共查询到20条相似文献,搜索用时 15 毫秒
1.
王强 《云南师范大学学报(哲学社会科学版)》2004,36(1):91-93
本文通过对西方最具影响力的哲学流派——分析哲学 ( Analytic Philosophy)的研究 ,从“教育研究中的哲学”与“作为教育研究的哲学”两个角度对西方分析教育的影响进行深入剖析。在此基础上 ,作者对西方分析哲学对中国教育的影响做了进一步的研究。最后 ,作者对西方分析哲学对中国教育的现实意义做了探讨 相似文献
2.
Michael Peters 《Educational Philosophy and Theory》1997,29(2):1-32
I was thinking about my philosophical work and saying to myself: 'I destroy, I destroy, I destroy…'
Context: The 'linguistic turn' of Western philosophy (Heidegger's later works, the penetration of Anglo-American philosophies into European thought, the development of language technologies); and correlatively, the decline of universalist discourses (the metaphysical doctrines of modern times: narratives of progress, of socialism, of abundance, of knowledge). The weariness with regard to 'theory', and the miserable slackening that goes along with it (new this, new that, post-this, post-that, etc.). The time has come to philosophize.
…there is no danger of philosophy's 'coming to an end'. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato to Nietzsche is encapsulated and 'distanced' in the way Heidegger suggests, and even if twentieth-century philosophy comes to seem a stage of awkward transitional backing and filling (as sixteenth-century philosophy now seems to us), there will be something called 'philosophy' on the other side of the transition. 相似文献
Context: The 'linguistic turn' of Western philosophy (Heidegger's later works, the penetration of Anglo-American philosophies into European thought, the development of language technologies); and correlatively, the decline of universalist discourses (the metaphysical doctrines of modern times: narratives of progress, of socialism, of abundance, of knowledge). The weariness with regard to 'theory', and the miserable slackening that goes along with it (new this, new that, post-this, post-that, etc.). The time has come to philosophize.
…there is no danger of philosophy's 'coming to an end'. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato to Nietzsche is encapsulated and 'distanced' in the way Heidegger suggests, and even if twentieth-century philosophy comes to seem a stage of awkward transitional backing and filling (as sixteenth-century philosophy now seems to us), there will be something called 'philosophy' on the other side of the transition. 相似文献
3.
Ivan Snook 《Educational Philosophy and Theory》2013,45(2):191-201
Abstract I argue that, after Dewey, Peters was the first modern philosopher of education to write material (in English) that was both philosophically respectable and relevant to the day-to-day concerns of teachers. Since then, some philosophers of education have remained (more or less) relevant but not really respectable while others have ‘taken off into the skies’ learning acclaim from the philosophical community but ceasing to produce anything which would be of any relevance to teachers in their work. I suggest that Peters might again point the way towards a form of academic philosophy of education that is both relevant and reasonably respectable. 相似文献
4.
5.
Kenneth A. Wain 《International Journal of Lifelong Education》2013,32(2):107-117
Problems of scale lead to the use of lay tutors in education for trade union members. These tutors need support from their organization. The design of this support is far from easy. A Dutch research project reveals some of the problems of providing support for these educational volunteers. Some results of this research are reported in this article. First, attention is devoted to some ideas about trade union education, based on British and Dutch literature. Second, the article concentrates on the investigated practices: local trade union education in the Netherlands, lay tutors and their tasks. In order to decipher the role of support activities, the elements of a model of volunteer activities are proposed. With a view to the diffusion of Dutch experience, a model of the support activities of trade unions related to the tasks of lay tutors is described. Five support environments for lay tutors are subsequently sketched. Although some aggregation has been achieved, the level of knowledge remains quite low. Fundamental knowledge on support does not, as yet, exist. Knowledge is still far too limited to be able to provide advice on which environment to choose in a specific situation. Creating finely tuned support for lay tutors cannot be reduced to making a choice or to the combination of certain elements. If creating support is not the same as making a choice, this implies a design task. To assist efforts in designing support activities for lay tutors ten recommendations are made. Finally, their quality is briefly discussed. 相似文献
6.
Naturalism and philosophy of education 总被引:1,自引:0,他引:1
Colin W. Evers. 《Educational Philosophy and Theory》1987,19(2):11-21
7.
Paul Standish 《比较教育学》2004,40(4):485-501
On what might a comparative discussion of philosophy of education that takes Europe as one of its terms be based? This paper begins by addressing the complexity that attaches to the name 'Europe' in this context in order to lay the way for a more detailed consideration of so-called 'Continental' philosophy--specifically of poststructuralism. It makes reference to the ways in which the work of poststructuralist thinkers has often been interpreted in 'postmodern' educational theory and seeks to reveal certain errors in this regard. Distinctions are drawn between postmodernity, postmodernism and poststructuralism, illustrating the last of these in terms of two influential strands of thought drawn from Levinas and Nietzsche, and indicating their value for education. In conclusion, some brief remarks are offered regarding the institutionalization of philosophy of education in Europe. 相似文献
8.
9.
On the grammar of religious discourse and education 总被引:1,自引:0,他引:1
If it is generally true that skewed educational policies and practices often follow from more fundamental epistemic or semantic
misconstruals of the logical character of particular forms of human enquiry, this would seem to be especially true of religious
education. This paper sets out to identify and expose some of the dubious philosophical assumptions underlying latter day
conceptions of religious discourse and education — as apparent, for example, in tensions between literalist and expressivist
readings of religious discourse and confessional and non-confessional approaches to religious education. In short, whilst
this paper rejects literalist interpretations of religious discourse (and any consequent religious fundamentalism) in favour
of a non-literalist conception of religious narratives as epistemically continuous with forms of imaginative human art and
literature, it also rejects idealist, social constructivist and relativist interpretations of story in favour of a realist
account of religious and other serious cultural literature as truth-focused forms of objective human enquiry, knowledge and
understanding. On this view, although the language of religious narrative is no less metaphorical, analogical and/or figurative
than that of great poetry, it is — no less than great poetry — concerned to disclose quite objective aspects or dimensions
of spiritual, moral and metaphysical reality. The paper concludes with some observations on contemporary challenges of religious
education. 相似文献
10.
11.
12.
13.
Christopher Winch 《牛津教育评论》2013,39(3):305-322
The time has come to re-assess the role that Philosophy has to play in the education of teachers, both at the beginning of and during their careers. The currently fashionable craft conception of teaching is inadequate as a preparation for a career in teaching. Philosophy of Education has an important role to play in preparing for a career in teaching. First, it enables teachers to acquire a grasp of the conceptual field of education and an ability to find their way around the often contested views within that field, which in turn impinge upon the normative structure of particular education systems. Second, it enables them to understand better the conceptual debates that involve the subjects that they are teaching. Third it enables teachers to understand the scope and limits of empirical research in education and the relationships between that research and conceptual issues in education. These claims are discussed with examples, and recent government statements about standards and competences in teaching are looked at through the perspective of a conceptually informed, career-oriented profession of teaching. Reasons for the past decline of philosophy of education in teacher education and how they might be avoided in the future are also reviewed. 相似文献
14.
林小琴 《重庆第二师范学院学报》2011,24(4):95-97
教育技术哲学是目前教育技术学理论发展的重要生长点,技术哲学的兴起为教育技术哲学的发展带来了许多有益的启示。本文通过探讨技术哲学作为教育技术哲学理论基础的合理性,从技术哲学的角度构建了教育技术哲学研究的基本框架,并对现阶段教育技术哲学的发展进行了思考和探索。 相似文献
15.
16.
18.
19.
Michael Otte 《Educational Studies in Mathematics》2007,66(2):243-255
History of mathematics occupies itself describing processes of growth and development, whereas philosophy of mathematics is
concerned with questions of justification. Both play an essential role within the educational context. But there is a problem
because genuine historical studies necessitate ever greater particularity whereas mathematics and philosophy require generality
and abstraction. The paper offers some methodological reflections about these matters together with two case studies from
nineteenth century history of arithmetic and integration theory, respectively, which try to strike a balance between the directly
opposed requirements. 相似文献
20.
论科学哲学与霍姆斯比较教育方法论 总被引:1,自引:0,他引:1
霍姆斯是当代较有影响的比较教育学家,其比较教育方法论在比较教育领域具有重要的地位和深远的影响。本文试图深入分析霍姆斯基于波普尔科学哲学的比较教育方法论,包括反归纳主义、理论先于观察和以经验证伪为原则的假设-演绎法,以期对他的比较教育方法论有一个较透彻的理解。 相似文献