Manual Poststructuralism, Philosophy, Pedagogy: 12 (Philosophy and Education)

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The use of poststructuralist thought in educational research is constrained by a tension between, on the one hand, what is considered to be its emancipatory and empowering potential and, on the other, a reluctance to be distracted from practical concerns and, hence, a fear of alienating the practitioner by speaking in terms of the theoretical. This leads to the sometimes superficial relationship that educational research has to ideas of this kind upon which it draws and of which it makes great claims.

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Orthodoxies exist within those areas of educational research that position themselves as counter to orthodox research practice, and these stifle the potential of the rethinking of thought that they seek. We take the use of the work of Michel Foucault in educational research as an example of this. We then show how the purported adoption of poststructuralist thought in relation to narrative research can lead to a form of research practice that fails adequately to recognize its basis in those very constructions of knowledge that poststructuralist thought has sought to criticize.

More detailed discussion of this is undertaken in Hodgson Hodgson, N. University of Sheffield. Unpublished MA diss. Claims of philosophy, education and research. Educational Review , 59 3 : — Skip to Main Content. Search in: This Journal Anywhere.

Philosophy education - Wikipedia

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In Germany the subject ethics has been introduced in more and more parts since the s. Spain is the most clear example of a philosophy education.

In Secondary school all the students must take a little introduction to ethics, but it is during the sixth form, known there as 'bachillerato', where it is compulsory to take philosophy and citizenship in the first course, as well as history of philosophy in the second course in order to apply for university or just to get the title. University-level philosophy courses are widespread and are usually thought to have the longest tradition in the subject due to the historical ascription for the invention of philosophy as a separate discipline to the philosophers of Ancient Greece.

Philosophy education has a long tradition in some of the Arab states. In most Arab countries the subject is taught at university higher education level.

  • James D. Marshall (auth.), James D. Marshall (eds.)'s Poststructuralism, Philosophy, Pedagogy PDF;
  • Post-structuralism.

However, there are exceptions, like Oman and Saudi Arabia, where philosophy is entirely absent at most educational levels. Philosophy education is traditionally available in most of Asia since the continent gave birth to the schools of Eastern philosophy.

Publications from before 2014

The 20th and early 21st century saw the increased interest in the field especially in Western philosophy in the Asian continent, with India , China and especially South Korea and Japan [5] as major contemporary academic and research hubs. In Brazil , philosophy is part of the high school curriculum since Theoretical questions concerning the teaching of philosophy in school have been debated at least since Immanuel Kant and Georg Wilhelm Friedrich Hegel.

The modern debate in Germany in the s gave rise to two competing approaches: the more traditional, text-oriented approach by Wulff D. Rehfus and the more modern, dialogue-oriented approach by Ekkehard Martens. A similar divide between traditionalists and modernists is to be found in France, with the proponents Jacques Muglioni and Jacqueline Russ on the one side and France Rollin and Michel Tozzi on the other.

Post Structuralism - Part A

In Italy, philosophy education is traditionally historically oriented in the sense of history of ideas. Among the didactic methods in philosophy are the Socratic method and Hermeneutics. The pedagogic side of philosophy teaching is also of note to researchers in the field and philosophers of education. From Wikipedia, the free encyclopedia. Huffington Post. Retrieved Business Insider.

Philosophy of Architecture

Open Edition Journals. Schools of thought. Mazdakism Mithraism Zoroastrianism Zurvanism. Kyoto School Objectivism Postcritique Russian cosmism more Formalism Institutionalism Aesthetic response. Consequentialism Deontology Virtue. Atomism Dualism Monism Naturalism. Action Event Process.

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