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An analysis of undergraduate philosophy of education students' perception of African philosophyLetseka, Matsephe Martha 02 1900 (has links)
This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills.
The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in-
service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)
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Thinking Through the Ecological Crisis with Hannah ArendtTsuji, Rika 08 1900 (has links)
This dissertation offers a philosophical analysis of the ecological crisis through the lens of Hannah Arendt. It frames the ecological crisis as a struggle for situated cohabitation. By analyzing the work of Arendt, this dissertation shows the ways in which the ecological crisis is entwined with the political crisis of plurality. I suggest that these two issues are interconnected and that we need to address both for situated cohabitation. This dissertation is an interdisciplinary work, drawing from environmental philosophy, feminist philosophy, and educational practice. The work is intended to provide novel insight into the current ecological crisis in three ways. First, it grounds its theory in the work of Arendt, a thinker not usually situated in the prevue of environmental scholarship. Second, by synthesizing Arendt's account of plurality with the work of Judith Butler and Ricardo Rozzi, this dissertation explores a politics of plurality that can take account of social and ecological conditions of plurality. Third and finally, the dissertation merges theory with praxis by offering a practical program for doing environmental philosophy with children, a program derived from my sustained experiences working as a facilitator of a philosophy for children (P4C) program. This dissertation does not seek just a theoretical understanding of the ecological crisis, but also a practice of situated cohabitation in the crisis.
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Filosofiska frågor i det naturvetenskapliga klassrummet : Verktyg för tänkande / Philosophical questions in the science classroom : A tool for thinkingSvensson, Robert January 2022 (has links)
Syftet med denna kvalitativa studie har varit att utveckla kunskaper om hur filosofiska frågor i det naturvetenskapliga klassrummet påverkar elevers kommunikativa förmåga att argumentera och ta ställning. Frågeställningarna som använts för att möjliggöra studien är: På vilka sätt argumenterar elever i mötet med filosofiska frågor av naturvetenskaplig karaktär? Hur kan filosofiska frågor användas som resurs i det naturvetenskapliga klassrummet för att gynna elevers kommunikativa förmåga att argumentera och ta ställning inom naturvetenskap? Studien genomfördes vid en skola i norra Sverige och bestod av 13 deltagare från årskurserna 3-6 som deltog vid fyra undervisningstillfällen. Undervisningstillfällena bestod av utredning av filosofiska frågor med naturvetenskaplig karaktär i samtalsgrupper där en filosofisk samtalsstruktur följdes. Tillfällena observerades och data samlades in med hjälp av video– och ljudinspelning samt loggboksanteckningar. Resultatet visade att eleverna argumenterade utifrån följande kategorier i mötet med lektionsinnehållet: Nyttoargument, etiska argument, estetiska argument, hållbarhetsargument och relevansargument. Vidare visade studiens resultat att faktorer som struktur, lärarstöd, elevstöd och metaforer var viktiga för eleverna i mötet med filosofiska frågor av naturvetenskaplig karaktär. Sammanfattningsvis visade denna studie att elevernas argumentationer och ställningstagande kan påverkas i positiv bemärkelse vid arbete med filosofiska frågor av naturvetenskaplig karaktär. / The purpose of this qualitative study was to develop knowledge about how philosophical questions in the science classroom affects students' communicative ability to argue and to take positioning in a dilemma. The issues this study used to enable the study was: In what ways do students argue in the encounter with philosophical questions of a scientific nature? How can philosophical questions be used as a resource in the science classroom to benefit students' communicative ability to argue and take positioning in science? The study was implemented at a school in northern Sweden and consisted of 13 participants from the grades 3-6 who participated in four teaching opportunities. The teaching opportunities consisted of a philosophical inquiry of science questions in conversation groups where a philosophical conversation structure was followed. The teaching opportunities were observed and data was collected with the aid of video– and sound recording and logbook notes. Results show that students argued from the following categories: Utility argument, ethical arguments, aesthetic arguments, sustain arguments and relevance arguments. The result further showed that factors like: structure, teacher support, student support and metaphors were of importance to the students in their meeting with philosophical questions of a scientific nature. In summary, this study showed that students' arguments and positioning can be affected in positive meaning by using philosophical questions with scientific nature.
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Filosofie pro děti na I. stupni základní školy / Philosophy for Children at Primary SchoolVLASÁKOVÁ, Jana January 2012 (has links)
This thesis deals with the possibilities of using the programme Philosophy for Children to fulfill the objectives of the cross-curricular subjects at Primary school. The theoretical part includes a summary of the objectives of elementary education, then it describes the cross-curricular subjects of the Framework Education Programme for Elementary Education and Philosophy for Children and their interconnection. In the practical part, seven lessons using methods of Philosophy for Children, taught in the 5th year of Primary school, are described and they are analyzed from the philosophical point of view and from the point of view of including the cross-curricular subjects. In the reflection, these lessons are evaluated and the possibility of developing certain skills of pupils in case of longer-term using of this programme is mentioned.
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Performative Resistance as Ecofeminist Praxis?Johnson, Benjamin D 05 1900 (has links)
Erika Cudworth's Developing Ecofeminist Theory provides a helpful foundation for a non-essentialist, properly intersectional ecofeminist account of oppression, marginalization, and domination, but her rejection of what she refers to as "postmodernism" appears to be based on a misreading of Judith Butler. I attempt to provide a synthesis of Cudworth's framework with Butler, particularly through the use of Karen Barad's agential realism, in order to provide possibility for new alliances between ecofeminism and other anti-oppressive frameworks. I then examine what it might look like to do ecofeminist praxis, given the complex view of agency, ontology, and intersectionality rendered by such a synthesis. I draw from bicycling as an example from which to extrapolate what it means to resist oppression, and then draw from the Philosophy for Children movement to consider what such resistance might look like within the classroom. This dissertation thus attempts to move from theory to practice, recognizing that "the real world" is both always at hand and also subject to performative deconstruction.
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Lipman e os dispositivos legais para a filosofia no Ensino Médio : aproximaçõesSilva, José Edson Ferreira da January 2015 (has links)
Orientadora: Profa. Dra. Patrícia Del Nero Velasco / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2015. / Há mais de três décadas, o Programa Filosofia para Crianças - Educação para o
Pensar (PFpC), de Matthew Lipman, é uma das tentativas mais significantes de aproximação
entre Filosofia e criança. Fazendo uso de uma consistente fundamentação teórica, por meio de novelas que abordam temas propriamente filosóficos, a proposta de Lipman atenta para o
desenvolvimento de uma série de habilidades de pensamento, as quais, segundo o autor, são
imprescindíveis ao pretendido pensar de ordem superior.
No presente trabalho, não trazemos por intento o desejo de levantar reflexões acerca
da possibilidade ou pertinência do trabalho de Filosofia com crianças, tarefa que outros
pesquisadores já realizaram a exaustão. Inquieta-nos o valor formativo da Filosofia e, nesse
sentido, os objetivos da disciplina Filosofia na Educação Básica. Dessa forma, são analisados
os documentos que orientam nacionalmente a Filosofia no Ensino Médio, quais sejam: os
Parâmetros Curriculares Nacionais para o Ensino Médio, as Orientações Educacionais
Complementares aos Parâmetros Curriculares Nacionais e as Orientações Curriculares para o
Ensino Médio.
Procura-se selecionar, nos dispositivos legais supramencionados, os objetivos
pretendidos para a Filosofia no nível médio de ensino e, especificamente, o leque de
habilidades almejadas do egresso da etapa terminal da Educação Básica. A presente pesquisa
pretende defender que as características formativas e habilidades cognitivas almejadas para
disciplina Filosofia no Ensino Médio de algum modo estão contempladas no programa
lipmaniano voltado ao Ensino Fundamental. / Three decades ago the program Philosophy for Children - Education for Thinking by
Matthew Lipman is by far a significant attempt to bring together Philosophy and Children.
Sustained by a consisted theory basis and through novels, that address mainly philosophical
themes, Lipman¿s propose tries to develop a range of thinking abilities, grouped in
investigation ability, reasoning, concept formation and translation. According to the author,
those are essential to the desired higher thinking order. In this paper, we don¿t bring
intentionally the desire of bring up reflections about the possibilities or relevance of
Philosophy for children. A task that other researchers have pledged to perform exhaustively.
The formative value of Philosophy and the objectiveness of Philosophy in Basic Education
disturbs us. Therefore the documents nationally orients philosophy in high school are
analyzed such as, the National Curriculum Guidelines for Secondary Education the
Educational Guidelines Complementary to the National Curriculum Standards and
Curriculum Guidelines for Secondary Education. The Proposed Curriculum of the State of
São Paulo for the discipline in question is read critically. We try to select, in the abovementioned
legal provisions, the intended goals for Philosophy in a high level of education
and, specifically, the range of required skills of graduates of the ending stages of basic
education. This research aims to defend the formative characteristics (and cognitive skills)
stated in the above-mentioned legislation for the discipline Philosophy in high school. Those
characteristics are somehow covered in Lipman¿s program aimed at an elementary school.
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Education for a just democracy: the role of ethical inquiryCollins, Carol January 2004 (has links)
In this thesis it is argued that the fundamental goal of education is one of equipping students to think well, that is, to make decisions on the basis of arguments that are both logically cogent and ethically grounded. Moreover, the concern of the thesis is the role social and environmental education might play in fostering both the capability and the readiness to engage widely in such thinking. Drawing on relevant philosophical and psychological theory the study describes the development of an educational programme grounded in the procedures of ethical inquiry and taught via whole-class community of inquiry style discussions. The programme was trialled by way of a large scale, matched intervention study in South Australian upper primary classrooms. The findings from the research project indicate that participation in the programme produced significant gains in participants' logical and ethical reasoning and also that the programme fits within the constraints of prevailing educational structures.
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Education for a just democracy: the role of ethical inquiryCollins, Carol January 2004 (has links)
In this thesis it is argued that the fundamental goal of education is one of equipping students to think well, that is, to make decisions on the basis of arguments that are both logically cogent and ethically grounded. Moreover, the concern of the thesis is the role social and environmental education might play in fostering both the capability and the readiness to engage widely in such thinking. Drawing on relevant philosophical and psychological theory the study describes the development of an educational programme grounded in the procedures of ethical inquiry and taught via whole-class community of inquiry style discussions. The programme was trialled by way of a large scale, matched intervention study in South Australian upper primary classrooms. The findings from the research project indicate that participation in the programme produced significant gains in participants' logical and ethical reasoning and also that the programme fits within the constraints of prevailing educational structures.
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Programy etické výchovy pro starší školní věk v České republice / Programs of ethics education for older school age in Czech republicTROJANOVÁ, Zita January 2013 (has links)
This thesis devotes to programs of ethics education for older school age in Czech Republic. The first part characterizes ethics education and its historical issue including specification basic ethics terms. This part describes ethics education and its place in basic education. In the end of first part is defined development of older school age and moral development. The second part characterizes three programs of ethics education for older school age in Czech Republic, which are used in formal education. These programs are Ethics education, Philosophy for children and Ethics workshop. Each from programs has specific conception. Finally of this part is adduced briefly comparisons of these programs.
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M. Lipman: Thinking in Education / M. Lipman: Thinking in EducationBLÁHOVÁ, Klára January 2014 (has links)
The thesis presents the critical analysis of the work Thinking in Education by M. Lipman It deals with the problemc of fostering thinking through education. It explains the reasons of the relevance of the dialoque ability, critical thinking and also use of the creative and caring thinking. Also it explains that the thinking skills should be the effect of the education not only as a preparation for a life in the democratic society. The thesis summarize the views of it's critics.
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