy of Liberal Education for Democracy in the Twenty-first Century

Current debates about liberal education have distracted us from responding intelligently to the growth and dominance of professional preparation programs. In 1828, the Yale faculty, confronted with similar circumstances, developed what may be the last widely influential philosophy of liberal education. It gives us a starting point, as does Plato's Republic. Democracy and the knowledge-based economy require us to articulate a new philosophy of liberal education. Using Kantian terminology, I argue that, whereas the basic purpose of professional preparation is to produce heteronomous behavior, the purpose of liberal education should be the development of autonomous individuals.

Liberal Philosophy of Education: a paradigm under strain1

This paper suggests that liberal philosophy of education, which shares the implicit commitments of modern neutralist liberalism, also exhibits that political philosophy's theoretical inadequacies and inability to guide practice. It argues that neither theoretical perspective can redeem its claims to equally respect the demands of liberty and equity, when those claims rely only on arguments of procedural value. Consequent implications, for both educational theory and educational aims, are discussed.

Software Engineering for the Liberal Arts Environment

There is a compelling, but unmet need for academic programs in software engineering. We propose the introduction of software engineering as a discipline within liberal arts colleges. Many of the arguments for computer science programs in such environments are even more compelling when advanced in favor of software engineering, so we believe the new discipline is compatible with the philosophy of liberal education. We consider possible benefits to the student, to the college, and to society at large. We exhibit a possible curriculum, based on published recommendations for a B.A. program in computer science, and we address possible objections to such a curriculum.

Sociopolitical Attitudes of French Secondary School Youth

FRENCH EDUCATIONAL POLICIES and programs have been largely inspired by a liberal educational philosophy inherited from the Renaissance and Reformation. Social and economic changes of the last twenty years, particularly the growing influence of science and technology, have led, however, to a reevaluation of educational priorities, goals, methods, and classroom social climate. Have these phenomena led to changes in the knowledge, feelings, and values held by youth? The following study is an attempt to answer this question and to ascertain the sociopolitical attitudes of French secondary school students.2 Specifically, it seeks: (1) to find out what the social and occupational expectations of high school youth are, and what indications there are of increasing desires for upward mobility; (2) to explore student interest in politics and political participation at national and international levels; (3) to investigate the extent of youths' support for the political system; (4) to analyze the role of agents of political socialization such as family, school, and peers; and (5) to study some relationships between mediating variables (e.g., sex and social class) and the sociopolitical attitude patterns.

Oral interpretationand a philosophy of liberal education

Oral interpretationand a philosophy of liberal education

Liberal Education and the College Curriculum

W ILL the liberal arts, and in particular the humanities, after the war regain their former place in the college curriculum? With many other persons, I believe it to be of the highest importance for the future of this country that liberal education should not only persist, but should be made both more real and more truly liberal than hitherto. By more real, I mean that students should be required really to know the relatively few things which they are asked to learn and really to master the modest intellectual skills which they are supposed to acquire, instead of, as too often now, being allowed to graduate with only the impressionistic knowledge and the half-skills which marks of C represent. Their work in the war courses which they are now taking proves they are quite capable of it. To make a college easy to get in, easy to stay in, and easy to graduate from not only debases the educational currency, but is both morally and psychologically obtuse morally, because it tacitly assumes that it is important that a college should keep going even if the education it gives is not worth getting; and psychologically, because the love of the strenuous, the difficult, the risky is in man, especially when young and vigorous, a spring of action as natural and effective as the love of pleasure. But if postwar college education is to be adequate to the responsibilities which will rest upon it, it must become more truly liberal as well as more real. Any attempt, however, to make it so must, if it is to bear fruit, be based on a more definite philosophy of liberal education than has commonly shaped such attempts. Only

Condorcet’s Liberal Philosophy of Education

Research Article| October 01 1937 Condorcet’s Liberal Philosophy of Education Millard Hansen Millard Hansen Search for other works by this author on: This Site Google South Atlantic Quarterly (1937) 36 (4): 385–399. https://doi.org/10.1215/00382876-36-4-385 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Millard Hansen; Condorcet’s Liberal Philosophy of Education. South Atlantic Quarterly 1 October 1937; 36 (4): 385–399. doi: https://doi.org/10.1215/00382876-36-4-385 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsSouth Atlantic Quarterly Search Advanced Search The text of this article is only available as a PDF. Copyright © 1937 by Duke University Press1937 Article PDF first page preview Close Modal You do not currently have access to this content.