Search results

1

Philosophy as transformative practice: a proposal for a new concept of philosophy that better suits philosophy education

100%

Thomas P.

ARGUMENT: Biannual Philosophical Journal

|

2019

|

vol. 9

|

issue 2

185-199

EN

The source of the following considerations is the observation that academic philosophy at universities does not fit well with philosophy education processes, e.g., those at school. Both sides seem to be separate from each other. I assume that the two areas rely on two very different concepts of philosophy. To work out a concept of philosophy more appropriate to the educational context, I methodically apply the practical turn to our philosophising in very different contexts. Moreover, I elaborate that it is precisely the modern scientific paradigm that underlies philosophy as scientific practice and that the former represents a problematic con-striction of philosophising in educational contexts. For where the ideal is objective scientific knowledge - from which everything subjective has been removed - there can be no deeper transformation of the subject through philosophy. My thesis is that philosophy is better suited to the educational context as transformative and not as scientific practice. As a consequence, the question arises as to whether the study of philosophy on teacher training courses needs a new impulse in the direction of philosophy as transformative practice.

2

Komentarz do projektu podstawy programowej nauczania filozofii w zakresie podstawowym w szkole średniej

89%

Figiel W., Kuczyńska K., Ostrowski W., Pobojewska A., Wachowiak S.

Acta Universitatis Lodziensis. Folia Philosophica. Ethica – Aesthetica – Practica

|

2018

|

issue 31

103-108

EN

The text is a critical commentary on the project of the curriculum of philosophical education in secondary schools. The authors – an interdisciplinary team of school and academic teachers – analyse the goals of the project and the programmed content of teaching. The conclusion of these analyses is that the new curriculum – overloaded with encyclopedic knowledge and based on inconsistent methodology of teaching – is maladjusted to the goals of introducing philosophy as a new subject in secondary schools.

PL

Tekst jest komentarzem do projektu podstawy programowej nauczania filozofii w szkołach ponadpodstawowych, opracowanym przez interdyscyplinarny zespół nauczycieli szkolnych i akademickich. Autorzy analizują cele projektu oraz zakładane w nim treści kształcenia. Konkluzją tych analiz jest teza o niedostosowaniu programu kształcenia – przeciążonego wiedzą encyklopedyczną i opartego na niespójnych podstawach metodycznych – do celów związanych z wprowadzeniem filozofii jako nowego przedmiotu nauczania w szkole średniej.

3

Providing orientation by philosophizing at school. Phenomenological and postmodern validity claims

89%

Thomas P.

Kwartalnik Pedagogiczny

|

2018

|

vol. 63(3 (249))

150-161

EN

In liberal societies it seems to be important to provide orientation by philosophizing at school. We are used to doing this by discussing classic ethics with our students. Here, skills like rational argumentation can be trained. It is the universal rationality that can be applied to different ethical issues and, thus, provide orientation. When it comes to this learning objective phenomenology and postmodernism are mostly not expected to provide assistance. Phenomenology might be seen as just dealing with perception whereas postmodernism is under suspicion for contributing to indecision, arbitrariness and relativism. In this article I will try to outline the potentials of phenomenology and postmodernism in the field of orientation. In the tradition of Husserl’s ‘epoché’ we can let students discover the perspective of a first person and what it means to be a ‘self’. Heidegger and Merleau-Ponty have not only described a certain closeness to the world which can be described as ‘dwelling’ of a lived body. They have also delineated elements of a new ‘postmetaphysical’ and at the same time ‘prehermeneutical’ metaphysics. All this can help to open the depth of self, life, and world. Postmodern thinkers claim a plurality of truths. By this means, these theories can encourage self-empowerment. At the same time, authors like Lévinas (responsibility for the other), Lyotard (the sublime), and Rorty (solidarity) describe new ways of openness towards the world which are not founded by any primal truth and thus provide orientation.

Refine search results

1 ARGUMENT: Biannual Philosophical Journal

1 Acta Universitatis Lodziensis. Folia Philosophica. Ethica – Aesthetica – Practica

1 Kwartalnik Pedagogiczny

2 Thomas P.

1 Figiel W.

1 Kuczyńska K.

1 Ostrowski W.

1 Pobojewska A.

1 Wachowiak S.

1 2019

2 2018

Philosophy as transformative practice: a proposal for a new concept of philosophy that better suits philosophy education

Komentarz do projektu podstawy programowej nauczania filozofii w zakresie podstawowym w szkole średniej

Providing orientation by philosophizing at school. Phenomenological and postmodern validity claims