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Thematische Bibliographien / Education philosphy / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Education philosphy“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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1

Ai Phu, Le. „Dialectical Relationship Between 4Hs (Study-Ask-Understand-Act) and 4Ts (Resonsibility for Oneself, Responsibility for Family, Responsibility for Society, Responsibility for Nature) in Setting an Open Education“. Tập san Khoa học và kỹ thuật trường Đại học Bình Dương 1, Nr. 1 (03.05.2019): 4–15. http://dx.doi.org/10.25073/1859-4336/bdujst.351.

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Philosophy of education sets out a guideline to an educational system and/or institution. By the philosophy of education, a direction of the educational system and institution is identified. And the philosophy of education itself brings in a basis to define principles of realization as well as to keep all institutional activities in alignment with the philosophy of education. Thus, the philosphy of education is so important and indispensable to an educational system and institution. Moreover, it is the reciprocal relationship between the educational philosphy and its principles which forms up institutional activities in line with the direction set by the educational philosophy. As one of the early tertiary institutions of Binh Duong Province, Binh Duong University provided the province in particular and the country in genral with around 40,000 bachelors, engineers and masters during its 20-year function. One of the factors to account for the school’s success lies in its educational philosphy and follow-up principles upon the basis of 4Hs (study-ask-understand-act) in the process to create responsible citizens of 4Ts (resonsibility for oneself, responsibility for family, responsibility for society, responsibility for nature) towards the open world. As one of the early tertiary institutions of Binh Duong Province, Binh Duong University provided the province in particular and the country in genral with around 40,000 bachelors, engineers and masters during its 20-year function.

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SATO, Tomihiko. „Perspectives for Philosphy of Physical Education“. Journal of the Philosophy of Sport and Physical Education 28, Nr. 1 (2006): 1–10. http://dx.doi.org/10.9772/jpspe1979.28.1.

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3

Downing, Mike. „Comment: a philosphy of landscape education?“ Planning Outlook 29, Nr. 1 (Januar 1986): 1–3. http://dx.doi.org/10.1080/00320718608711756.

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4

Zamarian, Agnieszka. „About death at school? Education and teaching majors in the face of humanistic-oriented death education as an element of school education – attitude and selected differentiating factors“. Studia z Teorii Wychowania XI, Nr. 4(33) (31.12.2020): 303–22. http://dx.doi.org/10.5604/01.3001.0014.6568.

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The paper deals with the topic of education for the mature reception of the phenomenon of death and its place in school education from the perspective of the conception of Hannelore Wass. It presents the results of research on the attitude of education and teaching majors to humanistic-oriented death educationa as an element of school education and selected factors differentiating it. Data was collected using author’s tool with confirmed, satisfactory psychomeric properties. The conducted analyzes indicates that respondents, depending on their religiosity, personal educational philosphy, experience of contact with a dying person and a chosen field of study, to a greater or lesser extent, recognize the need to implement humanistic-oriented death education in the school environment. These results may become the theoretical basis for projects on making educators and teachers better prepared for executing death education.

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Mardonov, Ravshan. „Eastern Philosophy Of Education And Educational Policy: Features And Priorities“. American Journal of Social Science and Education Innovations 03, Nr. 02 (28.02.2021): 288–94. http://dx.doi.org/10.37547/tajssei/volume03issue02-46.

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Based on the study of philosophical and pedagogical literature, the article analyzes the features of the philosophy of education, the educational system and educational policy of Eastern countries, using the example of Japan and China. The conclusion is substantiated that the western and eastern systems of education coexist in addition to each other. The East needs knowledge and information. The West needs wisdom and education.

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Fadlan, Fadlan. „KONSEP PEMBANGUNAN EKONOMI BERBASIS ISLAM (Sebuah Upaya Pembangunan Ekonomi Indonesia yang Adil, Makmur, dan Sejahtera)“. AL-IHKAM: Jurnal Hukum & Pranata Sosial 5, Nr. 2 (21.07.2012): 257–74. http://dx.doi.org/10.19105/al-lhkam.v5i2.293.

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Abstract: Islam anticipates economic developmen, however it still consider as a part of the development of human being as the greatest one. The essence is that human being enables to control the economic environment as well as to improve the life quality. There are four basic Islamic teachings dealing with the philosphy of Islamic economic development: tawhîd, rubûbiyah, khalîfah and tazkiyah. The principle of tauhîd is to prevent a concentrated economy power. khalîfah principle is to guard against environmet damage and to protect natural sources conservation. The principle of tazkiyah to prohibit social imbalance and to realize equality and justice. Accordingly, it can give shape to a continuity development. The concept of continuity development is essentially the implementation of the principle of rubûbiyah, it is the priciple of education, maintenance, and continuity to the perfectness, as the principle of divinity (ilahi). Hence, if the four principles are realized in the Indonesian economic development, government will easily create the nation’s ambition, a prosperous and justice nation. Key Words: ekonomi Islam, homo economicus, dan pembangunan ekonomi

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Haddad, Samir. „Educação e Filosofia“. Cadernos Nietzsche 43, Nr. 3 (September 2022): 145–64. http://dx.doi.org/10.1590/2316-82422022v4303sh.

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Resumo O trabalho busca problematizar as relações entre filosofia, educação, escola e ensino. Dividiremos a nossa abordagem em três questões balizadoras: as relações da filosofia com a cidade, a atividade de professor e a filosofia e a filosofia como disciplina no sistema escolar, questões que se entrecruzam, se justapõem e se confundem. Cremos que essas reflexões devem apontar os caminhos para nossa reflexão futura.

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Muttaqin, Ali. „Implikasi Aliran Filsafat Pendidikan dalam Pengembangan Kurikulum Pendidikan Islam“. DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman 1, Nr. 1 (03.02.2017): 67–92. http://dx.doi.org/10.32764/dinamika.v1i1.105.

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Islamic education phenomenon with its kinds and shapes has good philosophic evidence. Philosophy of education is application of philosophyc ideas in education which has essential values to aim the purpose and the performance of Islamic education. Generally, the tendencies in philosophy had created the typology of Islamic education philosophy. Its tendencies influenced the development Islamic education curriculum. This paper tries to explain the tendency of education philosophy which influenced Islamic education curriculum.Keyword : Philosophy , Islamic education curriculum

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VOLKOVA, SVETLANA. „LANGUAGE, COMMUNICATION AND PHILOSOPHY OF EDUCATION“. Studia Humanitatis 21, Nr. 4 (Dezember 2021): 4–9. http://dx.doi.org/10.15393/j12.art.2021.3781.

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The author argues that understanding crisis phenomena in an education system, as well as conditions of upgrading this system, is connected with development of a philosophy of education focused on such categories as language and communication. The heuristic and productive nature of theory of communicative action and hermeneutics is shown while comprehending the specific nature of learning environment where a pedagogical interaction between a teacher and students is carried out. Taking into account the ideas of J. Habermas, H. G. Gadamer and L. Wittgenstein, it is shown that education is a process of human development if it is organised as a process of searching for and generating meanings by the students. This educational process model corresponding to essential human need for self-understanding and self-expression.

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ASHILOVA, MADINA, ALIBEK BEGALINOV und KALIMASH BEGALINOVA. „PHILOSOPHY OF EDUCATION AND PEDAGOGY: SUBJECT STATUS“. Studia Humanitatis 16, Nr. 3 (Dezember 2020): 4–8. http://dx.doi.org/10.15393/j12.art.2020.3581.

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The article deals with the features of the relationship between pedagogy and philosophy of education in the historical and genetic aspect. Various facets of their interaction caused by ideological and methodological approaches to the educational process are shown. Attention is drawn to the fact that the feature that distinguishes the philosophy of education from pedagogy is a holistic vision of education, the study of its problems in the most generalized and conceptual form. Various scientific approaches to pedagogy and philosophy of education are revealed, among which the situation developed within the framework of Soviet science is of particular interest, when pedagogy was understood as a “testing ground” for the application and approbation of philosophical ideas. Summarizing all the approaches, the authors come to the conclusion that the analysis of the education from the perspective of philosophy requires the recourse to pedagogy as a science, which explores the problems of education at a deep level, and from the perspective of pedagogy – the recourse to the philosophy of education, acting as a universal, conceptual, methodological, and ideological scientific knowledge.

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Ana Maria Monte Coelho, FROTA. „Infância, Filosofia da Educação e Fenomenologia: Aproximações Necessárias“. PHENOMENOLOGICAL STUDIES-Revista da Abordagem Gestáltica 24, Nr. 1 (2018): 84–90. http://dx.doi.org/10.18065/rag.2018v24n1.9.

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12

Padilla Cuéllar, Yanet, Pascual Valdés Rodríguez und Nancy Mesa Carpio. „La filosofía de la educación un espacio para reflexionar“. Revista Obutchénie 1, Nr. 1 (15.03.2017): 231–46. http://dx.doi.org/10.14393/obv1n1a2017-10.

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13

Dias, Rosa Maria. „Educação, cultura e filosofia no pensamento de Nietzsche“. Cadernos Nietzsche 43, Nr. 3 (September 2022): 29–44. http://dx.doi.org/10.1590/2316-82422022v4303rmd.

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Resumo: Este artigo explicita a compreensão que Nietzsche tem da cultura e da educação de sua época. Mostra que para esse autor cultura e educação são inseparáveis e que por isso é necessário pensar em novas perspectivas para a educação de modo que ela sirva de alicerce para uma cultura sadia.

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Mishra, Akanksha, und Dr Alka Muddgal. „Integral Philosophy, Education, Thinking: Policy and Praxis in India“. International Journal of Early Childhood Special Education 14, Nr. 1 (17.03.2022): 190–97. http://dx.doi.org/10.9756/int-jecse/v14i1.221024.

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Well elucidated and defined education policy is the most essential criteria for comprehensive progress of all human beings. From the time immemorial it is known that progress can be ushered only through education. A futuristic education policy both at the school and university level is extremely imperative. Countries at the global level have been adopting effective education policies to meet the changing needs of education and society at large. There is a need to shift educational approach from rote learning to understanding, from exhaustive learning techniques to excitement of discovery and towards the joyful exploration. True education must encompass a synchronized working of body, mind and spirit. The ultimate aim of education must be to help the growing soul draw out the best and make it perfect for a noble use. The aim of education is not only to prepare an individual to succeed in life and society, but to reach the optimum. With this background, the paper is attempting at the theoretical level, to study the Integral philosophy, in the light of NEP 2020. It also tries to inquire into the modalities of Integral thinking, propose the application of the same in education and pedagogies to characterize its practice and goals in Integral Education.

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Luiz Gava, Gustavo. „The Philosophy of Distance Education“. American Journal of Educational Research 2, Nr. 12C (13.11.2014): 1–3. http://dx.doi.org/10.12691/education-2-12c-1.

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16

Velasco Moreno, Carlos Fernando. „FILOSOFÍA PARA NIÑOS: UN RETO PARA LA EDUCACIÓN ÉTICA Y EN VALORES.“ haser, Nr. 12 (2021): 13–45. http://dx.doi.org/10.12795/haser/2021.i12.01.

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Esta investigación parte de la necesidad colombiana de desarrollar el pensamiento crítico, principalmente en niños de educación básica primaria, como respuesta a la creciente problemática de conflictos escolares dentro y fuera de las aulas. Esto puede ser atendido desde la implementación de Filosofía para Niños (FpN), porque a partir del análisis de situaciones cotidianas, algunas de ellas convertidas en anécdotas, el docente promueve habilidades de pensamiento que las argumentan y las pasan por el matiz de la crítica. Este proceso se puede articular con las innovaciones que pretende tanto la legislación colombiana, como la educación contemporánea, generando conciencia en el estudiante de soluciones por la vía concertada, llegando a acuerdos y conciliaciones que aborden el conflicto.

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Chun, Chongyoon. „Ricoeur’s dialogism and philosophy education : - Philosophy education for pre-service philosophy teachers -“. Korean Journal of Rhetoric 36 (31.12.2019): 239–64. http://dx.doi.org/10.31325/kjr.2019.12.36.239.

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18

D'souza, Mario O. „Philosophy, philosophy of education, and the education of teachers“. Interchange 23, Nr. 3 (September 1992): 255–64. http://dx.doi.org/10.1007/bf01450186.

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19

王儷靜, 王儷靜. „議題教育的教育學討論“. 教育研究月刊 331, Nr. 331 (November 2021): 004–17. http://dx.doi.org/10.53106/168063602021110331001.

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20

Khan, Dr Intakhab Alam. „Philosophy of Continuous Professional Development in India: The Higher Education Perspectives“. Paripex - Indian Journal Of Research 3, Nr. 1 (15.01.2012): 68–70. http://dx.doi.org/10.15373/22501991/jan2014/19.

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21

Valentine,, Timothy. „Philosophy of Education“. International Philosophical Quarterly 49, Nr. 1 (2009): 109–12. http://dx.doi.org/10.5840/ipq20094919.

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22

Woodbridge, Frederick J. E. „Education and Philosophy“. Thinking: The Journal of Philosophy for Children 8, Nr. 3 (1989): 2–9. http://dx.doi.org/10.5840/thinking1989832.

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23

Hamlyn, D. W. „Philosophy and Education“. International Studies in Philosophy 32, Nr. 4 (2000): 144–46. http://dx.doi.org/10.5840/intstudphil200032467.

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24

Carr, Wilfred. „Philosophy and Education“. Journal of Philosophy of Education 38, Nr. 1 (Februar 2004): 55–73. http://dx.doi.org/10.1111/j.0309-8249.2004.00363.x.

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25

Marshall, James D. „Philosophy, Polemics, Education“. Studies in Philosophy and Education 26, Nr. 2 (06.12.2006): 97–109. http://dx.doi.org/10.1007/s11217-006-9021-3.

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Pajak, Edward. „Philosophy of Education“. Educational Studies 28, Nr. 3-4 (November 1997): 279–83. http://dx.doi.org/10.1080/00131946.1997.10815569.

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27

Siegel, Harvey. „Philosophy of Education“. Teaching Philosophy 20, Nr. 1 (1997): 83–88. http://dx.doi.org/10.5840/teachphil199720111.

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28

Zheng, Yuxin. „Philosophy of Mathematics, Mathematics Education, and Philosophy of Mathematics Education“. Humanistic Mathematics Network Journal 1, Nr. 9 (Februar 1994): 32–41. http://dx.doi.org/10.5642/hmnj.199401.09.09.

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29

Sesanti, Simphiwe. „Teaching Ancient Egyptian Philosophy of Education in Teacher Education“. Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 11, Nr. 2 (23.09.2022): 109–26. http://dx.doi.org/10.4314/ft.v11i2.8.

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In 2003, almost a decade after South Africa’s 1994 first democratic elections, an academic debate emerged about the need to include the indigenous African philosophy of education in teacher education. Subsequently, Ubuntu philosophy has been given attention in philosophy for teacher education. However, ancient Egyptian philosophy of education, an indigenous African tradition, is absent. On their part, European and Asian philosophies of education are centred, leaving space for some philosophers of education to falsely attribute the genesis of philosophy, in general, and philosophy of education, in particular, to Europe and Asia since the two are dated. In contrast, Ubuntu philosophy of education is not dated. In this article, I argue that ancient Egyptian philosophy of education must be reclaimed and centred on teacher education not only in South Africa but wherever Africans are. Such an approach will not only expose Africans to their rich philosophical heritage but will also help to reclaim African philosophy’s space as a leader of humankind in the history of philosophy.

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Cotinguiba Gomes, Euvaldo. „Philosophy and Its Course in History of Brazilian Education“. American Journal of Educational Research 5, Nr. 7 (26.08.2017): 770–75. http://dx.doi.org/10.12691/education-5-7-12.

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Zulfaqor, Muhammad Sayyid. „The Role of Islamic Education Philosophy in Education“. Journal Intellectual Sufism Research (JISR) 4, Nr. 2 (30.05.2022): 70–75. http://dx.doi.org/10.52032/jisr.v4i2.111.

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This journal discusses "The Role of Islamic Educational Philosophy in Education)". The problems in this journal are related to the role of Islamic educational philosophy in education. How the philosophy of Islamic education plays a good role in the world of education. This study uses a qualitative method with a Research Library on each book and other long files that can support the research in this journal. The results of the research First, the philosophy of Islamic education, produces a clue to the problems in Islamic education, the result of such deep thought, and attempts to explore the problem. Second, the philosophy of Islamic education, provides a certain view of human discussion in Islam. Third, analysis Regarding the nature of life and human life in the philosophy of Islamic education, has a conclusion that humans in this case have a potential from innate when they exist and must be grown and developed.

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Guerrero González, Fernando. „La Filosofía y las Ciencias Administrativas en la gestión de la educación. Una colaboración ineludible“. Sincronía XXVI, Nr. 82 (01.06.2022): 3–20. http://dx.doi.org/10.32870/sincronia.axxvi.n82.1b22.

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Se reflexiona cómo la Filosofía y las Ciencias Administrativas deben colaborar interdisciplinariamente en la gestión de los centros escolares. Se intenta aducir cómo la Filosofía y su potencial teórico-práctico, puede ejercer una directriz inteligente y resolutiva en el quehacer administrativo de la gestión de la educación. Se proponen ciertos lineamientos metodológicos donde se argumenta a favor de la necesaria alianza y se postula una tutela teórica y práctica de la filosofía en esa colaboración. Finalmente, se proponen y ponderan un conjunto de casos prácticos donde la filosofía colabora, clarifica y llega a ser resolutiva en ámbitos problemáticos de la gestión educativa, lo anterior para hacer evidente la necesaria alianza referida

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Jonathan, Ruth. „Education, Philosophy of Education and Context“. Journal of Philosophy of Education 19, Nr. 1 (Juli 1985): 13–25. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00072.x.

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Wain, Kenneth A. „Lifelong education and philosophy of education“. International Journal of Lifelong Education 4, Nr. 2 (April 1985): 107–17. http://dx.doi.org/10.1080/0260137850040202.

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Black-Hawkins, Kristine. „Inclusive education and the philosophy of education: what can inclusive education learn from philosophy?“ Cambridge Journal of Education 44, Nr. 4 (02.10.2014): 445–50. http://dx.doi.org/10.1080/0305764x.2014.960258.

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SAITO, NAOKO. „Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell“. Journal of Philosophy of Education 40, Nr. 3 (August 2006): 345–56. http://dx.doi.org/10.1111/j.1467-9752.2006.00527.x.

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37

White, John. „Philosophy, philosophy of education, and economic realities“. Theory and Research in Education 11, Nr. 3 (12.09.2013): 294–303. http://dx.doi.org/10.1177/1477878513498180.

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38

Dr. Niaz Muhammad Aajiz, Dr. Khisro Kalim Raza und Ghazala Naheed Baig. „Khushal Khan Khattak Philosophy of Education“. Research Journal of Social Sciences and Economics Review (RJSSER) 1, Nr. 3 (24.09.2020): 218–23. http://dx.doi.org/10.36902/rjsser-vol1-iss3-2020(218-223).

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Khushal Khan Khattak believed that the meaning of education is hidden in the training of individuals. He considers this training important for him from childhood to his death. Moreover, he feels free from the boundary walls of a school or college. In other words, he is a champion of informal education. For this purpose, he considers the entire earth as a school and all the things of the universe are teachers. In this regard Khushal's ultimate reliance is upon the character building, Development of ego/self-respect, personality development, and inclusion of Moral values, leadership training, and acquiring different skills, required for complete living. Khushal Khan Khattak’s this belief and perception of education is very much in line with the educational definitions of different eminent educations and educational objectives. This is the reason that besides his other celebrated titles he got the unique title of an educationist as well.

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Rogers, Alan, K. Wain, W. M. Rivera und B. Holmberg. „Philosophy of Lifelong Education“. British Journal of Educational Studies 35, Nr. 3 (Oktober 1987): 301. http://dx.doi.org/10.2307/3121272.

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Gardiner, Tony, und Paul Ernest. „Mathematics, Education and Philosophy“. Mathematical Gazette 80, Nr. 488 (Juli 1996): 440. http://dx.doi.org/10.2307/3619606.

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41

Guisán, Esperanza. „Analytic philosophy and education“. Enrahonar. Quaderns de filosofia 11 (01.03.1985): 75. http://dx.doi.org/10.5565/rev/enrahonar.834.

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42

Sulistyono, Tabah. „MUHAMMADIYAH’S PHILOSOPHY OF EDUCATION“. Interdisciplinary Social Studies 1, Nr. 6 (20.03.2022): 766–72. http://dx.doi.org/10.55324/iss.v1i6.154.

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Background: The basis of this research is first, the existence of a civilization of 'philosophy of life' muhammadiyah education; Second, there is a tajdid movement; third, Muhammadiyah as a pillar of religious thought in Indonesia; fourth, the concept of education that muhammadiyah has built and; Fifth, the philosophy of education that muhammadiyah began to construct is relatively young. This research builds on the question of how the construction of Islamic educational philosophy according to Muhammadiyah. Aim: This research aims to explore aspects of educational philosophy according to Muhammadiyah. Method: This research includes religious research with the point of view of the scope of the research. If based on the type of research including exploratory research with a philosophical approach. Researchers analyzed the data by understanding symbols, giving and digging carefully related to the meaning, essentially the life of symbols, and illuminating interpretations. Findings: The construction of Muhammadiyah Islamic education philosophy begins with the main themes of Muhammadiyah Islamic education. The main themes are the paradigm, nature, policy, and aspects of Muhammadiyah Islamic education. The content of the instruction of Muhammadiyah Islamic education philosophy in the form of muhammadiyah Islamic educational ontology area includes the concept of God, universe, and man, and the epistemological area of Muhammadiyah Islamic education contains the nature of science, curriculum, educators, learners, methods and tools of Islamic education.

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Bhat, Ali Muhammad. „Islamic Philosophy of Education“. Journal of Culture and Values in Education 2, Nr. 2 (24.06.2019): 73–76. http://dx.doi.org/10.46303/jcve.02.02.5.

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44

Reddiford, Gordon. „Philosophy of Education Today“. Cogito 1, Nr. 3 (1987): 33–35. http://dx.doi.org/10.5840/cogito19871326.

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45

Kohan, Walter. „Education, Philosophy And Childhood“. Thinking: The Journal of Philosophy for Children 16, Nr. 1 (2002): 4–11. http://dx.doi.org/10.5840/thinking20021612.

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Sabornie, Edward J. „Philosophy of Special Education“. Exceptionality 14, Nr. 2 (06.01.2006): 63–64. http://dx.doi.org/10.1207/s15327035ex1402_1.

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Bredo, Eric. „Mead’s Philosophy of Education“. Curriculum Inquiry 40, Nr. 2 (März 2010): 317–34. http://dx.doi.org/10.1111/j.1467-873x.2010.00484.x.

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HAMLYN, D. W. „Education and Wittgenstein's Philosophy“. Journal of Philosophy of Education 23, Nr. 2 (Dezember 1989): 213–22. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00208.x.

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DAVIS, ANDREW. „Philosophy of Mathematics Education“. Journal of Philosophy of Education 26, Nr. 1 (Juli 1992): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00272.x.

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