I'm finally here, or so I started working on my book of philosophy of education. I could not wait.
I finished the weekend to bring my interview with Michael Walzer , which will go into a magazine and in a forthcoming book, Chomsky's book, Writings on the university is nearing completion; steroids to understand the philosophy must now be printed and my anthology unbelief is proofreading.
however I can not work on this book of philosophy of education, full time: I like a few items each month promised to make and I must complete a record of Falardeau's films for a review and the publication of a group on secularism. But still, I am very happy to come back to this book.
This morning I did a first draft of the introduction. This is a work in progress ", as they say. Comments welcome. My apologies if there are typos. I wonder if it's mostly clear and attractive, as must a introduction.Le s book, call without doubt: Introduction by the texts in the philosophy of education. I'm aiming at around 400 pages.
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INTRODUCTION
philosophy of education is a very broad discipline which has behind it a long and rich history.
can, at least at first approximation, defined as a rigorous and systematic effort of conceptual clarification to define what education and clarify the purposes and means. Philosophy of Education strives to provide answers to these questions synthetic and coherent taking into account the fact that education is an essential practice of having normative dimensions, as well as ethical policies.
philosophy of education thus conceived is of course primarily a theoretical enterprise, but its practitioners hope that by contributing to the clarification of the issues it examines, it will play a role in making more informed decisions education. This quadruple
ambition animating philosophy of education - conceptual clarification, registration normative its reflection, its aims and synthetic its willingness to contribute to practice - explains both the interest of philosophy of education, but also its own difficulties, which can be explained by the theoretical amount of resources it mobilizes.
Let us try to give an idea.
There shall first call to the theories of these philosophers of the past who have given education a prominent place in their system - it is by Plato, Jean-Jacques Rousseau, John Dewey and Richard Stanley Peters.
It also studies the ideas of some philosophers who, without being as influential as those four or have given to education as sustained attention, have nonetheless made significant contributions to philosophical reflection on education: for example the case of Aristotle, St. Augustine , John Locke, Immanuel Kant and many others.
It refers even predominantly, to all those thinkers who, while not strictly speaking philosophers, nevertheless, for all sorts of reasons but typically because they were educators or teachers, reflected philosophically in Education : For example the case again this time in very many others, Quintilian, Comenius, Pestalozzi Froebel or.
philosophy of education is also mobilizing all philosophical disciplines to the extent that their concepts and issues may shed light on some aspects of education and practice issues that raises. Thus it is the epistemology that the philosopher of education asked to help clarify concepts such as knowledge, implemented in the establishment of a curriculum or in the act teaching; and yet it is the political philosophy to the philosopher of education will turn to meditate on the authority to educate and responsibilities conferred on that authority. The philosophy of education is mobilizing the whole philosophy so, since metaphysics to the philosophy of mind through epistemology, ethics, philosophical anthropology, philosophy of science and political philosophy . In this sense that John Dewey wrote that "education is the laboratory in which philosophical distinctions are fleshed out and tested.
Finally, the philosophy of education can not ignore these scientific theories, typically from humanities and social sciences, and who, either because of their assumptions or their results, have a philosophical interest in what they contribute to the task that binds the philosophy of education.
This book provides an introduction to the texts in this vast area. This is an introduction in two senses of the word.
To begin, I do not presuppose any prior knowledge of my readers and try to ensure that understanding of what I present demands nothing but an attention to what is contained in these pages.
But this book is also an introduction in that it does not aim to cover the whole philosophy of education and confined to a presentation of some of its themes, targeted their importance.
This introduction to the philosophy of education is finally an introduction to the field with the texts. Because I firmly believe that philosophy is learned first and foremost by reading of philosophical texts. Therefore I wanted to organize this book around classic texts, I present thematically and I prepare for explanations and comments, read on.
I have tried to organize a clear and didactic theories that we discuss in these pages, by deploying them as they seek to clarify issues or resolve. That, I think one of the original claim that this can work. Another is to make room for the variety of intellectual resources that mobilizes the philosophy of education. In this regard, I am particularly pleased to include in these pages many references to this rich tradition of analytical philosophy of education, often little known in the Francophone world. So we read here, and for the first time in French, some classic texts of this tradition that I translated for the benefit of French readers.
Decide that the time has come to indicate in broad outline the contents of this book and how it is broken.
It includes three parts. The first
this as so many fundamental paradigms such broad definitions of education have crystallized around which so much debate West.
Our journey begins with the sophists of antiquity, continues with Plato, who puts forward the influential liberal model of education. Through the works of Rousseau, Kant, Dewey Peters, we come finally to the postmodernist conception of education that has exercised great influence during the last three or four decades. The
second part of the book focuses on the interrelated issues of curriculum and learning. The latter is reported in the mainstream of classical epistemology, from rationalism to pragmatism, through empiricism and constructivism. Particular attention is given to postmodernist conceptions of learning, especially through what constructivism said radical approaches built around the concept of skills and the renewal of these issues in the context of contemporary cognitive science.
Issues related to the curriculum are examined from the theory of "forms of knowledge" by Paul Hirst, who has a liberal type of curriculum, which, as we shall see, has ceased to be attacked and defended .
Finally, two controversies relating to the curriculum here are subject to further processing, by which I hope to show the nature of the contribution of educational philosophy to issues of serious practical impact: it is the possibility of moral education and the question of the possible teaching of creationism.
The third and final part of the book discusses issues that arise in the relationship among the state, society and education.
We are to begin questioning the authority to educate and examine the merits of various candidates putative exercise of that authority.
We then study the issues raised by the responsibility of educating and including issues of justice and fairness in the distribution of education.
Finally, we discuss the relationship between politics and education and particularly the role that should be given to education in the formation of the citizen.
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