scholarly journals THE INFLUENCE OF THE PHILOSOPHY OF ECOLOGY ON THE SYSTEMIC CHANGES OF MODERN PHILOSOPHY OF EDUCATION

2020 ◽  
Author(s):  
Irina Karpan
Keyword(s):  
Modern Philosophy ◽  
Philosophy Of Education ◽  
Philosophy Of Ecology

scholarly journals The Epistemology Behind the Educational Philosophy of Montessori: Senses, Concepts, and Choice

2020 ◽  
Vol 23 (2) ◽  
pp. 125-140 ◽  
Author(s):  
Andrew D. Colgan
Keyword(s):  
Modern Philosophy ◽  
Educational Philosophy ◽  
Concept Formation ◽  
Early Education ◽  
Philosophy Of Education ◽  
Education Literature ◽  
The Senses

This article seeks to re-introduce Dr. Maria Montessori’s educational philosophy, which has been absent from modern philosophy of education literature. It describes and analyzes crucial aspects of her epistemology, as best known through her Method. Discussed are the need for early education, the development of the senses, and the exercise of choice by the students. Concept formation is also shown to be an important part of Montessori’s philosophy of instruction. This article concludes with a brief resolution of the “is–ought” objection as framed by Scheffler that might be waged against Montessori’s approach.

scholarly journals FEATURES OF THE ORGANIZATION OF THE EDUCATIONAL PROCESS IN THE CONTEXT OF THE CONSTRUCTIVIST CONCEPT OF LEARNING

2021 ◽  
pp. 86-92
Author(s):  
A.A. Fasolya ◽  
◽  
M.S. Guzeev ◽  
N.V. Uvarina ◽  
◽  
...  
Keyword(s):  
Modern Philosophy ◽  
Conceptual Understanding ◽  
School Teacher ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Learning Activities ◽  
Individual Identity ◽  
Internal Motivation ◽  
Support Students ◽  
Community Teaching

The essence of the theory of constructivism as a component of the modern philosophy of education and the basics of the organization of the educational process in the context of the above concept are discussed. Analyzes the direction of the organization of the learning process is based on constructivism: the organization of meaningful knowledge; the development of conceptual understanding; engaging students in authentic, professionally oriented activities; the urge to reflect on their actions; provision of educational nature of the learning activities; creation of a community teaching; the development of internal motivation of learning of students; support for their individual identity. Attention is focused on the importance of the activity of a higher school teacher as a facilitator to support students in the educational process

La Teoria del Conocimiento en Leonardo Polo

1998 ◽  
pp. 248-255
Author(s):  
Luz González Umeres
Keyword(s):  
Modern Philosophy ◽  
Philosophy Of Education ◽  
Theory Of Knowledge ◽  
Contemporary Philosophy ◽  
New Horizons

This paper shows new perspectives derived from the theory of knowledge propounded by Leonardo Polo, a contemporary Spanish philosopher who rediscovered the Aristotelian notion of knowledge as energeia. It is impossible to understand this notion without giving up the "limite mental" — a Polian discovery — with which modern philosophy has conditioned us. Abandoning the limite mental opens new horizons, making it possible for us to revise some of the theses of contemporary philosophy of education, such as the idea of the "voluntarisma cognoscitivo" which confuses the operations of two human faculties, intelligence and will.

scholarly journals Open-mindedness in the terminological system of the modern philosophy of education: interpretations and problems

2020 ◽  
Vol 15 (4) ◽  
pp. 99-110
Author(s):  
Alexander Krikunov ◽  
Keyword(s):  
Modern Philosophy ◽  
Philosophy Of Education ◽  
Educational Process ◽  
Theoretical Understanding ◽  
The World ◽  
English Speaking ◽  
Educational Requirements ◽  
The Ideal

This article considers the main aspects of the discussion about the concept of open-mindedness in modern English-speaking philosophy of education. It emphasizes the importance of the topic for national pedagogy, which is currently in composite dialogue with world traditions of understanding the educational process. Open-mindedness is considered as an element of an extensive terminological system. The need to clarify the meaning of the concept is associated with its role in determining the criteria for the distinction between education and indoctrination. The article presents the most significant definitions of open-mindedness and indicates that the external obviousness of the concept contrasts with the difficulty of finding its consistent definition. It finds that the key feature of the experience in interpreting open-mindedness is the increase in educational requirements. It summarizes the main objections raised to various aspects of a theoretical understanding of the concept. The author considers it logical to abandon attempts to implement the ideal of absolute rational open-mindedness in teaching. In general, the discourse on open-mindedness shows the impossibility of avoiding discussion about the development of a subject in any attempt to determine the meaning of education. The article presents the research prospects in rethinking the role of rationality in the process of making a man and the world.

scholarly journals Modern philosophy of education

2016 ◽  
Vol 28 ◽  
pp. 01034 ◽  
Author(s):  
N. P Kirillov ◽  
V. N. Fadeeva ◽  
V.V. Fadeev
Keyword(s):  
Modern Philosophy ◽  
Philosophy Of Education
Sign in / Sign up

Export Citation Format

Share Document