Philosophy Of Education Research Articles

How Can Degrowth Be a Powerful Driver for Educational Change – Seen from a Nordic Point of View?

The article’s ambition is to illuminate the central arguments of the degrowth movement and analyze how these arguments might be relevant within the context of Nordic education. Applying the concept of topos – shared knowledge within a community – the article aims to provide an overview of recurring themes and lines of argument related to degrowth in education. The research problem here is the lack of clarity regarding how degrowth principles are understood, taught, and reflected in Nordic educational contexts. To investigate this, the article poses two key research questions: How are the education-related thinking patterns of degrowth reflected in Nordic education research? How do education-related thinking patterns of degrowth interact with Nordic educational philosophies? The article aims to answer these questions by comparing arguments related to degrowth with those related to Nordic educational philosophies and practices. It will use a two-step empirical approach to analyze the current state of degrowth-related education research in the Nordic region. The study concludes by discussing potential reasons for the limited research on this topic and outlining future research directions.

Beyond the theoretical and pedagogical constraints of cognitive load theory, and towards a new cognitive philosophy in education

Cognitive load theory (CLT), a construct of instructional psychologist John Sweller, has long been a mainstay of educational psychology and university educational technology courses, regionally and internationally. Although aspects of this cognitivist theory have been severely criticised, including its insistence on direct instruction in opposition to inquiry-based pedagogies, a comprehensive philosophical, neurobiological, and education critique has been missing. This paper fills the gap, by subjecting the main theoretical and pedagogical claims of CLT to close and searching scrutiny, in part, utilising a newly emerging synthesis of philosophy and cognitive brain science, appropriately known as Cognitive Philosophy. The paper pushes past CLT, with its emphasis on the transient nature of working memory and core notion of cognitive ‘load’, to propose an account of the learning brain that is predictive (not reactive), embodied, neuronally plastic, non-linear, dynamically self-organising, and inherently emotional. This alternative account immediately problematises Sweller’s understanding of working memory and his account of language learning, based on Geary’s questionable epistemological claims, while keeping the practical needs of teachers and teacher educators firmly in view. Armed with this alternative, teachers can move beyond the theoretical and pedagogical constraints of CLT, including trying to mitigate a putative ‘load’ in working memory.

The role of philosophy of mathematics education in mathematics teacher education

The role of philosophy of mathematics education in mathematics teacher education

Ki Hajar Dewantara's Critique of the 2022 Sisdiknas Bill: Implications for Islamic Education in Indonesia

This research is a critical text study of the Philosophical Foundations contained in the Academic Text of the National Education System Draft Law (Sisdiknas Bill) which was socialized in August 2022. This philosophical study was carried out considering that the text of the Philosophical Foundations has fundamental weaknesses in it when viewed from a logical perspective. as well as Islamic spirituality, and Ki Hajar Dewantara's educational views as the founder of the educational philosophy in Indonesia with a religious and humanist character. This study aimed to explore Ki Hadjar’s thought as critics on Sisdiknas Bill and its implication of Islamic Education in Indonesia. The research questions are twofold. Firstly, what are the basic errors contained in the 'Philosophical Foundations' of the academic text of the 2022’s National Education System Bill. Secondly, what are the implications of the critics toward Islamic education in Indonesia. By using Bernadib's language philosophical method, the fundamental problems found in the 'Philosophical Foundations' text in the academic text of the 2022 National Education System Bill are uncovered. The analysis is then continued with the formulation of implications for Islamic education in Indonesia which is of concern to the majority of the Indonesia Muslim population. This research concludes there are crucial philosophical problems in 2022’s Sisdiknas Bill that could be in conflict with Islamic Education in Indonesia.

Teacher Training for Religious Education in Türkiye: Policy, Debate, and Diversity

Teacher education is debated all over the world, and a part of this debate concerns the quality of teacher education. For religious education (RE) teacher education, however, the debate is not only about quality but also about growing diversity. In this article, we explore how RE teachers have been educated and how this has changed in Türkiye. How religious diversity has been integrated into the RE teacher education system is also explored. By teacher education/training, we mean initial (not in-service) teacher education, and by RE, we mean different types of RE provided in schools in Türkiye: compulsory, optional, and vocational RE. The findings reveal that there have been frequent changes, back-and-forth reforms, and a lack of RE teacher education philosophy in Türkiye. Therefore, establishing a consistent RE teacher education policy remains a serious challenge. Moreover, it seems that religious diversity has not been well integrated into RE teacher education in Türkiye. Currently, theology faculties only offer two courses which are overtly related to religious diversity, and both of them approach religious diversity from a historical perspective. It seems that there is a need to rethink the program structures of theology faculties to reform RE teacher education. Theology faculties may offer several programs in line with employment areas. In this way, religious diversity might also become better integrated into compulsory RE teacher education programs. However, this process should be carried out with a scientific understanding by conducting stakeholder and needs analyses.

The teaching design and implementation of “Helicobacter pylori” in medical microbiology

Abstract Background Medical microbiology represents a fundamental core curriculum for medical students. In order to adapt to the cultivation of high-level medical talents under the guidance of the concept of holistic education, the focus of this course is on the development of scientific thinking and professionalism. This paper took the example of Helicobacter pylori, an important pathogen in the digestive system, addressing the teaching design of this chapter in medical microbiology. Teaching design The design of this chapter includes learning objectives, teaching content, teaching model and assessment. The learning objectives were designed under the outcome-based education philosophy, integrating the three dimensions of attitude, skill and knowledge. The content of this chapter is designed to integrate a number of key concepts, including systematic thinking, critical thinking, the One Health perspective, and the mission and responsibility of infectious disease prevention and control. Question-oriented online-and-offline blended teaching model was adopted, and a multi-objective assessment system was applied. Implementation A series of questions were designed before, during, and after the class. These questions served as the primary focus of learning, guiding students through various teaching activities, including online self-study, offline discussion and analysis, and online extended learning. Concurrently, the evaluation is integrated throughout the teaching process, with particular emphasis on formative and process evaluations. Conclusions This teaching design facilitated the achievement of learning objectives and optimized the teaching effect. The students’ self-assessment of their overall improvement in knowledge, skills and attitude, as well as their high level of satisfaction with the classroom environment, is presented herewith. The teaching design of this chapter has a particular demonstrative effect.

Leveling vs. Levelness

In this essay, I follow the work of Jonas and Yacek in Nietzsche’s Philosophy of Education by contrasting a process of leveling in morality and education with an approach to levelness in teaching and learning as these relate to the educational philosophy of Friedrich Nietzsche. While Nietzsche would oppose the former due to its implied uniform standardization, I argue, with reference to the work of educational psychologist John B. Biggs, that his philosophy of education could sustain an outcomes-based approach to teaching and learning. While I hold that Nietzsche’s reflections on his own teaching practice evidence clear sympathy for such an approach, I consider two potential objections against its ascription to Nietzsche. In response to the deeper, second objection, which considers whether an outcomes-based approach to education entails some form of uniform standardization akin to that implied by the leveling process, I propose that a democratic reading of Nietzsche’s perfectionism together with the model of inclusive excellence proposed by Williams et al. may provide a more fitting standard. I conclude by reflecting on the potential democratic outcomes, as noted by Gurin et al., of developing a Nietzschean approach to teaching and learning based on such a standard of inclusive excellence.

Rethinking Production. A Step Beyond the Hylomorphic and Anthropocentric Approach

This research examines three thematic areas: philosophy, education, and ecology. It aims to be an interdisciplinary study, fundamentally based on the importance of the philosophy of environmental education and the practical implications that it can have. The problem of the contemporary hylomorphic production approach is first examined and then educational solutions are outlined towards a holistic understanding of the environment and of producing with it and not on it. By environment, in research, we also mean the human being because this is only one of his many appendages; therefore, as such, we try to relocate him to a non-privileged place (a place where he has been autonomously placed for centuries). It aims to be a militant study towards a different anti-anthropocene educational approach that finds its paradigm in the “Green Schools” of Bali, as we will see in the conclusion.

Filsafat dalam Pemecahan Masalah Pendidikan

Philosophy and education have a very close relationship where education and philosophy cannot be separated from each other because both are interdependent. Education without a philosophical foundation is just a concept without providing practical impact through education. Thus, this symbiotic relationship is very important to develop a comprehensive, meaningful, and impactful education system. Therefore, the importance of integration between education and philosophy. To ensure that educational efforts and educational processes run effectively, a philosophical and scientific foundation is needed as a principle and normative guideline for implementing training. This paper aims to describe the philosophical view in solving educational problems. This research method uses a literature review by collecting literature from various sources related to the philosophical view of education. The data analysis technique used is narrative analysis. The study results show that, for education to run effectively, an intellectual and scientific foundation is needed as a principle and normative guideline for implementing training. This means that, overall, an understanding of the philosophy of education is crucial for an educator. It helps them understand the goals of education, choose the right teaching methods, and understand their roles and responsibilities as quality educators

Pendidikan Islam Buya Hamka

In order to address the problem of value and moral imbalance that plagues the modern education system, this study aims to define the theory of Islamic education as understood by Buya Hamka. Hamka's books are collected as the main source for this study, and an assessment of him and his works is drawn from an analysis of other books. A qualitative research approach was used in this study. There is no other topic that can be explored and researched other than Hamka's views on education, particularly Islamic education in Indonesia. Maximum efforts in strengthening and developing individuals are emphasized in Buya Hamka's thought system on Islamic education. The findings of this study organize the manner in which Hamka's ideas developed, showing the relationship between his personal experiences and the common thread of his educational philosophy. To determine the applicability of Hamka's philosophy of Islamic education to current conditions, the author then conducts an analytical analysis of Hamka's thoughts in relation to these conditions. If this is done, it has the potential to improve people's lives in this country

Studi Tentang Pemikiran Pendidikan Islam Lampau Dengan Saat Ini

One of the aspects of Islam that Indonesians broadly and positively embrace is traditional Islamic educational philosophy. The Qur'an and Sunnah remain the foundation of modern Islamic educational philosophy, enabling Muslims to remain faithful to the source of their ageless teachings while also embracing a more technologically advanced era. Though science and technology form the foundation of the modern idea, the traditional ideas of tarbiyah, ta'lim, and ta'dib remain applicable. Nonetheless, the importance of religious education has diminished from its historical perspective. First, the Islamic perspective on science and technology is developed, followed by the idea or system of Islamic education as a whole, in the quest for a new paradigm in education

A Review of the Philosophy of Flood Risk Communication and Education: New Insights Informed by Critical Complexity

The approach to flooding in the U.S. is strongly influenced by research and practices that place the responsibility for managing risk on scientific and technical experts. But there is a recognition that the public generally needs to be more engaged and responsible. There is currently a disconnect between the objective knowledge of experts and the more subjective ways in which people experience floods and flood risk. To bridge this gap, I start with a review of the philosophy that informs government policies and the societal worldview. While societal leaders have maintained a mechanistic vision of a world that is ultimately knowable and controllable, scientific understandings have progressed to see the world as complex. Understanding the world as complex implies a need for multiple, mutually supporting knowledges. The philosophy of critical complexity inspired by Paul Cilliers motivates a blending and balancing of complementary objective and subjective understandings, an approach I term complexability. An example shows how data and models utilized routinely by hydrologists can be reoriented to better convey flood risk to the public and provide opportunities for discussion and engagement.

John Dewey's Art as Experience in Korea and Japan

Abstract This article provides a comprehensive overview of John Dewey's impact on education and aesthetics in Korea and Japan. While initially focused on education, the 1990s saw a growing interest in Dewey's aesthetics, with Art as Experience partially translated in 1999. The Korean perspective on Dewey's aesthetics extends mostly to philosophy of education and art education, but there are also efforts to deepen the understanding of Dewey's aesthetics itself. Also, the interdisciplinary impact of Dewey's aesthetics can be found in fields such as design and human-computer interaction. In Japan, Dewey's aesthetics received limited focus in spite of the “Dewey boom” from 1945 to 1970. Studies since the 2010s reconnect Dewey's aesthetics to his social and cultural context, highlighting its relevance to contemporary issues and emphasizing the public nature of Dewey's concept of democracy. The article also traces the historical development of Dewey studies in Japan, acknowledging the pioneering work of Tsurumi Shunsuke, who integrated Dewey's aesthetics into Japan's social fabric. While recognizing the biases and division of understanding in Dewey studies, the article concludes with a description of the renewed interest in Art as Experience in both countries since the 2010s.

대학교원의 교수역량진단을 통한 교육요구도 분석과 지원방안 -J대학 사례에 기반하여-

The purpose of this study is to systematically diagnose the instructional competency needs of university faculty members and propose tailored faculty support measures to improve teaching quality. To identify differences based on faculty characteristics(such as rank and teaching experience), we analyzed the importance and performance of instructional competencies, assessed competency needs using the Borich model, and compared findings with the Locus for Focus model to identify key priorities. Based on this, we proposed targeted support measures for faculty. The results of this study are as follows: First, analysis of the overall needs of university faculty indicated that foundational competencies should be prioritized in core competencies, while specific competencies such as educational philosophy, motivation, enthusiastic attitude, respect for students, course evaluation, and lesson planning should be supported in that order. Second, when examining differences based on faculty characteristics— namely, rank and teaching experience—a common finding was that foundational competencies in core competencies, and educational philosophy and motivation in specific competencies, were prioritized. However, notable distinctions emerged among faculty groups. Full-time faculty members prioritized support for educational philosophy, motivation, course evaluation, and lesson planning, whereas non-full-time faculty emphasized educational philosophy, enthusiastic attitude, respect for students, motivation, and lesson planning. Faculty with less than seven years of teaching experience prioritized educational philosophy, respect for students, and enthusiastic attitude, while those with seven or more years of experience focused on educational philosophy, motivation, and course evaluation. Third, we proposed faculty support methods based on these results. Providing tailored programs to meet the needs of instructors is expected to play a significant role in fostering a learner-centered educational environment. Therefore, this study is anticipated to contribute not only to improving the quality of education but also to exploring sustainable strategies for educational development.

Design of Windows-Based Learning Applications on Educational Philosophy Material

This journal discusses the design and development of Windows-based learning applications focused on educational philosophy material. Philosophy of education has an important role in shaping the goals and methods of education, but is often considered difficult by students. This research focuses on the development of a Windows-based learning application aimed at the topic of Philosophy of Education. Information technology is essential for teaching in the modern era to improve student interaction and their understanding of the subject matter. Students can learn the basic concepts of philosophy of education with this interactive application. Planning, modeling, construction, verification, and maintenance are the stages of the waterfall model used as the development method. This application uses Visual Basic.Net and Microsoft Visual Studio development tools. The results show that this application not only fulfills educational needs but also improves the quality of learning because it has features that support a more dynamic learning process. Therefore, it is expected that this learning application will help improve the quality of education in Indonesia by offering students a more efficient and engaging learning method.

존 듀이 예술철학 관점에서의 음악의 형식과 본체

This study attempts to grasp the meaning of the form and substance of music from the perspective of John Dewey's art philosophy. John Dewey's art philosophy takes nature containing primary contribution and reality as its category. Nature acts as the source of all art's existence as well as the occurrence of form. The organization of nature's vital energies becomes a condition of form. Under this condition, the form of music is always a method of revealing the meaning of music as a fluid, dynamic, and processive aesthetic experience, and the body of music becomes a new and reinforced meaning of music made to be known. Therefore, from the perspective of Dewey's art philosophy, the form and substance of music are possible not as any intellectual structure or frame but as an aesthetic experience, and anyone who experiences music can possess a musical meaning. This ideological perspective not only solidifies the cornerstone of the philosophy of modern music education of ‘music for all people’ but will also serve as an important factor for the aesthetic experience of music as an experience that cultivates metaphorical ability, an essential competency in the AI era.

The Importance of the Islamic Education Philosophy Principles in the 21st-Century Education Context at SMK IT Khoiru Ummah Curup

Education has a big impact on people and society. The tenets of Islamic educational philosophy provide a solid basis for guiding a comprehensive and spiritual learning process within the context of Islamic education. Investigating how Islamic educational philosophy can be applied to 21st-century learning at SMK IT Khoiru Ummah Curup is the aim of this project. This study uses a qualitative descriptive approach as its main focus, which is the method employed in this study. This study used triangulation, documentation, interviews, and observation as data gathering methods. The analysis's findings demonstrate that these ideas are still applicable to SMK IT Khoiru Ummah Curup's 21st century curriculum. The findings of this study help SMK IT Khoiru Ummah Curup better grasp the applicability of Islamic educational philosophy's tenets to 21st-century learning. Creating a curriculum and instructional strategies that are more appropriate for the modern Islamic educational setting is one of the practical consequences of the research. It is believed that this study will help educational institutions like SMK IT Khoiru Ummah Curup successfully incorporate Islamic teaching concepts into the 21st-century learning environment. The study's findings demonstrate that Islamic educational philosophy's tenets are still applicable and advantageous in the context of SMK IT Khoiru Ummah Curup's 21st-century curriculum.

An Analysis of the Functionality of the Philosophy of Mathematics and the Philosophy of Education in Facilitating Conceptual Understanding in Mathematics Learning Activities

An Analysis of the Functionality of the Philosophy of Mathematics and the Philosophy of Education in Facilitating Conceptual Understanding in Mathematics Learning Activities

A Multifaceted Intervention Designed for Chinese Migrant Families Involving Educational Philosophy, Parenting Style, and Parent-Child Relationships: A Pilot Study

This pilot study aimed to preliminarily evaluate a comprehensive intervention program addressing the unique challenges of Chinese migrant family parenting and mental health, focusing on educational philosophy, parenting styles, and parent-child relationships. Utilizing emotional communication techniques and behavioral parent training, the program spanned 21 d of family activities and online coaching for six families. Findings indicate significant improvements in negative parenting styles and parent-child relationships, enhancement of migrant children’s mental health, and overall family function enhancement. Innovatively, this online-based program provides convenient participation opportunities for migrant families, accommodating their busy schedules while addressing their unique parenting challenges.

Flourishing as an aim of higher education. Exploring the aspirations and challenges of the educational philosophy of the University of Humanistic Studies (UvH) as an example

Flourishing as an aim of higher education. Exploring the aspirations and challenges of the educational philosophy of the University of Humanistic Studies (UvH) as an example