NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 16 to 30 of 36 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Zembylas, Michalinos – Studies in Philosophy and Education, 2012
The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in…
Descriptors: Civil Rights, Altruism, Conflict, Citizenship Education
Peer reviewed Peer reviewed
Direct linkDirect link
Fleming, Ted – Studies in Philosophy and Education, 2012
The legacy of the Frankfurt Institute for Social Research has been a powerful force for critically understanding social reality. Erich Fromm was one of the early and best known members of the Institute. Fromm emphasised the centrality of culture and interpersonal relations in the construction of the psyche. The unconscious was not only the…
Descriptors: Adult Education, Adult Learning, Democracy, Psychiatry
Peer reviewed Peer reviewed
Direct linkDirect link
Huttunen, Rauno; Murphy, Mark – Studies in Philosophy and Education, 2012
The idea of radical pedagogy is connected to the ideals of social justice and democracy and also to the ethical demands of love, care and human flourishing, an emotional context that is sometimes forgotten in discussions of power and inequality. Both this emotional context and also the emphasis on politics can be found in the writings of Paolo…
Descriptors: Social Justice, Critical Theory, Democracy, Ethics
Peer reviewed Peer reviewed
Direct linkDirect link
Lewis, Tyson E. – Studies in Philosophy and Education, 2011
Although there is ample interrogation of advertising/commercial/media culture in critical pedagogy, there is little attention paid to the fine arts and to aesthetic experience. This lacuna is all the more perplexing given Paulo Freire's use of artist Francisco Brenand's illustrations ("Education for Critical Consciousness." Continuum, New York,…
Descriptors: Critical Theory, Fine Arts, Aesthetics, Visual Aids
Peer reviewed Peer reviewed
Direct linkDirect link
Seltzer-Kelly, Deborah; Westwood, Sean J.; Pena-Guzman, David M. – Studies in Philosophy and Education, 2010
Curiously, while the efficacy of the arts for the development of multicultural understandings has long been theorized, empirical studies of this effect have been lacking. This essay recounts our combined empirical and philosophical study of this issue. We explicate the philosophical considerations that shaped the development of the arts course we…
Descriptors: Multicultural Education, Democracy, Cultural Pluralism, Public Education
Peer reviewed Peer reviewed
Direct linkDirect link
Alhadeff-Jones, Michel – Studies in Philosophy and Education, 2010
The position adopted in this paper is inspired by Edgar Morin's paradigm of complexity and his critique of scientific and philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the…
Descriptors: Models, Educational Theories, Educational Philosophy, Academic Discourse
Peer reviewed Peer reviewed
Direct linkDirect link
Sinha, Shilpi – Studies in Philosophy and Education, 2010
This article examines how affect allows us to view the relational form of dialogue, as built upon the work of Derrida and Levinas, to be a site of transformative possibility for students as they encounter and address issues of social justice and difference in the classroom. The understanding of affect that attends this form of dialogue demands…
Descriptors: Social Justice, Cultural Pluralism, Interpersonal Communication, Affective Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Mejia D., Andres – Studies in Philosophy and Education, 2009
The current dominant approach on the assessment of critical thinking takes as a starting point a conception of criticality that does not commit to any substantive view or context of meaning concerning what issues are relevant to be critical about in society or in life. Nevertheless, as a detailed examination of the identification of assumptions…
Descriptors: Critical Thinking, Evaluation, Criticism, Critical Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Roberts, Peter – Studies in Philosophy and Education, 2007
This paper considers Hermann Hesse's novel, "The Glass Bead Game," in the light of Paulo Freire's educational philosophy. "The Glass Bead Game" is set in Castalia, a "pedagogical province" of the 23rd century. It is argued that the central character in the book, Joseph Knecht, undergoes a complex process of conscientisation. Knecht develops an…
Descriptors: Educational Philosophy, Novels, Literary Criticism, Interpersonal Communication
Peer reviewed Peer reviewed
Direct linkDirect link
Rozas, Claudia – Studies in Philosophy and Education, 2007
The work of Paulo Freire, while remaining important to many educators, has been challenged by some postmodernist arguments. In particular, the pursuit of justice becomes difficult, or at least more complicated, when the concept of difference is taken seriously. This paper reconsiders the Freirean commitment to justice in the light of ideas from…
Descriptors: Critical Theory, Educational Philosophy, Social Environment, Justice
Peer reviewed Peer reviewed
Direct linkDirect link
Findsen, Brian – Studies in Philosophy and Education, 2007
Central tenets of Freirean philosophy and pedagogy are explored and applied to the emerging field of older adults' learning (educational gerontology), a sub-field of adult education. I argue that many of Freire's concepts and principles have direct applicability to the tasks of adult educators working alongside marginalized older adults. In…
Descriptors: Educational Gerontology, Adult Education, Social Change, Adult Educators
Peer reviewed Peer reviewed
Direct linkDirect link
Mayo, Peter – Studies in Philosophy and Education, 2007
Paulo Freire and Lorenzo Milani are considered as key figures in a number of Southern European countries for providing signposts for a critical approach to education. In this paper I will view their ideas and biographical trajectories comparatively to glean some important insights for a critical pedagogy. The common theme throughout this…
Descriptors: Foreign Countries, Social Justice, Critical Theory, Reading Ability
Peer reviewed Peer reviewed
Hpgan, Padraig – Studies in Philosophy and Education, 2003
Discusses the mutually opposed stances towards learning represented by early formulations of deconstruction and of hermeneutics. Identifies shifts in later formulations of both which provides a more inclusive context for understanding learning as a human undertaking, including the identification of tensions that are more promising than the…
Descriptors: Cognitive Processes, Communication (Thought Transfer), Community Colleges, Critical Theory
Peer reviewed Peer reviewed
Davson-Galle, Peter – Studies in Philosophy and Education, 2003
Explains Philip Higgs' post modern pluralist thought by reaction to the monolithic rigidities of the decreed dogma of his country's (South Africa) past. Author argues that Higgs has overreacted and has become over tolerant of diversity of thought and that intellectual endeavors should be relativised to particular intellectual parochial…
Descriptors: Community Colleges, Critical Theory, Cultural Pluralism, Discussion
Peer reviewed Peer reviewed
Higgs, Philip – Studies in Philosophy and Education, 2003
Author argues that the philosophical movement known as postmodernism seriously undermined the notion that truth can be at all objective and that truth depends entirely on democratic consensus. Addresses Davon-Galle's criticism of the author's assertions and explains that the certainty that Davon-Galle seeks is not to be found in philosophy or any…
Descriptors: Community Colleges, Critical Theory, Cultural Pluralism, Discussion
Pages: 1  |  2  |  3