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相似文献
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DAVID ALDRIDGE 《Journal of Philosophy of Education》2019,53(3):531-546
It has been acknowledged that education includes ‘a love of what one teaches and a love of those whom one teaches’ (Hogan 2010: 81), but two traditions of writing in philosophy of education—concerning love for student and love for subject—have rarely been brought together. This paper considers the extent to which the ‘triangular’ relationship of teacher, student and subject matter runs the risk of the rivalry, jealousy and strife that are characteristic of ‘tragic’ love triangles, or entails undesirable consequences such as transference from one intended object of love to another. It argues that this faultline in the literature of educational love corresponds to education's ‘divided heart’. The implication of this exploration of education's triangular relationship is that we cannot ignore the ‘dark of love’, nor can we address it simply by asserting that educational love must be of a more honourable sort than romantic love. These tensions can be reconciled through the loving recourse of ‘ceasing to strive’ and the possibility of sublimating the two originary loves into a higher ‘love of truth’. 相似文献
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The Lure of Evil: Exploring Moral Formation on the Dark Side of Literature and the Arts 总被引:1,自引:0,他引:1
The moral potential of works of art, for good or ill, has been recognised from philosophical antiquity: on the assumption that the moral effects of art are invariably negative, Plato advised the exclusion of artists from any rationally ordered state. Arguably, however, the problem of the moral status of art has become yet more acute in contexts of post-Romantic and other modern artistic exploration of moral ambiguity, and even of some apparent contemporary celebration of the immoral and amoral. Indeed, some tension between commitment to liberal-democratic openness and freedom, on the one hand, and fear about the potential literary and artistic corruption of the young, on the other, is evident in latter-day moralistic trends in children's literature. However, in the light of some basic exploration of conceptual relationships between the artistic, the aesthetic and the moral, this paper argues that such moralising trends in particular and arguments for artistic censorship in general are mostly wrongheaded and unsustainable. 相似文献
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The Fecundity of the Individual Case: considerations of the pedagogic heart of interpretive work 总被引:1,自引:0,他引:1
DAVID W. JARDINE 《Journal of Philosophy of Education》1992,26(1):51-61
Using the example of a beginning teacher's account of the experience of entering her new school for the first time, this paper presents a consideration of the nature of interpetive inquiry in education and how such inquiry treats ‘the individual case’. This is compared with how more traditional, quantitative studies might treat such cases. The pedagogic character of interpretive inquiry is then discussed. 相似文献
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DAVID F. LABAREE 《Journal of Philosophy of Education》2020,54(3):679-693
At least in the United States, the presentation of scholarship is highly formulaic. The emblematic product of this professional domain—the academic journal article—is less a lump of clay waiting to be moulded than a set of fired jars waiting to be filled. Not only are the jars unyielding to the touch, but even their number and order are fixed. There are five of them, which need to be filled in precise order: research question, literature review, methodology, results and conclusions. Don't stir. Repeat. In this paper I explore the form and function of this formulaic medium. I trace its roots to a series of earlier formalisms that dominate American schooling. First comes the five-paragraph essay, a form that is chillingly familiar to anyone who has attended an American high school. This model continues to hold sway in college. Then in graduate school comes the five-chapter doctoral dissertation. Same jars, same order. By the time the doctoral student becomes a professor, the pattern is fixed. The Rule of Five is thoroughly fixed in muscle memory, and the scholar is on track to produce a string of articles that follow from it. The formula is useful for all of the actors involved, making it easy to write acceptable academic papers, to skim and evaluate these papers, and to build a credible CV and a high citation journal. The only thing it's not good for is transmitting meaningful academic insights. 相似文献
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