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Ildefonso-Sanchez, Givanni M. – Studies in Philosophy and Education, 2019
This paper shows that philosophy and contemplation are integral parts of leisure ("scholĂ©") and of a fully conscious educative experience. Through examination of the concepts of philosophy, the philosopher, and contemplation, it will be proposed that leisure is a necessary "condition" for philosophy and for education. To…
Descriptors: Educational Philosophy, Leisure Time, Educational Experience, Philosophy
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Gary, Kevin – Studies in Philosophy and Education, 2017
My concern in this essay is not so much with the invisible work or hidden labor produced by neoliberalism, but rather with what Joseph Pieper describes as an emerging culture of "total work" (Pieper, p. 43). More than the sheer (and increasing) number of hours of work, Pieper diagnoses a transformation in the way we view work. Work (or…
Descriptors: Neoliberalism, Politics of Education, Work Attitudes, Employment
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Tubbs, Nigel – Studies in Philosophy and Education, 2013
At times, an individual in modernity can feel dehumanised by work, by administration, by technology, and by political power. This experience of being dehumanised can take the individual to an existential awareness of the priority of existence over essence. But what does this existential experience mean? Are there ways in which this experience can…
Descriptors: Humanism, Philosophy, Metacognition, Self Concept
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Huttunen, Rauno – Studies in Philosophy and Education, 2012
An individual is in the lowest phase of moral development if he thinks only of his own personal interest and has only his own selfish agenda in his mind as he encounters other humans. This lowest phase corresponds well with sixteenth century British moral egoism which reflects the rise of the new economic order. Adam Smith (1723-1790) wanted to…
Descriptors: World Views, Freedom, Altruism, Moral Development
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Mejia D., Andres – Studies in Philosophy and Education, 2008
Traditionally, philosophical inquiry into pedagogical issues has occurred far from the classrooms in which pedagogy materialises. However, an organised form of inquiry into issues of a normative nature (about what ought to be done pedagogically) and of an analytic nature (about the meaning of pedagogical concepts), making use of ideas obtained in…
Descriptors: Educational Research, Research Methodology, Philosophy, Scientists
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Schertz, Matthew Victor – Studies in Philosophy and Education, 2007
Although empathy is arguably an important factor to consider in moral education, the concept itself has consistently stood on tenuous ground. In this essay, I claim that our adherence to ontological dualism and discrete subjectivity have problematized our comprehension of empathy. I propose that our understanding is limited by our understanding of…
Descriptors: Empathy, Comprehension, Ethical Instruction, Philosophy
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Johnston, James Scott – Studies in Philosophy and Education, 2006
In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by…
Descriptors: Moral Values, Philosophy, Educational Theories, Role of Education
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Marshall, James D. – Studies in Philosophy and Education, 2001
Argues for a Foucauldean position on the self to extend critical theory. Discusses several philosophical accounts of the self, including the work of such philosophers as Descartes, Hume, Locke, Rousseau, Schopenhauer, Wittgenstein, and Nietzsche. Concludes that Foucault's philosophy provides a powerful critical conception of the self for critical…
Descriptors: Cognitive Processes, Critical Theory, Critical Thinking, Discourse Analysis
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Granger, D. – Studies in Philosophy and Education, 2001
Analyzes the different notions of self-renewal as presented in the writings of Stanley Cavell and John Dewey. Describes both authors as employing an essentially Emersonian vision of the self in their efforts to reconcile self-realization with democratic life. States that the self is not a fixed entity, but is rather an activity and a means of…
Descriptors: Creativity, Educational Philosophy, Higher Education, Learning Experience