Research in Philosophy and Education is an international peer-reviewed journal that focuses on philosophical, theoretical, normative and conceptual difficulties and problems in educational analysis, policy and practice. Finally, the dialogical dimension deduced by Njoroge and Bennaars (1986) following reflecting on the dimensions above take education as social. The Society’s international peer-reviewed journal, the Journal of Philosophy of Education, welcomes submissions from scholars in philosophy, education and connected fields. PESGB also engages with issues of current educational policy in its Impact pamphlet series. Discover the website to locate out a lot more about our activities, our branches, our publications, and to find out sources for teaching and studying philosophy of education.
In September 2016 PESGB and the History of Education Society UK with Homerton College and the Faculty of Education, Cambridge will jointly host a conference to mark the centenary of the publication of John Dewey’s ‘Democracy and Education’. The specific interest group on Phenomenology and Existentialism in Education invites papers to be submitted for a panel at the Annual Conference of the Philosophy of Education Society (PES), March 17-21 2016 in Toronto (Ontario, Canada). Plants are shaped by cultivation and males by education.. We are born weak, we need strength we are born completely unprovided, we require aid we are born stupid, we need judgment.
Every thing we do not have at our birth and which we want when we are grown is given us by education. This page on Educational Philosophy has some beautiful intelligent philosopher’s quotes on both the value of education, and what is a very good education. For these education pages I hope to write a short treatise on how we can enhance our educational technique, founded on one particular basic principle.
As a philosopher it is clear to me that teaching individuals how to feel correctly and to use language very carefully (to perform out the truth for themselves) is a quite very good start for education (i.e. by teaching philosophy to students from a young age). Even so, I realise that this is an unfashionable view in our postmodern instances of ‘no absolute truths’ – exactly where all understanding is incomplete, evolving, and relative to some cultural construction – thus teaching philosophy is seen as some abstract and largely useless exercise.
If you browse around this site you will rapidly realise that I do not help this present paradigm, which I see as becoming extremely destructive in both its affects on the individual and our collective society. The central thesis is that education must be founded on truth and reality, and in certain how this relates to the interconnection of Thoughts (cultural knowledge and truth), Matter (biological expertise and how our bodies are interconnected with other matter around us) and Space (our atmosphere, society). To start, it is useful to briefly summarise my upbringing as this additional explains my interest in education.