Catherine Z. Elgin
This article discusses the character of art and the centrality of art education to the curriculum. It argues against the claim that art is impervious to education. It explains that though inspiration is essential to art and inspiration cannot be taught, the assumption that art is entirely a product of inspiration is unfounded. In addition, sensory and emotional responses can be educated. It shows how a symbol-theoretic conception of art readily explains how art education is possible and why it is valuable.
Christa Davis Acampora
Ecce Homo offers Nietzsche’s own interpretation of himself, his thoughts, and his works. This article analyzes how the text bears on his ideas about agency, fate, and freedom. It presents an account of “how one becomes what one is.” For Nietzsche, a person is a set of drives ordered or ranked a certain way; there is no will or subject separate from these that could carry out the work of becoming. What is most important is that one’s drives be coordinated in a single entity. Through these tactics some of us can become what we are.
Richard E. Grandy
This article addresses questions concerning science education, focusing on contemporary cognitive scientific investigations of teaching and learning in the science classroom. It distinguishes several kinds of views labelled constructivist and argues for the relevance of cognitive and epistemic constructivism to science education and irrelevance of ontological constructivism. It contends that proper understandings of what is involved in the knowledge of science and scientific method involves mutually informing between parties and portraying a much more complex cognitive and social landscape than that which is usually recognized.
This article addresses general questions concerning the extent to which, and the ways in which, the curriculum is and ought to be driven by our views of knowledge. It discusses the realization of some educational philosophers that the obvious starting point for curriculum reflection is with questions about the epistemic status of this or that form of knowledge or skill. It describes Plato's conception of knowledge and his views on education and curriculum and John Dewey's pragmatist progressivism. It also describes the implications of the key issues of curriculum theory for political philosophy and theory.
This article provides a psychological account of the development of rationality in the context of education. It explains that implicit in the metacognitive conception of rationality is a constructivist conception of its development. It suggests that if rationality is fundamentally a matter of knowledge and control of our knowledge and inferences, then it presumably develops through processes of reflection and coordination. It contends that metacognitive reflection and coordination often occur in the context of social interaction and this often includes parent-child and teacher-student interactions.
Stefaan E. Cuypers
This article explores the concept of educating for authenticity. It outlines the debate on free will to show how the main problems in the metaphysics of free will essentially connect with key issues in the philosophy of education. It examines Richard S. Peters' attempt to deal with the puzzle of naturalized self-creation in real time and Robert Noggle's contemporary attempt to resolve the paradox of self-creation. It offers a forward-looking account of educating for authenticity.
Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
This article addresses contentious questions concerning individual freedom and democratic citizenship education in the contemporary circumstances of multiculturalism. It suggests that educating children for civic equality is an ambitious aim for any democracy and not one that can ever be realized once and for all. It provides evidence that multicultural conditions can challenge the very aim of educating children for civic equality. It explains that democracies are variously multicultural and the varieties of groups make a difference in the kind of education and the progress toward civic equality that can realistically be expected at any time.
This article argues for the educational importance of imagination and sketches strategies for developing it in the classroom. It explains that imagination is a necessary ingredient in the operation of practical reasoning and that considerations that limit or constrain and direct it are in the nature of the case integrated with other functions of practical reasoning, with critical rationality and with constraints of relevant reasonableness. The article describes potential practical applications of imagination in education.
This article examines the relationships between education, democracy, and capitalism through the works of John Dewey, John Stuart Mill, and Adam Smith. It explores some basic questions that arise in developing an approach to education within our liberal democratic tradition. It suggests that that Dewey's philosophy of education has the resources to answer a challenge posed by Smith's economic analyses and that philosophers ought to embrace Dewey's reconceptualization of philosophy as the general theory of education.
This article investigates the moral and legal legitimacy of some varieties of educational authority, emphasizing the important but often overlooked interests of children. It argues that educational authority should be shared among not two but three parties: parents, the state, and children themselves. It considers the trilogy of independent interests in education: parental interests, state interests, and children's interests and considers how children might in practice exercise authority over their education.