Philosophy and the Study of Education New Perspectives on a Complex Relationship 1st Edition by Tom Feldges ISBN 9781138583757 1138583758

1 Introduction: Philosophy and education

Introduction

Learning about philosophy vs. doing philosophy

Experience and description

How to read and utilise this book and what to expect from it

I. Reason and knowledge

Chapter 2 – Socrates for teachers

Chapter 3 – Philosophy with Children and self-determination in education

Chapter 4 – Philosophy in Islam and its limit on teaching reason in humanities

Chapter 5 – Children’s epistemic rights and hermeneutical marginalisation in schools

II. The mind and body and the social

Chapter 6 – Consciousness, physicalism and vocational education

Chapter 7 – Emotions and effective learning

Chapter 8 – The social, the natural and the educational

III. Experiences and scientific accounts

Chapter 9 – The student–teacher relationship: an existential approach

Chapter 10 – Educational phenomenology: is there a need and space for such a pursuit?

Chapter 11 – Making sense of it all? A concluding attempt

Recommended reading

References

2 Socrates for teachers

Introduction

The importance of Socrates

The death of Socrates: his method and morality

The refutation of relativism

Relativism today

The importance of public debate

The current state of misology

Conclusion: are you a modern Socrates?

Summary

Recommended reading

References

3 Philosophy with Children and self-determination in education

Introduction

Meaning in community of philosophical inquiry

Matthew Lipman’s writings on ‘meaning’

Philosophical laboratory/community of inquiry, social activism and self-determination

Combing meaning in communities of inquiry and self-determination

Conclusion

Summary

Recommended reading

References

4 Philosophy in Islam and its limit on teaching reason in humanities

Introduction

A pedagogical concern

Education from an Islamic perspective

Teaching humanities and the problem among Muslim students

Philosophy in Islam and the limit to reason

An implication for pre-service teachers

Conclusion

Summary

Recommended reading

References

5 Children’s epistemic rights and hermeneutical marginalisation in schools

Introduction

Hermeneutical injustice in education

Epistemic norms

Epistemic rights in trust

Conclusion

Summary

Recommended reading

References

6 Consciousness, physicalism and vocational education

Introduction

Consciousness and hard problems

The hard problems of vocational education and training

Craft and education

Problem-solving

Intellectual versus manual work

Handwork, learning and education

Embodied learning and the vocational curriculum

Conclusion

Summary

Recommended reading

References

7 Emotion and effective learning

Introduction

Feeling the flow

Externally induced flow?

Emotions as promoters of flow

Emotion, empathy and flow

Learning to flow

Flow and the classroom

Conclusion

Summary

Recommended reading

References

8 The social, the natural and the educational

Introduction

The flourishing of social constructivism

The lure and pitfall of the ideas of scheme and content

Rorty’s denial of the notions of conceptual framework and the world

Singling out ‘the logical space of reasons’

McDowell’s expanded view of experience and the natural

The fundamental interweaving of the social, the natural and the educational

Conclusion

Summary

Recommending reading

References

9 The teacher–student relationship: An existential approach

Introduction

The neoliberal teacher–student relationship

The progressive teacher–student relationship

The existentialist approach

Conclusion: the existential teacher–student relationship

Summary

Recommended reading

References

10 Educational phenomenology: Is there a need and space for such a pursuit?

Introduction

Cognitive neuroscience

Phenomenology: a first – and tentative – take on the issue

Phenomenology: a second take on the issue

Husserl’s phenomenology as a structural investigation

A space for phenomenological research in education?

Conclusion

Summary

Recommended reading

References

11 Making sense of it all?A concluding attempt

Introduction

The situated-ness of human knowledge

The interrelatedness of the mind and the body

The difference between individual experience and scientific description

So where are we?

Recommended reading

References

Index