首页 > 最新文献

Ethics and Education最新文献

英文 中文
Democratic education and curiosity 民主教育和好奇心
Q1 Arts and Humanities Pub Date : 2023-10-05 DOI: 10.1080/17449642.2023.2266978
Marianna Papastephanou
ABSTRACTCuriosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of curiosity’s role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education.KEYWORDS: curiosity politicscitizenshiprestrainteducationpublic spacetotalitarianism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Thought through, this critical point also outlines how I mean democracy in this article.2. On the neglected significance of epistemic restraint and its connection with curiosity and education see Papastephanou (Citation2016).3. Methodologically, I would suggest that a conception of curiosity that would do justice to curiosity’s ambiguities and complexities be developed through an interplay of deconstructive and reconstructive as well as perspectival and stereoscopic techniques. Some indication of this will be given sporadically in this article, but any fuller unpacking of these techniques is beyond the article’s limits.4. The assumption of scientific disinterestedness had blocked the prospect of grasping the political operations of curiosity, some of which have been repugnantly colonial and anti-democratic all along, from antiquity to the present (Papastephanou Citation2019, Citation2022). The focus of theoretical accounts of curiosity on individuals had also blocked explicit theorizations of the possibility of curiosity being social, as we shall see later on.5. Cho’s critique of Freire’s ontology of curiosity (and Lewis’ endorsement of this critique) could be contested from Zurn’s (Citation2023a) perspective and alternative reading of that ontology, but this is beyond the scope of this paper.6. However, neither Huysmans (Citation2016) theorizes the connection of curiosity and democracy beyond issues of surveillance. Moreover, he uses the adjective ‘democratic’ to qualify curiosity somewhat axiomatically, and a risk in this is that premodifiers such as ‘democratic’ may sanitize curiosity and obscure some of its bad politics.7. For this point, I am indebted to the journal’s anonymous reviewers. On the prospect of a rethought curiosity becoming conducive to a rethought democratic education that will benefit from both disruptive and deliberative models of democracy, see also my comme
摘要好奇心在民主发展的研究中并不突出。在民主教育课程中也不讨论好奇心。然而,这篇文章为本期特刊提供了一个观点,即好奇心与民主的联系不应被忽视。首先,我指出,在与民主理论和教育学相关的领域中,好奇心与民主的联系很遗憾地在很大程度上被忽略了。然后,我详细阐述了关于好奇心的复杂性的新兴学术如何使人们更容易认识到好奇心在民主理论和教育中的作用的研究将是多么富有成效。鉴于最近对好奇心的重新思考,我认为研究一个复杂而模糊的好奇心概念(以及同样复杂而模糊的认知约束)对于研究和推进民主以及丰富民主公民教育非常重要。关键词:好奇心政治公民约束教育公共空间极权主义披露声明作者未报告潜在的利益冲突。经过深思熟虑,这一关键观点也概括了我在这篇文章中所说的民主。关于认知约束的被忽视的意义及其与好奇心和教育的联系,见Papastephanou (Citation2016)。在方法论上,我建议通过解构和重建以及透视和立体技术的相互作用来发展一种能够公正地对待好奇心的模糊性和复杂性的好奇心概念。这方面的一些指示将在本文中偶尔给出,但对这些技术的任何更全面的揭示都超出了本文的限制。科学无私的假设阻碍了对好奇心的政治操作的把握,其中一些从古代到现在一直是令人反感的殖民和反民主的(Papastephanou Citation2019, Citation2022)。正如我们将在后面看到的那样,对个人好奇心的理论描述也阻碍了对好奇心具有社会性可能性的明确理论。Cho对Freire好奇心本体论的批判(以及Lewis对这一批判的认可)可能会受到Zurn (Citation2023a)的观点和对该本体论的另一种解读的质疑,但这超出了本文的范围。然而,Huysmans (Citation2016)都没有将好奇心和民主的联系理论化,超越了监视问题。此外,他用“民主的”这个形容词来描述好奇心,这有点不证自明,这样做的一个风险是,像“民主的”这样的前缀可能会净化好奇心,掩盖它的一些不良政治。在这一点上,我感谢《华尔街日报》的匿名审稿人。关于重新思考的好奇心有助于重新思考的民主教育的前景,这种教育将受益于民主的破坏性和审议模式,参见本文另一部分中我对Leiviskä (Citation2020)的评论。正如我在其他地方(Papastephanou Citation2023a)讨论过的那样,这里我将就此打住。Huysmans (Citation2016)将“民主的好奇心”作为一件好事,尽管他避免把它变成一个口号,但如果我在这里建议的警惕和谨慎缺失,其他理论围绕它发展空洞修辞的风险仍然存在。关于与“民主好奇心”相关的extitution的意义和理论意义,见(Huysmans Citation2016)。有关我如何更详细地定义立体观以及如何将其应用于复杂的正义概念的更多信息,请参见Papastephanou (Citation2021)。13.话语正义指的是为所有立场提供适当的话语空间,也就是说,一个人要注意并公平地对待所有受一种观念、一项措施或一种实践影响的人的主张。有些问题不被问,并不完全是因为这些问题不值得问,或者表现出一种无聊或可疑的好奇心,而是因为问这些问题会带来社会和学术上的代价,还会被贴上不公平的标签,或者尴尬的沉默,这是大多数研究人员不愿承担的。这包括“这样的问题:‘世界是什么?“这个世界概念的哲学、神学和政治史是什么?”(Derrida citation2005,107 - 8)。令人不安的是,当欧洲及其国家现在以一种卑鄙的惩罚性和不可接受的法律主义方式处理问题时,这种极权主义的风险也很明显,不仅荒谬或反动的观点,而且甚至是进步的、理性的和捍卫民主人权的观点。这种极权主义的态度在塞浦路斯决定将库尔德活动家和政治家凯南·阿亚兹引渡到德国时是显而易见的。 德国以所谓的恐怖主义罪名要求引渡(签发欧洲逮捕令),这又是一种极权主义的效果,尽管阿亚兹只是发表了支持自由和人权的观点,反对土耳其发生的侵犯自由和人权的行为。整个欧洲的媒体都对他的引渡事件保持沉默,整个事件并没有激起欧洲“世界主义者”、“进步人士”和各种积极分子的好奇心。因为这里没有空间来讨论Ayaz的情况,请参阅https://www.andrej-hunko.de/presse/pressespiegel/5545-europaabgeordnete-fordern-freilassung-von-kenan-ayaz.16。Kalli Drousioti (Citation2022b)对塞浦路斯问题及其背景进行了翔实的描述,并对相对主义和多棱镜主义的论点进行了恰当的批评,因此我将参考这一来源,并在此继续说明。在民主的生活中,从心理和伦理的角度来看,对“不好奇”的人也需要宽容,这些人对正义的要求漠不关心,不愿了解。
{"title":"Democratic education and curiosity","authors":"Marianna Papastephanou","doi":"10.1080/17449642.2023.2266978","DOIUrl":"https://doi.org/10.1080/17449642.2023.2266978","url":null,"abstract":"ABSTRACTCuriosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of curiosity’s role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education.KEYWORDS: curiosity politicscitizenshiprestrainteducationpublic spacetotalitarianism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Thought through, this critical point also outlines how I mean democracy in this article.2. On the neglected significance of epistemic restraint and its connection with curiosity and education see Papastephanou (Citation2016).3. Methodologically, I would suggest that a conception of curiosity that would do justice to curiosity’s ambiguities and complexities be developed through an interplay of deconstructive and reconstructive as well as perspectival and stereoscopic techniques. Some indication of this will be given sporadically in this article, but any fuller unpacking of these techniques is beyond the article’s limits.4. The assumption of scientific disinterestedness had blocked the prospect of grasping the political operations of curiosity, some of which have been repugnantly colonial and anti-democratic all along, from antiquity to the present (Papastephanou Citation2019, Citation2022). The focus of theoretical accounts of curiosity on individuals had also blocked explicit theorizations of the possibility of curiosity being social, as we shall see later on.5. Cho’s critique of Freire’s ontology of curiosity (and Lewis’ endorsement of this critique) could be contested from Zurn’s (Citation2023a) perspective and alternative reading of that ontology, but this is beyond the scope of this paper.6. However, neither Huysmans (Citation2016) theorizes the connection of curiosity and democracy beyond issues of surveillance. Moreover, he uses the adjective ‘democratic’ to qualify curiosity somewhat axiomatically, and a risk in this is that premodifiers such as ‘democratic’ may sanitize curiosity and obscure some of its bad politics.7. For this point, I am indebted to the journal’s anonymous reviewers. On the prospect of a rethought curiosity becoming conducive to a rethought democratic education that will benefit from both disruptive and deliberative models of democracy, see also my comme","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135435844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Can we imagine a new telos for democracy in a non-teleological world? 我们能想象在一个非目的论的世界里民主的新目标吗?
Q1 Arts and Humanities Pub Date : 2023-09-27 DOI: 10.1080/17449642.2023.2261344
Şevket Benhür Oral
ABSTRACTMany political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple from the global neoliberal capitalist regime and secondly embrace some form of postcapitalist and posthumanist orientation guided by a new attractor, a teleological approach anchored in a new telos of superhumanity. Democracy without a telos of superhumanity is a democracy in name only. It is time to lay our teleophobia aside and propose a strong teleological account in the vein of a Buddhist no-self doctrine at the heart of the onto-politico-economy. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This section has been adapted from Oral, S.B. (2023, forthcoming). Granularity: An ontological inquiry into justice and holistic education. Springer Nature.
摘要在当今的政治关头,许多政治和经济力量都被消灭民主多元性的愿望所驱动。当代形式的民主共和主义本身未能解决我们今天面临的许多令人生畏的道德、政治、经济、社会、技术和生态挑战。作者认为,为了实现其平等自由和社会正义的本质,民主共和主义首先必须与全球新自由主义资本主义政权脱钩,其次必须接受某种形式的后资本主义和后人文主义取向,这种取向由一种新的吸引力所引导,一种锚定在超人类的新目的上的目的论方法。没有超人的目的的民主只是名义上的民主。现在是时候把我们的目的论恐惧症放在一边了,并提出一个强有力的目的论解释,以佛教的无我教义为核心,作为个人政治经济的核心。披露声明作者未报告潜在的利益冲突。本节改编自Oral, S.B.(2023,即将出版)。粒度:正义与全人教育的本体论探究。施普林格自然。
{"title":"Can we imagine a new <i>telos</i> for democracy in a non-teleological world?","authors":"Şevket Benhür Oral","doi":"10.1080/17449642.2023.2261344","DOIUrl":"https://doi.org/10.1080/17449642.2023.2261344","url":null,"abstract":"ABSTRACTMany political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple from the global neoliberal capitalist regime and secondly embrace some form of postcapitalist and posthumanist orientation guided by a new attractor, a teleological approach anchored in a new telos of superhumanity. Democracy without a telos of superhumanity is a democracy in name only. It is time to lay our teleophobia aside and propose a strong teleological account in the vein of a Buddhist no-self doctrine at the heart of the onto-politico-economy. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This section has been adapted from Oral, S.B. (2023, forthcoming). Granularity: An ontological inquiry into justice and holistic education. Springer Nature.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135580167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Democratic citizenship education reimagined: implications for a renewed African philosophy of higher education 重新构想的民主公民教育:对更新的非洲高等教育哲学的影响
Q1 Arts and Humanities Pub Date : 2023-09-19 DOI: 10.1080/17449642.2023.2260718
Yusef Waghid
ABSTRACTThis contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly – that is, they are urged to act ethically.KEYWORDS: DemocracycitizenshipeducationAfrican philosophyhigher pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).
这篇文章分析了非洲高等教育的哲学,特别是与民主公民教育的概念有关。如果一个人理解了高等教育的哲学构成了非洲的思想和实践,他就会知道这种对高等教育的理解是如何实现的,并指导与非洲背景有关的人类行为。因此,本文的主要论点涉及到高等教育的哲学指导非洲大陆有关民主公民教育的培养的理解和实践。在这篇文章中,非洲高等教育哲学的概念是根据自主和协商的迭代,人类的共同归属,以及对多元主义和可辩护思想的承认而重新表述的。基于对文本问题的分析,这种高等教育哲学号召大学教师和学生自主地、迭代地、共同负责地抵制他们的困境,即敦促他们采取道德行动。关键词:民主公民教育非洲哲学高等教育学披露声明作者未报告潜在的利益冲突。
{"title":"Democratic citizenship education reimagined: implications for a renewed African philosophy of higher education","authors":"Yusef Waghid","doi":"10.1080/17449642.2023.2260718","DOIUrl":"https://doi.org/10.1080/17449642.2023.2260718","url":null,"abstract":"ABSTRACTThis contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly – that is, they are urged to act ethically.KEYWORDS: DemocracycitizenshipeducationAfrican philosophyhigher pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135061043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Teacher talk in an early educator blog: building culture circles for exploring ethics 早期教育家博客中的教师谈话:为探索伦理学而建立文化圈
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-04-03 DOI: 10.1080/17449642.2023.2224221
Cara E. Furman, D. Karno
ABSTRACT This paper examines teacher discourse and the building of culture circles in an asynchronous collaborative blog that combined two different classes in an Early Childhood MS Ed program. Social speech is often considered non-rational. Coupling grounded theory to analyze speech patterns with relational ethics, we argue that teachers engaged in relational discourse that was reflective and social simultaneously. The collaborative blog served as a vehicle for the teachers as they engaged in ethical meaning making.
摘要本文在一个异步协作博客中研究了教师话语和文化圈的构建,该博客结合了幼儿MS Ed项目中的两个不同班级。社交言论通常被认为是非理性的。将扎根理论与关系伦理学相结合来分析言语模式,我们认为教师参与的关系话语是反思性的和社会性的。合作博客为教师们提供了一个参与道德意义创造的工具。
{"title":"Teacher talk in an early educator blog: building culture circles for exploring ethics","authors":"Cara E. Furman, D. Karno","doi":"10.1080/17449642.2023.2224221","DOIUrl":"https://doi.org/10.1080/17449642.2023.2224221","url":null,"abstract":"ABSTRACT This paper examines teacher discourse and the building of culture circles in an asynchronous collaborative blog that combined two different classes in an Early Childhood MS Ed program. Social speech is often considered non-rational. Coupling grounded theory to analyze speech patterns with relational ethics, we argue that teachers engaged in relational discourse that was reflective and social simultaneously. The collaborative blog served as a vehicle for the teachers as they engaged in ethical meaning making.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42469348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Confucian trustworthiness and communitarian education 儒家诚信与社群教育
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-04-03 DOI: 10.1080/17449642.2023.2215685
Charlene Tan
ABSTRACT Through the conceptual lens of ‘education-as-moulding’ and ‘education-as-drawing-out,’ this article expounds the Confucian concept of trustworthiness (xin) and its relation with communitarian education. Informed by the Analects, it is argued that Confucius envisions a community of trustworthy members who are motivated and characterised by interpersonal trust. From a Confucian viewpoint, both approaches – education-as-moulding and education-as-drawing-out – are salient for the development of trustworthiness as a moral virtue in students and relational trust in the school community. The paper also addresses a prominent criticism of communitarian education: the imposition of prescribed values and curriculum on students that suppresses their individual identities, interests and voices. From a Confucian perspective, such an imposition over-emphasises education-as-moulding and neglects education-as-drawing out, making the enforcement ineffective in the cultivation of trustworthiness as a moral virtue. What is recommended instead is the harmonisation of the self and others through both education-as-moulding and education-as-drawing-out.
本文通过“教育即塑造”和“教育即引出”的概念视角,阐述了儒家的诚信观念及其与社区教育的关系。根据《论语》,有人认为孔子设想了一个由值得信赖的成员组成的社区,这些成员被激励并以人际信任为特征。从儒家的观点来看,这两种方法——教育作为塑造和教育作为引出——对于诚信作为学生的道德美德和学校社区的关系信任的发展都是显著的。本文还讨论了对社区教育的一个突出批评:将规定的价值观和课程强加给学生,压制了他们的个人身份、兴趣和声音。从儒家的角度来看,这种强制强调了教育的塑造作用,而忽视了教育的汲取作用,使得强制执行在培养诚信作为一种道德美德方面效果不彰。相反,我们建议的是通过教育作为塑造和教育作为引出来实现自我和他人的和谐。
{"title":"Confucian trustworthiness and communitarian education","authors":"Charlene Tan","doi":"10.1080/17449642.2023.2215685","DOIUrl":"https://doi.org/10.1080/17449642.2023.2215685","url":null,"abstract":"ABSTRACT Through the conceptual lens of ‘education-as-moulding’ and ‘education-as-drawing-out,’ this article expounds the Confucian concept of trustworthiness (xin) and its relation with communitarian education. Informed by the Analects, it is argued that Confucius envisions a community of trustworthy members who are motivated and characterised by interpersonal trust. From a Confucian viewpoint, both approaches – education-as-moulding and education-as-drawing-out – are salient for the development of trustworthiness as a moral virtue in students and relational trust in the school community. The paper also addresses a prominent criticism of communitarian education: the imposition of prescribed values and curriculum on students that suppresses their individual identities, interests and voices. From a Confucian perspective, such an imposition over-emphasises education-as-moulding and neglects education-as-drawing out, making the enforcement ineffective in the cultivation of trustworthiness as a moral virtue. What is recommended instead is the harmonisation of the self and others through both education-as-moulding and education-as-drawing-out.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46981991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Lessons on knowledge transmission from Plato’s allegory of the cave: the influence of reason and companionship on transmissive and participatory pedagogies 柏拉图洞穴寓言对知识传播的启示:理性与陪伴对传播与参与教学法的影响
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-04-03 DOI: 10.1080/17449642.2023.2216120
Mark Debono
ABSTRACT In this paper, I show the ambiguities in the interpretations of Martin Heidegger and Alain Badiou of Plato’s allegory of the cave as an enlightening educational experience. In Heidegger’s interpretation, knowledge appears as a rational process that corrects the thinking of others. By his claim of an education by truths, Badiou prioritises, again, the Platonic event of knowledge. To indicate the limit of the rational process in these two interpretations of education, I introduce Jan Masschelein’s claim that knowledge transmission in Plato’s cave story can be seen as a process where the immanent experience of companionship comes before the instruction of knowledge. The arguments in this article will be discussed in a broader context that explains how transmissive and participatory pedagogies have been influenced by the view of education as a process of rationality and companionship, and how the various approaches have either constrained or broadened the learner’s perspective.
在本文中,我展示了马丁·海德格尔和阿兰·巴迪欧对柏拉图洞穴寓言作为启蒙教育经验的解释中的模糊性。在海德格尔的解释中,知识表现为一种纠正他人思维的理性过程。巴迪欧主张通过真理进行教育,他再次强调了柏拉图式的知识事件。为了指出这两种教育解释中理性过程的局限性,我介绍Jan Masschelein的观点,即柏拉图洞穴故事中的知识传播可以被视为一个过程,在这个过程中,内在的陪伴经验先于知识的指导。本文中的论点将在更广泛的背景下进行讨论,以解释传播式和参与式教学法如何受到教育作为理性和陪伴过程的观点的影响,以及各种方法如何限制或拓宽学习者的视角。
{"title":"Lessons on knowledge transmission from Plato’s allegory of the cave: the influence of reason and companionship on transmissive and participatory pedagogies","authors":"Mark Debono","doi":"10.1080/17449642.2023.2216120","DOIUrl":"https://doi.org/10.1080/17449642.2023.2216120","url":null,"abstract":"ABSTRACT In this paper, I show the ambiguities in the interpretations of Martin Heidegger and Alain Badiou of Plato’s allegory of the cave as an enlightening educational experience. In Heidegger’s interpretation, knowledge appears as a rational process that corrects the thinking of others. By his claim of an education by truths, Badiou prioritises, again, the Platonic event of knowledge. To indicate the limit of the rational process in these two interpretations of education, I introduce Jan Masschelein’s claim that knowledge transmission in Plato’s cave story can be seen as a process where the immanent experience of companionship comes before the instruction of knowledge. The arguments in this article will be discussed in a broader context that explains how transmissive and participatory pedagogies have been influenced by the view of education as a process of rationality and companionship, and how the various approaches have either constrained or broadened the learner’s perspective.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41348661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Constructing a role ethics approach to engineering ethics education 构建工程伦理教育的角色伦理学方法
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-04-03 DOI: 10.1080/17449642.2023.2249740
Qin Zhu, R. Clancy
ABSTRACT This paper is concerned with the gap between the ideology of ‘autonomous individualism’ deeply embedded in Western-centric engineering ethics education and the social and relational nature of engineering practice. The so-called ‘individualistic approach’ to engineering ethics often treats students as fully rational and autonomous individual decision-makers. Such an approach mainly emphasizes teaching students moral reasoning skills, including the skills of applying dominant Western ethical theories (mainly deontology and consequentialism) into hypothetical cases. What might be overlooked or could be further emphasized in dominant approaches to engineering ethics education is what philosophers call the ‘role ethics’ of engineers. The role ethics approach to engineering ethics focuses on the the moral obligations of engineers that are derived from the specific roles they assume and the relationships they have developed with others in communal contexts. This paper aims to construct a role-based approach to teaching professional ethics to engineering students. It mainly draws on role ethics theories from the Confucian philosophical tradition. It first provides a short introduction to the fundamentals of Confucian role ethics from a comparative perspective. It then discusses what a role-based approach to engineering ethics might entail. Finally, this paper briefly explores how the insights from Confucian role ethics can inform future engineering ethics education.
摘要本文关注的是深深植根于以西方为中心的工程伦理教育中的“自主个人主义”意识形态与工程实践的社会性和关系性之间的差距。所谓的工程伦理“个人主义方法”通常将学生视为完全理性和自主的个人决策者。这种方法主要强调教授学生道德推理技能,包括将占主导地位的西方伦理理论(主要是义务论和后果论)应用于假设案例的技能。在工程伦理教育的主流方法中,哲学家们所说的工程师的“角色伦理”可能会被忽视或进一步强调。工程伦理学的角色伦理学方法侧重于工程师的道德义务,这些义务源于他们所承担的特定角色以及他们在公共环境中与他人建立的关系。本文旨在构建一种基于角色的工程专业学生职业道德教学方法。它主要借鉴了儒家哲学传统中的角色伦理理论。首先从比较的角度简要介绍了儒家角色伦理的基本原理。然后,它讨论了基于角色的工程伦理方法可能需要什么。最后,本文简要探讨了儒家角色伦理思想对未来工程伦理教育的启示。
{"title":"Constructing a role ethics approach to engineering ethics education","authors":"Qin Zhu, R. Clancy","doi":"10.1080/17449642.2023.2249740","DOIUrl":"https://doi.org/10.1080/17449642.2023.2249740","url":null,"abstract":"ABSTRACT This paper is concerned with the gap between the ideology of ‘autonomous individualism’ deeply embedded in Western-centric engineering ethics education and the social and relational nature of engineering practice. The so-called ‘individualistic approach’ to engineering ethics often treats students as fully rational and autonomous individual decision-makers. Such an approach mainly emphasizes teaching students moral reasoning skills, including the skills of applying dominant Western ethical theories (mainly deontology and consequentialism) into hypothetical cases. What might be overlooked or could be further emphasized in dominant approaches to engineering ethics education is what philosophers call the ‘role ethics’ of engineers. The role ethics approach to engineering ethics focuses on the the moral obligations of engineers that are derived from the specific roles they assume and the relationships they have developed with others in communal contexts. This paper aims to construct a role-based approach to teaching professional ethics to engineering students. It mainly draws on role ethics theories from the Confucian philosophical tradition. It first provides a short introduction to the fundamentals of Confucian role ethics from a comparative perspective. It then discusses what a role-based approach to engineering ethics might entail. Finally, this paper briefly explores how the insights from Confucian role ethics can inform future engineering ethics education.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45591468","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Putting the pandemic on the table: what does this crisis reveal about the essence of education? 把疫情摆在桌面上:这场危机揭示了教育的本质?
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188720
Glenn M. Hudak
ABSTRACT The period March 2020–March 2021 marks the time reference for this theoretical study as it denotes the initial surge of the Pandemic, where whole societies were destabilized by the ferocity of Covid-19. Within this context, I posit COVID-19 as a transforming event: one that exhausts worlds. Drawing from Jan Masschelein’s works on Arendt and the architecture of public education, the question at hand is how does Covid-19, as a transforming event, affect and change the very essence of education? I begin by comparing two definitions of crisis, Arendt’s notion of krisis, with philosopher Peter Pal Pelbart’s thinking around crisis, illness, and ‘exhaustion.’ I conclude by identifying an ‘inconsequential’ architectural space, a ‘spandrel.’ This spatial by-product, revealed during the Pandemic, is located within the very design of the ‘perfect’ public school, schole: the Arendtian ‘table.’ This spandrel aligns with Fernand Deligny’s ‘primordial communism.’
2020年3月至2021年3月是本理论研究的时间参考,因为这段时间是大流行的最初高峰,整个社会都因Covid-19的凶猛而不稳定。在此背景下,我认为COVID-19是一场变革性事件:一场耗尽世界的事件。从扬·马什莱因(Jan Masschelein)关于阿伦特和公共教育架构的著作中可以看出,当前的问题是,作为一场变革性事件,Covid-19如何影响和改变教育的本质?我首先比较了两种危机的定义,阿伦特的危机概念和哲学家彼得·帕尔佩尔巴特关于危机、疾病和“疲惫”的思考。最后,我确定了一个“无关紧要”的建筑空间,一个“扩张”空间。这个空间副产品,在大流行期间被揭示出来,位于“完美”公立学校的设计中,学校:Arendtian的桌子。这与德列尼(Fernand Deligny)的“原始共产主义”(primordial communism)一致。
{"title":"Putting the pandemic on the table: what does this crisis reveal about the essence of education?","authors":"Glenn M. Hudak","doi":"10.1080/17449642.2023.2188720","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188720","url":null,"abstract":"ABSTRACT The period March 2020–March 2021 marks the time reference for this theoretical study as it denotes the initial surge of the Pandemic, where whole societies were destabilized by the ferocity of Covid-19. Within this context, I posit COVID-19 as a transforming event: one that exhausts worlds. Drawing from Jan Masschelein’s works on Arendt and the architecture of public education, the question at hand is how does Covid-19, as a transforming event, affect and change the very essence of education? I begin by comparing two definitions of crisis, Arendt’s notion of krisis, with philosopher Peter Pal Pelbart’s thinking around crisis, illness, and ‘exhaustion.’ I conclude by identifying an ‘inconsequential’ architectural space, a ‘spandrel.’ This spatial by-product, revealed during the Pandemic, is located within the very design of the ‘perfect’ public school, schole: the Arendtian ‘table.’ This spandrel aligns with Fernand Deligny’s ‘primordial communism.’","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein 复古乌托邦的风险,不断的转换,没有降噪:对Jan Masschelein的回应
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188752
Lovisa Bergdahl
ABSTRACT This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices.
摘要本文是对Jan Masschelein主题演讲的回应。文章的出发点是对他的论点的友好支持,文章以肯定的情绪作为一种批评的形式开始。此后,它首先在论文中采用了一种稍微反乌托邦的数字化方法。其次,它引起了人们的注意,Masschelein所建议的复兴和再生的姿态总是涉及一个回归或重复的时刻。这个问题被问到,在Masschelein的建议中,检索从过去继承的教学形式的姿态是什么形式的,并认为这种检索是一项不断翻译的工作。第三,对倡导orature发表了评论,提醒人们,校园教育通常没有降噪,也就是说,它还需要反思我们声音中和通过我们的声音校准的不和谐。
{"title":"Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein","authors":"Lovisa Bergdahl","doi":"10.1080/17449642.2023.2188752","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188752","url":null,"abstract":"ABSTRACT This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41312212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Indigenous, feminine and technologist relational philosophies in the time of machine learning 机器学习时代的土著、女性和技术专家的关系哲学
IF 0.9 Q1 Arts and Humanities Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188714
Troy A. Richardson
ABSTRACT Machine Learning (ML) and Artificial Intelligence (AI) are for many the defining features of the early twenty-first century. With such a provocation, this essay considers how one might understand the relational philosophies articulated by Indigenous learning scientists, Indigenous technologists and feminine philosophers of education as co-constitutive of an ensemble mediating or regulating an educative philosophy interfacing with ML/AI. In these mediations, differing vocabularies – kin, the one caring, cooperative – are recognized for their ethical commitments, yet challenging epistemic claims in the contexts of ML. Similarly, ML poses some questions to claims made about relational and Indigenous epistemologies, where the latter is perceived as separated from and unaffected by computation specifically or algorithmic societies generally. This essay seeks to gain several vantage points to explore and complicate how diverse relational philosophies can address ML and perhaps reconsider their own critical practices.
对许多人来说,机器学习(ML)和人工智能(AI)是21世纪初的标志性特征。在这样的挑衅下,本文考虑人们如何理解土著学习科学家、土著技术专家和女性教育哲学家所阐述的关系哲学,将其作为一个整体的共同组成部分,调解或调节与ML/AI交互的教育哲学。在这些调解中,不同的词汇-亲属,关怀,合作-因其伦理承诺而得到认可,但在ML的背景下挑战认识论主张。同样,ML对有关关系和土著认识论的主张提出了一些问题,后者被认为与计算或算法社会分离,不受其影响。本文试图获得几个有利位置,以探索和复杂不同的关系哲学如何解决ML问题,并可能重新考虑他们自己的关键实践。
{"title":"Indigenous, feminine and technologist relational philosophies in the time of machine learning","authors":"Troy A. Richardson","doi":"10.1080/17449642.2023.2188714","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188714","url":null,"abstract":"ABSTRACT Machine Learning (ML) and Artificial Intelligence (AI) are for many the defining features of the early twenty-first century. With such a provocation, this essay considers how one might understand the relational philosophies articulated by Indigenous learning scientists, Indigenous technologists and feminine philosophers of education as co-constitutive of an ensemble mediating or regulating an educative philosophy interfacing with ML/AI. In these mediations, differing vocabularies – kin, the one caring, cooperative – are recognized for their ethical commitments, yet challenging epistemic claims in the contexts of ML. Similarly, ML poses some questions to claims made about relational and Indigenous epistemologies, where the latter is perceived as separated from and unaffected by computation specifically or algorithmic societies generally. This essay seeks to gain several vantage points to explore and complicate how diverse relational philosophies can address ML and perhaps reconsider their own critical practices.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41975902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Ethics and Education
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1