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Introduction: Philosophy of Education and Philosophy

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Abstract

This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is the branch of philosophy that addresses philosophical questions concerning the nature, aims, and problems of education. The book examines the problems concerning the aims and guiding ideals of education. It also explores the problems concerning students' and parents' rights, the best way to understand and conduct moral education, and the character of purported educational ideals.
... Throughout history, philosophers, academics, and researchers have deliberated about education, its purpose, practices, and underlying philosophical ideals (Siegel, 2010). Educational issues considered and debated since ancient times include the educational rights of learners and of society as a whole; the essential and desired curricula taking into account ethical, social, and political considerations; and the attributes and responsibilities of educators including, what teaching philosophies and strategies they should employ (Serbati et al., 2020;Siegel, 2010). ...
... Throughout history, philosophers, academics, and researchers have deliberated about education, its purpose, practices, and underlying philosophical ideals (Siegel, 2010). Educational issues considered and debated since ancient times include the educational rights of learners and of society as a whole; the essential and desired curricula taking into account ethical, social, and political considerations; and the attributes and responsibilities of educators including, what teaching philosophies and strategies they should employ (Serbati et al., 2020;Siegel, 2010). ...
... How should this be taught? What should the educator's and student's roles be?" (Martin & Loomis, 2014;Siegel, 2009Siegel, , 2020. Ozmon and Craver (2003) indicate that while the philosophy of education is the application of the principal doctrines of philosophy to the theory and practice of education, the problems and issues of education foster philosophical thought in return. ...
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Although tourism is an industry-driven discipline, its philosophical roots are inseparable in education. The nature of tourism, expectations of each stakeholder – industry, tourists, academia, students, educators, society – and managerial attitudes of universities in general and tourism schools in particular, make it controversial to design a flawless education system for the interest of all parties. Based on educational philosophies, this study aims to reveal the perspectives of academics on ontological and epistemological dimensions by seeking answers to the objective, role, responsibility, and problems of tourism education. The study applies content analysis as a qualitative research method. Data were collected among 30 tourism academics with at least a PhD through an unstructured online form. Results demonstrate that tourism faculties in Turkey had a symbolic or superficial structural change in recent years. Tourism academics espoused an eclectic approach, prioritizing the role of educators as well as a vocational curriculum. Results also reveal that tourism education has encountered various problems arising from intellectual resources and physical resources, managerial policies, and institutional changes.
... It is committed quest for wisdom through an organized inquiry into the nature and meaning of the universe and of human life. Thus, Philosophy of education can be defined as the study of key philosophical notions that have impacted educational thought and developments in the world (Tan, 2006;Siegel, 2009). ...
Article
This study aims to determine the educational philosophy orientations of the faculty members at the Hashemite University. The educational philosophy orientations of faculty were examined using the quantitative research method, through the survey. A questionnaire was developed in order to identify the education philosophy orientations adopted by the faculty members, and results indicated that various philosophical orientations are held by the participants of the study from among the faculty members at the Hashemite University. Results showed that Reconstructionism was the educational philosophy adopted by a large percentage of the participants, followed by progressivism (m=4.17), Constructivism (m=4.15), Perennialism (m=4.10) and essentialism (m=3.67).
... Philosophy of education is considered to be a process and activity of teaching, provision of educational thought, rational reflection, theoretical pedagogics, diversity of coherent disciplines, which has a pluralistic essence (Bim-Bad, & Egorova, 2016, p. 3385). In the process of teaching and learning, philosophy of education (Siegel, 2010) contains a broad range of analysis such as appraisal of the epistemic and moral aims of education, liberal and conventional education, thinking and reasoning, indoctrination and authenticity, development of rationality, educating the imagination, limits of moral education, multicultural values and character in education, curriculum and knowledge, education and democracy, art and science education, religion and toleration, constructivism and scientific methods in education. These diverse facets in educational practice originate from society, hence abandoning philosophy of education in educational theory, policy and the practice of education not only deprives the learners of a huge understanding of societal aspirations, identity and complexity, but deters the learners from the prospect of aligning to the aspirations of society (Siegel, 2010, p. 3). ...
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Today, academics are under high pressure to equip themselves to satisfy various demands. The aim of this study is to investigate the relationship between job burnout, occupational commitment, and organizational citizenship behaviour (OCB) among academics at a private university in Malaysia. The present study was applied on the basis of PLS-SEM analysis. A total of 620 academics from two campuses of a private university participated in the study. The results indicate that emotional exhaustion is the most stressful indicator of job burnout. Secondly, job burnout was found to exert a significant negative influence on OCB as well as occupational commitment. Finally, occupational commitment was found to be a mediator between job burnout and OCB. In summary, this study aims to improve the professional commitment and OCB of academic staff by addressing job burnout.
... Consequently, philosophy of education seems to be caught between the academic disciplines of philosophy and of education: On the one hand, it is a daughter of philosophy, drawing from the traditional fields, approaches and methods of its parent discipline. On the other hand, the issues studied concern processes, purposes and ideals of educational theories, policies and practice (Curren 2007;Phillips 2010;Siegel 2009). For example, what constitutes upbringing and education (i.e. ...
Chapter
The TV-series “Here and Now” (HBO 2018) may be seen as an allegory of the current situation within philosophy of education. The main character is the depressed philosopher Greg Boatwright, father of four: three adopted children - from Liberia, Vietnam and Colombia - and a biological daughter, who calls herself “the boring white chick in the family”. Raising this family was to Greg and his wife a “great progressive experiment in diversity”. However, on his 60th birthday he delivers a disturbingly pessimistic speech: “It all failed”. Later he confides to his daughter: “sometimes I feel like the world’s falling apart”. Admittedly, today’s philosophy of education may fall short of such a bleak description. Nevertheless, in face of such a situation it seems pertinent to re-think philosophy of education, old and new. The aim of this chapter is to explore to what degree Alain Badiou’s anti-philosophy may represent a way of doing so. In the first part of this chapter I map out the many faces of current philosophies of education. Next, I perform a close reading of Alain Badiou’s “ethics of truths” and “logic of worlds”. In doing so, I hope to reveal the ontological assumptions that generate Badiou’s philosophical position. In the third part of the chapter I compare and contrast Badiou’s position with some contemporary philosophies of education. Referring to Greg’s pessimistic speech we may ask: Did they all fail?
Thesis
Résumé :Le système d’éducation et d’enseignement supérieur et de recherche scientifique en Libye est passé par des phases liées à son histoire politique et socio-économique. Le besoin de développement du système d’enseignement s’est accru depuis l’indépendance, laquelle s’est trouvée marquée par la fondation de la première université Libyenne en 1955. Depuis le processus de Bologne, la Libye s’est engagée dans une démarche qualité pour répondre à l’exigence de ses besoins socio-économiques tout en respectant les contraintes liées aux dépenses et à l’atteinte des objectifs fixés. L’évaluation de la performance constitue ainsi, un défi à la fois théorique et empirique pour mesurer la capacité d’atteinte des résultats souhaités et le bon usage des ressources. Le présent travail de recherche se fonde sur l’étude comparative de trois universités libyennes afin d’évaluer l’application de la démarche qualité par rapport à l’efficacité du système de gestion de la qualité et de la formation, la culture de performance et sa mesure, la qualité des infrastructures, le financement, la capacité d’insertion professionnelle, les valeurs humaines, la justice sociale, la qualité des activités culturelles et scientifiques, la communication locale et externe, les démarches d'innovation de l'université, les relations entre l'université et la société, la qualité de recherche scientifique et la réponse aux besoins socio-économiques. À cet effet, nous avons réalisé une étude comparative entre les universités de Gharyan, Zantan et Nalut en Libye en tentant de mettre en évidence deux perceptions différentes de la notion de qualité, l’une économiste et l’autre sociologique. Nous concluons cette recherche en postulant qu'il est préférable d’adopter une position médiane, ou une position de compromis entre les approches managériales « technicistes » et les approches plus humanistes.
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Many symposia and special journal issues over the last several decades have been devoted to concerns over the decline of philosophy in teacher education programs. I pursued an answer for my doctoral project and found institutional explanations are rarely invoked in the “decline literature.” I have sketched here the theory, and have shown it to be equally applicable to the last several decades of this literature. I argue that institutional organizational theory (IOT) shows how teacher education institutions have changed over time in a way that ultimately rendered the environment less and less hospitable to philosophy of education curriculum and faculty. Particular attention is paid to the educational context of Ontario, Canada, but I also include the wider American and British decline literature. In the final pages I offer de-institutionalizing solutions that, if realized, could provide a new soil in which philosophy and other humanities fields could take root again in teacher preparation programs.
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