Philosophy Of Education Research Articles

THE USE OF EMOTIONAL AND PSYCHOLOGICAL MEANS IN THE PATRIOTIC EDUCATION OF YOUTH

The changes that have occurred in all spheres of life of Ukrainian society, and the new substantive and value reorientation of citizens, urgently require special attention to the patriotic education of the younger generation. The aim of the study is to analyze the features and methods of using emotional and psychological means in the patriotic education of modern youth. The research methodology is based on the dialectical relationship of the following methods: the method of analysis of the existing definitions of “patriotism” and “belief”, system-structural approach – to understand the beliefs as a determining factor in the patriotic education of modern youth, synergetic approach – in the process of analyzing the role of emotional and psychological influence in the system of patriotic education through the use of verbal influence, empirical method – a written survey of students.Scientific novelty lies in the analysis of the influence of emotional and psychological means as a major factor in the formation of patriotism. From the standpoint of the activity approach, the use of the emotional function of language in the education of patriotic feelings has been rethought.The study proved that emotionally-psychological means of influencing human consciousness play a leading role in forming moral and ethical beliefs, particularly patriotism. According to the author, the best way to fulfill this mission is through artistic literature and means of art. An idea embodied in artistic images has a tremendous educational impact, convinces, instills certain feelings, and motivates action. The study established that artistic literature plays an extremely important role in socio-political life and emphasized that not only positive images of literary heroes have educational value but also negative phenomena that require moral condemnation and encourage one to take a certain life position.The idea embodied in artistic images has a huge educational impact, convinces, inspires certain feelings and motivates to action. The problem of patriotic education is currently quite relevant and requires special attention of researchers in the field of philosophy, psychology, pedagogy, emotional linguistics and, in particular, specialists in the field of philosophy of education.

The Construction of Dewey’s Pragmatism and Creative Thinking in College Aesthetic Education

Creative thinking refers to a way of thinking that is independent, creative and innovative. With the development of society, the key to cultivating high-quality talents lies in consciously cultivating students’ creative thinking abilities. Advocating progressive thinking methods, advocating “laboratory paradigm education,” and endowing students with more autonomy is a transformation of life, growth and experience with obvious pragmatic educational philosophy characteristics. Based on the characteristics and scientific attributes of university aesthetic education, a cultivation plan centered on creative thinking is proposed to improve the theoretical system of university aesthetic education.

The Implementation of Progressivism Philosophy Based on Educational Entities in Indonesia

In order to improve the quality of human resources, education entities in Indonesia implement an education system that includes elementary, middle, and high levels. One philosophical approach widely used in educational entities in Indonesia is the progressivism philosophical model. This research aims to determine the implementation of the progressivism philosophy in education in Indonesia. This research uses qualitative methods with two approaches: descriptive and literature study. Data is obtained randomly from various database sources—data disbursement using keywords related to the research theme. Next, data analysis was carried out descriptively by grouping it based on educational entities. The results of this research show that the philosophy of progressivism has been applied to various educational entities in Indonesia: Early Childhood Education (PAUD), Elementary Schools, Government, Formal Education Institutions, Madrasas, and Islamic Community Organizations. The results of this research have contributed to the insight that future research needs to be carried out regarding applying the philosophy of progressivism to non-formal education entities. Entities that wish to apply the philosophy of progressivism to their entities must pay attention to the implementation carried out by various entities in Indonesia.

Strategies for Applying the Concept of Human-centered Education in Dance Teaching

This article aims to explore how to effectively apply the human-centered educational philosophy to dance education, addressing current challenges in teaching to improve educational quality and students' learning experiences. Through strategies such as personalized teaching, fostering student interests, emotional education, autonomous learning, and teacher-student interaction, this article presents a series of specific methods and practical cases, demonstrating the application effectiveness of the human-centered educational philosophy in dance education. Research indicates that these strategies not only improve teacher-student relationships but also significantly enhance students' motivation to learn and artistic performance, injecting new vitality and innovation into dance education.

Meeting the Health Needs of Society Through Curricular Innovation in Physical Therapist Education: Examples From 3 Entry-Level Programs.

Entry-level physical therapist (PT) education programs play a critical role in inspiring future leaders to become moral change agents, capable of understanding and addressing evolving societal health needs. Social reconstructionism represents an educational philosophy focused on alleviating pervasive inequities and improving the health of society; however, its application in PT education is not well understood. The purpose of this article is to describe the approach 3 entry-level PT programs used to manifest social reconstructionism within their curricula to foster social consciousness and strengthen moral agency. The Framework for Educating Health Professionals to Address the Social Determinants of Health informed the development of a conceptual framework that illustrates the role of PT education programs in creating transformative learning environments and preparing learners to meet societal health needs. Concepts within this framework were operationalized according to 5 domains put forth by Jensen et al. and related competencies put forth by the Association of American Medical Colleges. Narratives from each program demonstrate how the design and implementation of curricula, grounded in social reconstructionism, can be accomplished through 1) ongoing modifications, 2) thoughtful reconstruction, and 3) initial design. Sample learning activities, objectives, and assessment strategies are provided. The proposed method was effective in guiding meaningful objectives, learning activities, and assessment strategies grounded in social reconstructionism. Such findings can inform the design of curricula that inspire the next generation of transformative leaders who work to alleviate pervasive inequities and improve the health of society.

The ‘feverish’ society and the aims of education

Borrowing the Platonic metaphor of a ‘feverish’ society, this article discusses the argument that a critical stance toward our contemporary realities makes a revisiting of educational aims more urgent. The article begins with how aims have been tackled in educational philosophy. The head-on educational-philosophical engagement with aims-talk has been diminishing. There have been socio-political developments unfavourable to aims-talk, related to hegemonic, neoliberal mindsets. Neoliberalism discourages the theorization of educational aims that challenges its conventional ‘wisdom’. There have also been philosophical reasons for the decline in the frequency of aims-talk, related to some postmodern positions that combat modern assumptions of ‘ultimate’ aims and register the possibility of an ‘education without aims’. Against the tendency to under-theorize educational aims, the article critically explores why our contemporary societies may be described as ‘feverish’ and what this entails for theorizing educational aims. My main claim is that the educational aims-talk should be reinvigorated and the related fault lines rethought from a more enlarged viewpoint.

The emergence and role of Lancaster in Mexican public education

The Lancaster mutual teaching model originated in late 18th century England and quickly spread to the American colonies after receiving positive responses in Europe. In the 1820s, renowned Spanish physician, educator, and publisher Manuel Codorniú Ferreras brought it to Mexico, making outstanding contributions to the newly independent nation in educational philosophy, system, and methods. In the mid-19th century, with the absence of a centralized institution for public education in Mexico, the Lancaster Company took on the significant responsibility of guiding the direction of national public education development. Although this function did not persist for too long due to political changes in Mexico, the educational system continued to play an important role in the Mexican education sector. The Lancaster Company and its teaching system exerted a positive and profound influence on the democratization and secularization of education in Mexico, laying important foundations for the modernization and reform of Mexican education.

Empowering Students Through Inclusive Language Teaching Practices

The innovative strategy for inclusive learning aims to ensure that each student, regardless of their abilities, background, or learning needs, has fair opportunities to access a high-quality education. This educational philosophy aims to provide an atmosphere where each student can succeed intellectually, socially, and emotionally while acknowledging the diversity of learners. Since teaching English is crucial to academic success and efficient communication in many educational systems throughout the world, the need for inclusive education is particularly apparent. Proficiency in the English language is essential for students’ growth and prospects, in addition to their academic success. The study reviews current literature, identifies effective inclusive strategies, and discusses their implementation in language classrooms.

Lev Tolstoy, A Founder of Democratic Education.

In this philosophical-theoretical study of Lev Tolstoy's pedagogical legacy of his Yasnaya Polyana school in the Russian Empire (1859-1862), I raised three major questions: (1) was Lev Tolstoy a democratic educator, and if so, why can one claim that, (2) if so, what kind of a democratic educator was he, and (3) what kind of limitations to his democratic education have I observe and what were the sources of these limitations? My answer to the first question was unequivocally positive. I argue that Tolstoy was the conceptual founder of democratic non-coercive education and the first known practitioner of democratic education for children. In my view, his democratic education was based on educational offerings provided by the teachers. His democratic educational philosophy was based on non-coercion, naturalism, anarchism, liveliness, pragmatism, pedagogical experimentation, student responses, pedagogical self-reflection, and dialogism. At the same time, his democratic education was limited to his uncritical acceptance of conventionalism. Tolstoy's attraction to Progressive Education was facilitated by ignoring his enormous powers, both explicit and implicit, that he manifested exercised in the school and enacted through his "pervasive informality." In my judgment, Tolstoy overemphasized pedagogy over self-education and did not distinguish learning from education. Still, Tolstoy's pioneering work in democratic education, both in theory and practice, remains mostly unacknowledged and unanalyzed while continuing to be highly relevant and potentially influential.

Integrating Islamic Values in Online Learning: A Comparative Study of Western and Islamic Education Philosophies

Integrating Islamic Values in Online Learning: A Comparative Study of Western and Islamic Education Philosophies

Multi-method integrated experimental teaching reform of a programming course based on the OBE-CDIO model under the background of engineering education

Under the background of engineering education professional certification, the Outcome-Based Education (OBE) education concept of “output-oriented” has been paid more and more attention. The traditional experimental teaching of programming course often focuses on the teaching of theoretical knowledge, and lacks the cultivation of students’ practical ability and innovative spirit. Engineering education puts forward new requirements for the teaching mode of program design course. The experimental teaching of programming courses requires further reform and innovation to cultivate high-quality technical engineering talents with good social responsibility, teamwork ability, and innovative thinking ability. Guided by the theory of engineering education combined with the educational philosophy of Conceive–Design–Implement–Operate (CDIO) and OBE, this paper carried out the reform of experimental teaching of programming course among students majoring in computer science and technology and information security. This teaching reform aimed to better cultivate students’ practical ability, innovation ability, and knowledge-integrated application ability, considering the course concept, course design, course implementation, and course operation, and exploring the practice of teaching process reconfiguration, teaching content organization, and teaching method integration. This multi-integration experimental teaching reform was found to fully mobilize students’ learning enthusiasm, tap into students’ potential, greatly improve students’ comprehensive practical ability, effectively achieve course goals, and lay a solid foundation for subsequent professional course learning. This teaching mode has been practically applied in current experimental teaching and is widely recognized by students, providing a reference for improving teaching quality.

Comparative Study of Swami Vivekananda’s Educational Philosophy and Modern Educational Systems

Comparative Study of Swami Vivekananda’s Educational Philosophy and Modern Educational Systems

La filosofía como una continuación por medio de la tarea educativa

The article addresses the current state of the Philosophy of Education, which seeks to understandthe nature and foundations of education to improve its effectiveness. It identifies a significant gapbetween the theoretical and practical problems of education, as they are perceived and responded to on the public agenda. This separation limits the explanatory capacity of the discipline and reducesits relevance for educational actors. Given this panorama, the article proposes to explore how to integrate educational theory and practice. The methodology of the article involves a critical analysisof Wittgenstein’s point of view, enriched with the perspectives of Williams and Medina. It examineshow these philosophers address the relationship between philosophical theory and educationalpractice, especially in terms of how beliefs and instructional processes are interrelated and can beunderstood from an integrated perspective. The main results suggest that integrating philosophicaltheory with educational practice allows not only a deeper understanding of the foundations ofeducation, but also an improvement in the effectiveness of educational strategies. In addition, finalconsiderations are raised about the current state of philosophical research in education, highlightingthe importance of continuing to explore these connections to move towards a more comprehensiveand practical approach in the Philosophy of Education.

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.

Enchanting things: the scientific communication of Julius Sumner Miller

PurposeThe purpose of this paper is to study the popular educational broadcasting of Julius Sumner Miller and its intersections with contemporary science policy and education.Design/methodology/approachThe paper draws on archival research including resources so far unused by historians of science or of broadcasting and audio-visual resources of Sumner Miller’s broadcasts on Australian, Canadian and American television. It begins by contextualising Sumner Miller as both an academic and broadcaster. The second section interprets the core points of his educational philosophy which he articulated in his written and broadcast works. The final section uses his private papers contextualised by works on the history and philosophy of science to interpret and delineate the disparity between Sumner Miller’s influence as a populariser of science and the prevailing trends in scientific policy and teaching.FindingsThis paper proposes that reconstructing the themes and recurring points he asserted in his broadcasts reveals disjunction between Sumner Miller’s high-profile successes and the contemporary trends in both science policy and science education. This paper interprets the circumstance of an internationally known and influential science populariser who was coterminous with but against the grain of the notion of “big science”. He therefore sought to popularise science precisely as it was developing in ways he disparaged.Research limitations/implicationsThis paper breaks new ground by interpreting the different sources, audio-visual and written, created by and about an influential television broadcaster.Originality/valueAlthough he was widely and internationally known, and the range of his influence on science communication is generally noted, Sumner Miller’s broadcasting and the themes and educational philosophy espoused in it is little researched and contextualised. This paper sharpens understanding of his influence but also his points of intersection and disjunction with scientific culture. Hitherto unused archival resources contribute to this understanding.

Educating the temporal imagination: Teaching time for justice in a warming world

Climate change has been called both a ‘slow emergency’ and an ‘urgent crisis’, it creates tensions between human and non-human temporalities, it asks some communities to ‘speed up’ and demands others slow down, and requires choices between present needs, historical responsibilities and future consequences. If students are to understand and confront climate (in)justice, then a ‘temporal imagination’ (Adam, 1998) is required that is alert to the ways that time is central to the politics of a warming world. This paper therefore explores how ‘teaching time’ can support the awareness of and attention to (in)justice. The paper discusses the limits of current approaches to teaching time in education and explores a range of practices for developing ‘temporal attunement’ (Jensen, 2023) that can be found in public arts, Indigenous education, educational philosophy, futures studies and decolonial praxis. It maps out five temporal educational practices of: relational time; rhythm; anticipation and reparation; temporal suspension; and critical time keeping. It argues that these practices can be put into dialogue as a basis for a ‘temporal pedagogy’ that comprises three moves: interruption (of habitual and dominant temporal frames and their production of injustice), attention (to the latent, situated, plural timings and rhythms of the situation), and encounter (through invitations to judgement about the temporal practices that should govern more just collective action in response to climate change). It concludes by working through an example of how such a pedagogy might be deployed to negotiate the conflicting temporalities of socio-ecological change.

Teaching value-loaded critical thinking in philosophy education

Value-loaded critical thinking refers to a combination of critical thinking, moral value development and reflection. It is important to teach value-loaded critical thinking in secondary education and philosophy seems the pre-eminent subject to do so. This article describes the theoretical foundations of value-loaded critical thinking, its educational objectives, and what is known about effective teaching strategies. Value-loaded critical thinking is best taught in teacher-led philosophical dialogues. Four design principles summarize effective teaching strategies for teaching value-loaded critical thinking in dialogue: teachers should (1) explicitly address moral values in dialogue; (2) apply moral values to engaging or realistic examples; (3) promote critical reasoning about moral values; and (4) provide opportunities for reflection.

Philosophy of education, from the epistemological turn to the paradox of pedagogical goals

Through this research paper in the philosophy of education, I try to clarify the close link between the intellectual and scientific revolution with education as the pivotal link of the Enlightenment, that epistemological turn in Europe after the Renaissance and Reformation, and entering the modern era with means and methods completely different from those that prevailed in the Middle Ages, according to which the mind and its faculties are used in everything, and this is only through education, which needed to be renewed according to the modern perspective seeking not only knowledge, but also the real person behind those artificial formations imposed by human tradition.

PHILOSOPHICAL PERSPECTIVES OF SECULAR PROGRAMS OF COMPASSION TRAINING

The article discusses key meditation-based programs aimed at nurturing and training the ability to empathize. Historically, these programs have been drawn to Buddhist teachings and traditional meditation practices, but in the process of adapting to global world and a secular context, they separate themselves from religion. In the process of research, I try to demonstrate the importance of these methods for philosophy, ethics and education, since the cultivation of compassion helps to better and more deeply understand the nature of a person, motivation and improve social interaction. Important for the modern world can be not only the therapeutic effect of the mentioned methods, but also their application in the field of philosophy. Although the vectors of Buddhism as religion and humanistic ethics may differ, they seek to improve the quality of human life, develop compassion, respect, trust to the world, and complement each other in conditions of environmental, social, and psychological crisis. For Ukraine, methods of compassion training are very important in the context of war and post-war healing of society. Education in general, and philosophical education in particular, will need a wide range of tools for healing collective trauma, returning to oneself, finding the home of being.

Navigating identity dissonance: subjectification to balance socialization.

One of the main goals of medical education is to facilitate the development of a professional identity. As part of this effort, trainees are exposed to the values and cultures of the profession in a process known as socialization. Learners must then negotiate incongruent aspects between their preexisting identities and nascent professional identities. Individuals from historically underrepresented ethnic groups often undergo more significant changes due to their values and culture not being as prevalent within the dominant ideology of medicine. This transformative process can lead to identity dissonance and manifest as an internal discomfort resulting from perceived contradictions between one's existing identity and the required professional identity. Identity dissonance may be traumatic and pose a threat to the academic performance and professional integration of trainees. These detrimental effects harm the medical workforce by depriving it of a group crucial in addressing health inequities. Educators tasked with facilitating the professional development of learners must consider their implicit expectations about professionalism, explore the distinct challenges experienced by individuals from underrepresented backgrounds in their professional development, and work to develop strategies to help trainees navigate identity dissonance. Subjectification, an education philosophy that focuses on compelling individuals to explore the new possibilities and responsibilities imparted to them by their education, provides a theoretical framework to help educators guide learners through identity dissonance.