By Terence W. Moore
This quantity offers an advent to the philosophy of schooling, so one can permit scholars assembly the topic for the 1st time to discover their approach among the really good volumes. It bargains in a non-technical approach with the extra vital concerns raised in a philosophical method of schooling, and provides a transparent proposal of the scope of the topic. After discussing diverse theories of the goals of schooling, no matter if mechanistic or natural, the writer addresses functional concerns - for instance, in regards to the curriculum, the excellence among schooling and indoctrination, the position of authority and self-discipline, and where of non secular and ethical educating. eventually he offers with a few very important features of schooling and the impression of alternative political buildings at the philosophy of schooling.
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Additional resources for Philosophy of Education (International Library of the Philosophy of Education Volume 14): An Introduction
There is of course a wide area of knowledge which consists in knowing how to do something, to solve problems, to speak French, to play the violin and so on. So obviously the analysis given above needs to be extended. Knowing how to play the violin doesn’t depend crucially on my holding any propositions to be true, Basically, however, the situation here is similar to that given in the previous analysis. To know how to do something, to be adept or skilled in some respect, is to be in a certain privileged position, to be able to give an appropriate performance.
Moreover, belief does not require that we should have evidence for our stance, or even that we should feel sure about our position. Indeed we should be most likely to say that we believed in just those cases where we weren’t altogether sure, or where evidence was in some degree lacking. There is, however, a parallelism with knowledge in that if we want to find out what a person believes we must inspect his behaviour. ‘Knowing’ and ‘believing’ both refer to positions reached. We discover when, or if, these positions have been reached by finding out what the claimant is disposed to say or do.
3 Training’ and ‘indoctrination’ These two terms bear a resemblance to the two dealt with in the previous section. Training’ seems to be analogous to ‘teaching’ and indeed may be substituted for it in some circumstances. ‘Indoctrination’ seems analogous to ‘education’ but with the reservation that whereas ‘education’ carries overtones of approval, ‘indoctrination’ usually has a pejorative sense. The term ‘training’ is usually used in those situations where some skill or competence is involved, often, though not always, where the skill is fairly limited in scope.
Philosophy of Education (International Library of the Philosophy of Education Volume 14): An Introduction by Terence W. Moore