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 Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

scholarly journals PHILOSOPHICAL THOUGHTS OF AUROBINDO: ITS IMPACT ON MODERN EDUCATIONAL SYSTEM

2020 ◽  
Vol 5 (8) ◽  
Author(s):  
Dr. Hazarat Ali Seikh
Keyword(s):  
Educational System ◽  
Educational Philosophy ◽  
Spiritual Growth ◽  
Philosophy Of Education ◽  
Harmonious Development ◽  
Philosophy Of Life ◽  
Integral Education ◽  
Political Thinker ◽  
Freedom Fighter

Aurobindo Ghosh was a multifaceted genius – a great philosopher, a freedom – fighter, an eminent educationist and a true Yogi. He started his journey as a political thinker and became a spiritual integralist. He showed us the path to the highest spiritual growth. His educational philosophy was based on his philosophy of life i.e., on brahmacharya, practice of Yoga and spiritual penance. He believed in integral education, based on his philosophy of education, leading man to the fullest extent through harmonious development of his self – physical, vital, mental, psychic and spiritual. He translated his ideals into a system of education through his Pondicherry Ashram School, now named as Auroville.

scholarly journals Why Hume Cannot Be A Realist

2012 ◽  
Vol 10 (2) ◽  
pp. 143-161
Author(s):  
Jani Hakkarainen
Keyword(s):  
Modern Philosophy ◽  
Human Nature ◽  
Metaphysical Realism ◽  
Secondary Qualities ◽  
Treatise Of Human Nature ◽  
Human Understanding ◽  
Realist Interpretation ◽  
The Senses ◽  
Decisive Objection ◽  
Sceptical Argument

In this paper, I argue that there is a sceptical argument against the senses advanced by Hume that forms a decisive objection to the Metaphysically Realist interpretations of his philosophy – such as the different naturalist and New Humean readings. Hume presents this argument, apparently starting with the primary/secondary qualities distinction, both in A Treatise of Human Nature, Book 1, Part 4, Section 4 (Of the modern philosophy) (1739) and An Enquiry concerning Human Understanding, Section 12 (Of the Academical or Sceptical Philosophy), paragraphs 15 to 16 (1748). The argument concludes with the contradiction between consistent reasoning (causal, in particular) and believing in the existence of Real (distinct and continued) entities. The problem with the Realist readings of Hume is that they attribute both to Hume. So their Hume is a self-reflectively inconsistent philosopher. I show that the various ways to avoid this problem do not work. Accordingly, this paper suggests a non-Realist interpretation of Hume's philosophy: Hume the philosopher suspends his judgment on Metaphysical Realism. As such, his philosophical attitude is neutral on the divide between materialism and idealism.

scholarly journals There is Art in Science and Science in Art

2005 ◽  
Vol 13 (2) ◽  
pp. 36-37
Author(s):  
Thomas H. Saunders
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Educational Philosophy ◽  
Early Education ◽  
Self Esteem ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Education Experience

When a sixty thousand dollar microscope is used as a paint brush, neither science nor art are in trouble - but rather benefactors, witness to the fact that there can be "science in art" and "art in science."Arguably, except for a very few kids, our high schools are churning out hamburger helper generations, the product of a defective educational philosophy that believes that self esteem is more important than inspiring a tough academic regimen that leads to the pursuit of a science-focused secondary and post secondary education. Horses drink water because they want to, not because they were led to it. Kids pursue science and the achievement of excellence not because it is available, but rather because somewhere along their early education experience someone inspired their interest and curiosity.

scholarly journals THE IMPACT OF SRI AUROBINDO GHOSHS EDUCATIONAL PHILOSOPHY

2021 ◽  
Vol 9 (01) ◽  
pp. 1090-1091
Author(s):  
Krishnendu Majumdar ◽  
Keyword(s):  
Education System ◽  
Educational Philosophy ◽  
Philosophy Of Education ◽  
Cambridge University ◽  
Sri Aurobindo ◽  
Aims Of Education ◽  
Philosophical Contribution ◽  
Relationship Of ◽  
The Impact

Sri Aurobindo can be rightly called a perfectionist because he was never satisfied with partial remedies. Born in Kolkata , India Aurobindo was educate at Cambridge University . The presence study highlights the philosophical contribution of Aurobindo Ghosh in our education system . It explains different philosophical aspects of Aurobindo Ghosh- aims of education relationship of teacher and pupil and finally the implication of Aurobindos philosophy of education.

scholarly journals FILSAFAT PENDIDIKAN KI HADJAR DEWANTARA DAN SUMBANGANNYA BAGI PENDIDIKAN INDONESIA

2016 ◽  
Vol 25 (1) ◽  
pp. 56
Author(s):  
Henricus Suparlan
Keyword(s):  
Educational Philosophy ◽  
Basic Education ◽  
Philosophy Of Education ◽  
Human Beings ◽  
Educational Model ◽  
The West ◽  
Freedom Of Thought

Globalization is influenced by fundamentalist spirit of the market has resulted in education is not fully regarded as an effort to educate the nation and the liberation of man, but began to shift toward education as a commodity. To counteract this kind of educational model, the concepts of Ki Hadjar Dewantara education is offered as a solution to the distortions implementation of education in Indonesia today. According to Ki Hadjar Dewantara, the essence of education is to incorporate culture in the child, and put the child into the culture so that children become human beings. Educational philosophy Ki Hadjar Dewantara Among these so-called philosophy of education in which the convergence of the philosophy of progressivism about the child's natural ability to resolve the problems faced by giving the widest freedom of thought, but it also uses culture that has stood the test of time, according to essentialism, as the basic education of the child to achieve his goal. In this case Ki Hadjar Dewantara using native Indonesian culture while the values of the West are taken in accordance with the theory of selective adaptative Trikon (continuity, convergent and concentric). Three contributions of Ki Hadjar Dewantara’s educational philosophy for the Indonesian education are the application of a trilogy of leadership in education, three centers of education and the paguron system.

scholarly journals Adapting Yorùbá Epistemology in Educational Theory and Practice in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 1-26
Author(s):  
Oluwatoyin Vincent Adepoju
Keyword(s):  
Cultural Context ◽  
Philosophy Of Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Theory Of Knowledge ◽  
African Art ◽  
Philosophy Of Perception ◽  
The World ◽  
The Senses

What is the value of Yoruba epistemology, theory of knowledge, particularly its philosophy of perception, to humanity in general, and to contemporary Nigeria, in particular? How does Yorùbá epistemology connect with educational theory and practice in Nigeria? This essay recognizes but goes beyond the more general overviews on classical Yoruba education and its contemporary significance represented in works of Yorùbá and Africanist scholars. I demonstrate the significance of Yoruba philosophy of education beyond its cultural context, by projecting its universal and timeless value, foregrounding its distinctive concepts in dialogue with ideas from other cultures. In its engagement with Nigerian educational dynamics, the essay concentrates, first, on Yoruba epistemology in its intersection with ethical and metaphysical perspectives from Yoruba thought. Second, the essay deploys the African art-centered investigations of the role of the senses in relating with art, understood as paradigmatic of navigating the world.

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