Teaching Of Philosophy Research Articles

A Reflection on Teaching Practices in Middle Schools in Disadvantaged Areas - With a Focus on the Level of the Cohort Compared to That of the Single Class

This article addresses the question of the adaptation in a teacher's pedagogical practices of sixth-grade pupils in priority education zones. This research approach, within the framework of a research intervention program, sought to verify the correlation between pupils’ cognitive, language skills, and their ability to benefit from different philosophical teaching practices. Two types of measures are deployed in relation to sixth-grade pupils. Two standardized tests (language: linguistic/comprehension - EVAC and ECL-2 tests - measure of global fluid intelligence - Raven's matrix test) evaluate the scores. This assessment is cross-referenced with the measurement of the pupils’ academic skills in language and mathematics assigned by teachers. Our results are based on a full sample of 124 pupils in seven classes, sometimes reduced to 90 pupils by removing pupils from linguistic minorities. The results indicate, by comparing two samples, significant differences in the levels of the pupils in priority education zones compared to standard scores: a minimum gap of 20 percentiles is noted for each subtest, which implies a form of delay in the academic performance of the pupils in priority education zones. Compared to the general average of French sixth-grade pupils, a lack of lexical skills is particularly apparent, indicating a form of abandonment. A differentiation is apparent between the different classes tested. Therefore, the scale of the class or schooling context must therefore be distinguished and studied separately. We discuss the desirability of identifying more precise pupil profiles, to enable teachers to move beyond an overly global view of the class.

“Conjoint Communicated Experience”: Art as an Instrument of Democracy

“Conjoint Communicated Experience”: Art as an Instrument of Democracy

INFLUENCE OF THE RELIGIOUS FACTOR ON MODERN SOCIETY UNDER THE CONDITIONS OF GLOBALIZATION

World politics is a complex and multifaceted relationship based on national interests, due to the conditions and factors associated with the specifics and customs of a particular state. The role of religion in international relations is not considered as important as economics and politics. But the conflicts and disagreements that arise in the world under the guise of different religions remind the world community how important the religious factor is. This factor knows no boundaries and is not limited to the territory of a particular state. In the 20th century, negative attitudes towards religion changed radically. In the 21st century, religion began to be seen as a link between the individual and society, a sizable factor in achieving harmony in the political system of the world community. The emergence of the religious factor in world politics is directly related not only to globalization but also to the centuries-old process of secularization of international relations. Although the system that influences the political factor in different directions has different forms, it is associated with economic, geographical, ethnonational, religious, cultural, socio-political, and historical processes. This article notes that cultural and religious factor is becoming as important in international politics as any other factor. By the twentieth century, the religious factor began to manifest itself in the manifestation of interethnic relations within the framework of religious traditions, which led to the emergence of various theories and views on it and subsequently to the analysis of these theories. We also consider in our study the influence of the religious factor on all strata of society. The study used comparative-historical, typological, hermeneutic methods of research, as well as the method of complex analysis of literature in the study of the religious factor and its definitions, its role in the socio-political life of the country, religious and philosophical teachings, and the history of Malaysia.

A comicsophy approach to teaching philosophy

The paper presents an innovative approach to teaching philosophy, which the authors name as a comicsophy approach to teaching philosophy. Such creative application of comics in the teaching of philosophy fully corresponds to the skandalonic and dialogical character of philosophy itself. The methodical value of using comics in philosophy teaching is manifested exactly in comics’ distinctly skandalonic character. The skandalon is a methodical process that seeks to provoke students' curiosity by questioning something that otherwise seemed unquestionable, self-evident, to present it in a new light, in order to make it the subject of critical questioning and reflection. Given the visuality of the comics, its fun and root in popular culture, it is an excellent motivational tool for philosophical reflection and understanding of reality, philosophical issues, ideas and concepts in teaching philosophy. By introducing comics as recognizable products of pop culture close to students' reading interest and experience in teaching philosophy, it is easier for them to connect what they learn in school with real life, ie to apply what they have learned in everyday life situations. Comics can be used as a source of information, a form of learning new content, as well as a basis for encouraging dialog and discussion in the classroom. Also, students can individually or in pairs/groups create comics on specific philosophical topics, thus developing creative, critical and collaborative thinking. The paper presents specific criteria for evaluating comics on philosophical issues that students create in philosophy classes.

Corrupting Youth: Volume 1: History and Principles of Philosophical Enquiry (PhiE) and Volume 2: How to Facilitate Philosophical Enquiry (PhiE) by Peter Worley

In his latest offering on the teaching of philosophy, a two-volume book titled <em>Corrupting Youth</em>, community of inquiry (CoI) practitioner, educational researcher, award winning author and co-founder of the <em>Philosophy Foundation </em>(<a href="https://www.philosophy-foundation.org/">https://www.philosophy-foundation.org</a>) Peter Worley, provides us with a comprehensive overview of his dialectical method of <em>Philosophical Enquiry</em> (or PhiE). PhiE is a deliberately ‘informal’ (Vol. 1, p. xxvii) but highly effective method of philosophising aimed at children of all ages. It is one whose underlying principles and techniques, Worley points out, can be traced to the ancient Greeks, from pre-Socratic philosophers Heraclitus and Parmenides, to Socrates, Plato and Aristotle. As the originator and leading exponent of contemporary PhiE, much of what Worley details here, though on the surface familiar and commonsensical, is the product of years of experience and careful consideration. The result, coupled with Worley’s knack for masterful storytelling, is a highly engaging and accessible introduction to a dialectic-based pedagogy that has gained increasing traction in recent years.

Philosophy in mass education system: Teaching as a mimetic practice

Introduction. The article tackles the problem of changing the role and place of philosophy in the mass education system. Today, mass education is closely connected with pragmatisation and technologisation; and these two processes spawn a concern whether it is useful to study philosophy, and, as a consequence, an aspiration to transform the understanding of teaching itself.Aim. The aim of the present paper was to reconceptualise the bespoke teaching experience within the framework of personalised academic tracks launched in the University of Tyumen in an attempt to address the problem.Methodology and research methods. The theoretical part of the research lays out the foundation of philosophy teaching as a mimetic practice based on a methodology, which is developed through the following concepts: the dichotomy of E. Giddens’ practical and discursive consciousness, M. Polanyi’s tacit knowledge, E. Mach’s economy of thought, and C. Wulf’s mimesis. This was a starting point of a philosophy teaching practice that was tested on a batch of students, approximately a quarter of which agreed to take an anonymous survey about the process and the results of the joined work.Results and scientific novelty. A draft of a conceptual foundation of mass philosophy teaching in the current context is laid out. At the core of the process, there is a mimetic transfer of tacit knowledge, ensuring a skill to philosophise. This process presupposes an interaction of four actors: a teacher, a student, a text and a group of students. The lecture is a demonstration of a personal philosophic style, and the Socratic seminar is a joint practice with an unpredictable finale. In this practice, there is a system, where the teacher is an inquiring moderator launching the student’s personal search, the text provides a connection with a philosophic tradition, and the group – with the everyday life. The survey showed that this approach is effective: students like the process, they understand the connection of the philosophical ideas with the real life, and they track the level of their own understanding of philosophical texts.Practical significance. The research results may be useful for other philosophy teachers who on the basis of this study may adjust their teaching practices to a mass philosophy course delivered in the current conditions; and for further development of the theory, first and foremost, in terms of formulating the philosophical content being used.

Beyond environmental science: Climate action in Hindu religion and Sant Mat tradition

AbstractThis paper explores Hindu religious concepts in their broadest form in general, and the philosophy and teachings ofRadha Soami Satsang Beas(a religious sect with its headquarters in Punjab, India) in particular, to access whether and in what ways the Indic spiritual value system is dovetailed with ecological ethics to make a case for climate action. Considering the influence of this sect in India and the size of its faith community, its role in propagating ecological ethics through the notion of karma, practice of vegetarianism, and service are examined here. The paper concludes that although the philosophical teachings ofRadha Soami Satsang Beaslike living a lighter life by practising vegetarianism and service do have great ecological values, the ethnographic account of theRadha Soami Satsang Beasshows that the devotees do not show any proclivity toward climate action due to the lack of direct teaching by theirguruon the subject and therefore do not establish any relation between philosophical underpinnings of the sect and ecological stewardship. Nevertheless, the ecological sensibilities of this community are more aligned with their spiritual goal and are reflected in their behaviour.

В. Н. Ильин: из неопубликованных лекций по истории средневековой философии

Philosopher, theologian and literary critic Vladimir Nikolaevich Ilyin (1890–1974) taught in 1925–1940 the history of medieval philosophy at St. Sergius Orthodox Theological Institute in Paris. Later, based on lectures, he prepared for publication the book «The History of Medieval Philosophy in Connection with General History of Culture, Science and Theology», which remained unpublished, but was preserved in the archival fund of V.N. Ilyin (Archive of Alexander Solzhenitsyn House of Russia Abroad. F. 31). This publication contains one of the lectures by V.N. Ilyin entitled «Problems, origins and ways of medieval philosophy». It gives an idea of the general approach of V.N. Ilyin to medieval philosophy, about his main concept. According to Ilyin, medieval thought of Western Europe was determined by the antinomy between dogma and dialectics. Ilyin divided the history of medieval philosophy into two periods: until the XIII century, the era of the struggle of ideas and active development, and after the XIII century, when scholasticism won, and then fell into decay. V.N. Ilyin considers that two thinkers Thomas Aquinas (around 1225–1274) and Bonaventure (around 1217–1274), their ideological confrontation, are of great importance for understanding the philosophy of the XIII century. Thomas Aquinas won and determined the further development of Western philosophy, but Bonaventure’s ideas about the union of theology and philosophy did not disappear and develop in new philosophical teachings (Friedrich Wilhelm Schelling, Henri Bergson, Gabriel Marcel and others). In Ilyin’s opinion, in order to overcome scholasticism and rationalism, which prevailed in Western philosophy, it will necessary to return to the fathers of Church, to Plato and Aristotle. V.N. Ilyin proposed his program, based on the main thesis «Return to the Fathers of the Church as a source of true philosophy», expressed solidarity with V. Gioberty and I.V. Kireevsky.

Memahami Makna Interaksi Sosial dalam Keanekaragaman Etnis dan Budaya di Kelurahan Subagan Karangasem pada Abad Ke-19 Perspektif Masa Kini

Since the 19th century in Karangasem there has been interaction between various ethnic groups (Balinese, Sasak, Bugis, and Javanese). These social interactions lead to acculturation in several elements of culture, such as in elements of language, and cultural arts. The Sasak, Javanese, Bugis people migrated to Karangasem with various backgrounds and reasons, bringing with them their respective cultures. Gradually the cultural elements brought were accepted and processed into the Balinese Hindu culture, which is a native of Karangasem. Social interactions and acculturation that occur especially with Sasak Muslims cannot be separated from the existence of political power relations. Political power relations are also based on patron-client relationships, namely the relationship or link between the King of Karangasem as a leader and the people he leads. In the past, patron-client relationships were based on a sense of Utun (attention, loyalty), Tresna (loyalty and devotion (mutual respect and respect), mutual benefit, giving and receiving). Such leadership patterns are usually based on the teachings of Hindu philosophy, such as in the teachings of Asta Brata. This study is supported by the theory of structural functionalism, and the theory of hegemony from Gramsci. According to the theory of hegemony, mastering is not just dominating, but also with moral and intellectual leadership. The method used in this writing is through a literature review and the results of observations (observations).

THE ESTABLISHMENT OF SUFIS AND PHILOSOPHICAL DOCTRINE IN CENTRAL ASIA

The mystical-philosophical doctrines of Central Asia are not just a general term, but include the study of certain issues in the universe and man, nature and society within the circle of philosophy and mysticism, as well as problem analysis and methodology. This article examines the mystical and philosophical teachings in Central Asia.

THE GUNUNGAN METAPHOR IN THE URIP IKU URUP VIDEO ART

Urip Iku Urup is a highly printed artwork made from plastic waste that serves as video art. Environmentally friendly relief prints used as video artworks motivate studies on their meanings. Thus, this study's problem is how to visualize the metaphor of the mountains (Gunungan) in the Urip Iku Urup video art. This qualitative-descriptive study seeks to discover the Gunungan metaphor in the video art by using the metaphor approach. The findings demonstrate that Urip Iku Urup's work uses the Gunungan metaphor as a manifesto for the three relationships between God, man, and nature. Gunungan, as a teaching in Javanese life philosophy, implies human desire or hope for future accomplishments.

Teaching of philosophy and bilingualism: dilemmas and challenges of the philosophical reception

RESUMO É possível ensinar Filosofia para estudantes Surdos? Quais são as condições mínimas necessárias para que o estudante Surdo aprenda os conteúdos filosóficos propostos nos programas do Ensino Médio? Eis as questões centrais deste artigo, que busca analisar as possibilidades de ensinar Filosofia na perspectiva do bilinguismo e verificar como ocorre a recepção dos conteúdos filosóficos por parte dos estudantes Surdos no Ensino Médio. Para isso, analisam-se tanto a legislação (Lei nº 10.436/2002, Decreto nº 5.626/2005 e Lei nº 13.146/2015) relacionada à inclusão, cultura e identidade surdas quanto seus desdobramentos no espaço escolar, especificamente no processo didático-pedagógico utilizado nas aulas por professores de Filosofia da educação básica no estado do Paraná. Entre outras conclusões, o estudo aponta a necessidade de oferta de formação específica para os professores, tanto em relação ao campo teórico e metodológico quanto à educação bilíngue dos estudantes Surdos em todo o processo de ensino e aprendizagem.

1 FILSAFAT AL-FARABI DALAM PRAKTEK PENDIDIKAN ISLAM

This research is aimed to explore al-Farabi philosophy in the practice of Islamic education. Al-Farabi is called as “the second teacher” after Aristotle due to his ability to understand Aristotle, who was known as the first teacher in philosophy. He also was the first Moslem philosopher who tried to face and intertwine classical Greek political philosophy and Islam as well as possible. He also made effort to make the philosophy understandable under the context of religions. In this regard, Al-Farabi was also considered as the one preserving intellectual tradition of al-Kindi, although with higher competence and creativity, and more complicated sophistication and freedom thinking. While al-Kindi was prominent as literally Moslem philosopher, al-Farabi was admitted as the founder of philosophy study in Islam, which has been developed ever since. He was the Second Teacher and the next highest authority after his role-model, Aristotle. He gained fame for introducing the doctrine of “The Harmony of Plato’s and Aristotle’s Thinking.” His logical knowledge capacity is adequate and he was well-known as Abu Nashr or Abu Naser among Latin philosophers. The philosophy of al-Farabi reconstructs the practice of Islamic education with the presence of integrality of naturalist nativits with empiricist. This brings together the belief that what someone has is important and the presence of empirical experience influence. In the context of learning process, a teacher might give learning experience which develop students’ potential, talents, and interests in defining themselves in time. &#x0D; Key words: al-Farabi philosophy, Islamic education, Harmony

Поиски «истинного христианства» в истории русской религиозной мысли

This article explores the meaning of the quest for true Christianity in Russian philosophy as well as their critique of the traditional church Christianity. Russian thinkers acknowledged traditional Christianity to be false mainly because of the introduction in it of Judaic elements which radically distorted the true teachings of Jesus Christ. These elements essentially were: the concept of an anthropomorphic God; the concept of Creation; and the concept of the Fall. Russian philosophers borrowed their critical attitude towards historical Christianity from the German philosophy of the early 19th century and primarily from Fichte’s late religious and philosophical teaching. The analysis of the Russian thinkers’ views allows us to assert that they considered as true Christianity the religious tradition that Church persecuted as a Gnostic heresy. In the Gnostic version of Christianity, God is understood as an apophatic Absolute, having no attributes; instead, God epitomizes the deep essence of man and manifests Himself in the earthly world in the form of human people. This article demonstrates that, in this case, the meaning of human life consists of the maximum complete realization of God through that life, and the meaning of the history of mankind lies in the construction of the kingdom of God on earth. In this regard, the philosophical ideas of Pyotr Chaadaev and Fyodor Dostoevsky are considered as the exact expression of this tradition of Gnostic Christianity. The analysis of their works, in fact, reveals that both thinkers criticized the religiosity of Church. Consequently, any debate on how close their views were to Catholicism or to Orthodoxy – and such debates certainly occupied a large place in contemporary literary research – is of very little importance for a real assessment of their views.

O estatuto epistemológico do Ensino de Filosofia: uma discussão da área a partir de seus autores e autoras

Abstract This article is based on the assumption that there is, in Brazil, an autonomous field of knowledge that we can call Philosophy Teaching. This assumption, in turn, is based on bibliographic and technical productions, as well as on studies conducted by members of the Philosophizing and Teaching to Philosophize Working Group of the Brazilian National Association of Graduate Studies in Philosophy (ANPOF). It aims to present the specificities of this subarea and its epistemological foundation - discussing the locus of Philosophy Teaching in relation to educational issues and philosophical problems; to Education, Philosophy and Philosophy of Education. An unusual material will be used for this: the statements of those who are part of the philosophy teaching community.

Bringing Public Reason into the Philosophy Classroom

In recent years, ‘philosophy as a way of life’ [PWOL] courses have emerged as an exciting new pedagogical approach. I explain here what a PWOL-course is. In doing so, I argue that the standard method for teaching such courses—what I call the ‘Smorgasbord Model’—presents us with a basic problem: viz., how to enable students in the context of a modern university setting to experience fully what a PWOL is. I propose a solution to this problem by exploring a PWOL that most teachers and students alike already find themselves immersed in, what I describe as political liberalism applied to the context of the university classroom. I show how this overlooked fact not only offers us a novel resource for teaching a PWOL-course. It also helps us as philosophy teachers—in a meta-pedagogical sense—to become more self-reflective about and appreciative of our underlying ethical commitments when teaching philosophy.

Empedocles on the Inheritance of Parental Traits by Offspring

The paper deals with the embryological teaching of Empedocles, the ancient Greek philosopher from Acragas, who lived in the 5th century BC. The article is focused on the mechanisms by which children inherit their parents’ features in the doctrine of Empedocles. The available fragments and evidence on the teachings of early Greek philosophers often provide distorted and sometimes contradictory information. This paper attempts to carefully analyze all the evidence regarding inheritance mechanisms and bring it into an agreement with each other without resorting to abandoning some of the fragments. The most extensive information is provided to us by Censorinus, the 3rd century Roman writer, who in 238 AD wrote the treatise De die natali to congratulate his patron Caerelius on his 49th birthday. The article comments in detail on the testimony of Censorinus (De die natali, 6. 6 = 31 A 81 DK) concerning Empedocles’ views on the inheritance of parental traits by children, as well as the contradictory messages by Aetius (Aët. 5. 11. 1 = A 81) and Aristotle (De gen. an. I, 18, 723a23; IV, 1, 764a1f.; 765a 8 = 31 A 81 DK). The analysis conducted by Erna Lesky in her famous monograph of 1950 was expanded and supplemented in this article. In addition, the study takes into accountthe evidence of cases where children do not resemble their parents. Empedocles justifies these cases by popular superstitions, which were widespread in Europe up to the 20th century.

Richard Peters and his legacy

Richard Peters’s contribution to teaching and research in philosophy of education after 1962 until the mid-1970s was immense, as this piece by two of his colleagues from that period shows. He brought the prevailing emphasis on conceptual analysis in general philosophy to bear on creating a new way of philosophising about education. He worked tirelessly both to expand the teaching of the subject at Postgraduate Certificate of Education (PGCE) and especially at in-service levels, and to reform teacher education at the University of London Institute of Education and its associated colleges more generally. He also founded the Philosophy of Education Society of Great Britain and its journal. Despite health difficulties, problems in his analysis of the concept of education, objections to the academic overloading of the PGCE, and the later decline of government funding of in-service courses in the 1980s, much of Peters’s original vision for philosophy of education thrives to this day.

Трансформация религиозных и философских принципов буддизма в цивилизационном пространстве Китая

The article examines the process of transformation of the philosophical and sote­riological teachings of Buddhism in China as a result of the interaction of the Chinese and Indo-Buddhist civilizations. The substantiation is given that the transformation of Buddhism was a natural process of adaptation of Buddhism in China, which did not distort the original principles of maternal Buddhism. It rep­resented a logical process for the further development of Buddhism in the Far East. It is shown that Buddhism, which brought new soteriological and philo­sophical principles to this country, collided with traditional religious beliefs and a rich philosophical tradition, which necessitated its adaptation to the local men­tality and adaptation to the Chinese sociocultural bedrock. A comparative analy­sis of the religious beliefs of the Chinese and Indo-Buddhist religious principles, as well as the philosophical argumentation of Buddhism and traditional Chinese philosophy is given. The article notes the difficulties that Buddhism faced on its way, when entering the Chinese socio-cultural environment, as well as the objec­tive and subjective conditions that contributed to the spread of soteriological and philosophical attitudes in China. The canonical texts of Mahayana Buddhism are indicated, the content of which became accordant with the Chinese worldview and served for Tao Sheng to put forward his famous thesis about the instant at­tainment of Buddhahood, which served as the starting point for the development of a new soteriological trend in the Far East. The analysis of the process of adap­tation of soteriological principles to the Chinese mentality is given, the ontolo­gization of the philosophical attitudes of Buddhism as a result of its collision with the natural-philosophical teaching of Chinese philosophy is shown. It is substantiated that the formation of a new soteriological direction of Buddhism in China influenced the philosophical content of Buddhism, which determined the formation of a qualitatively new stage in the development of Buddhism in the Far East.

ЭТНОКУЛЬТУРНЫЕ АСПЕКТЫ КИТАЙСКОГО НАРОДНОГО ТРАВОЛЕЧЕНИЯ

In the cultural history of China for many millennia, plants have played a significant role in fine and applied arts, landscape architecture, cooking and healing. At the dawn of civilization, plants were used by people to survive in difficult conditions, mainly for food and medical purposes. With the spiritual development of society, the emergence of philosophical and religious teachings, the expansion of botanical knowledge, they became increasingly integrated into the daily life of ethnic groups, becoming objects of worship and hoped for symbolism and imagery. Often the same plants of local flora can be found in gardens, in pharmacopoeias, and in culinary recipes. Considering the most popular plants of Chinese gardens, the authors analyze the general patterns of the use of local plants in the cultural field of various regions of China and their impact on certain branches of knowledge in other countries. The example given in the article of the spread of folk herbal medicine from one country around the world makes it possible to assess the processes of globalization taking place in the field of culture.