Reason and Education: Essays in Honor of Israel Scheffler
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Overview Israel Scheffler is the pre-eminent philosopher of education in the English-speaking world today. This volume collects seventeen original, invited papers on Scheffler's philosophy of education by scholars from around the world. The papers address the wide range of topics that Scheffler's work in philosophy of education has addressed, including the aims of education, cognition and emotion, teaching, the language of education, science education, moral education, religious education, and human potential.
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Each paper is followed by a response from Scheffler himself. The collection is essential reading for anyone concerned with contemporary scholarship in philosophy of education, or with the place of this singularly important author in it. Product Details Table of Contents.
Rational passions and intellectual virtues: A conceptual analysis.
Table of Contents Introduction; H. Critical Thinking and Foundational Development; W. This dual focus requires it to work on both sides of the traditional divide between theory and practice, taking as its subject matter both basic philosophical issues e. These practical issues in turn have implications for a variety of long-standing philosophical problems in epistemology , metaphysics , ethics , and political philosophy.
In addressing these many issues and problems, the philosopher of education strives for conceptual clarity, argumentative rigour, and informed valuation. The history of philosophy of education is an important source of concerns and issues—as is the history of education itself—for setting the intellectual agenda of contemporary philosophers of education.
Equally relevant is the range of contemporary approaches to the subject. Although it is not possible here to review systematically either that history or those contemporary approaches, brief sketches of several key figures are offered next. The Western philosophical tradition began in ancient Greece , and philosophy of education began with it.
The major historical figures developed philosophical views of education that were embedded in their broader metaphysical , epistemological, ethical , and political theories. This view of the central place of reason in education has been shared by most of the major figures in the history of philosophy of education, despite the otherwise substantial differences in their other philosophical views.
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In his dialogue Republic he set out a vision of education in which different groups of students would receive different sorts of education, depending on their abilities, interests, and stations in life. Unlike Plato, Rousseau also prescribed fundamentally distinct educations for boys and girls, and in doing so he raised issues concerning gender and its place in education that are of central concern today. While these Deweyan themes are strongly reminiscent of Rousseau, Dewey placed them in a far more sophisticated—albeit philosophically contentious—context.
He emphasized the central importance of education for the health of democratic social and political institutions, and he developed his educational and political views from a foundation of systematic metaphysics and epistemology. Of course, the history of philosophy of education includes many more figures than Socrates, Plato, Aristotle, Rousseau, and Dewey.
Peters in Britain and Israel Scheffler in the United States , have also made substantial contributions to educational thought. It is worth noting again that virtually all these figures, despite their many philosophical differences and with various qualifications and differences of emphasis, take the fundamental aim of education to be the fostering of rationality see reason.