作为社会的个人成就教育:克服成长障碍

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH JOURNAL OF PHILOSOPHY OF EDUCATION Pub Date : 2023-05-03 DOI:10.1093/jopedu/qhad028
Sheron Fraser-Burgess
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引用次数: 0

摘要

菲利普·基彻把教育作为世界的主要事业放在中心位置,这是一项艰巨的任务。他进入教育哲学领域,被其实质性关注对推进民主目标的重要性所吸引。因此,他的书认为,培养对社会有贡献的公民的最显著障碍是,一方面,工业的要求与另一方面,学生的个人成长的要求似乎是不可调和的。尽管他渴望容纳人类善的各种说法,并且他承认文化的形成作用,从广义上讲,在他对人类成就的描述中,有来自自我和他人分离的紧张。在他的杜威论-认识论中,并没有很明显地注意到,在个人身上的印记,以及他们形成的近端社会群体的信仰。在“群体内”和“群体外”的影响之间,在那些近的和那些远的影响之间,平衡的本质可以深刻地影响基彻关于基于社会的满足感的描述的合理性。
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Education for Individual Fulfilment as Social: Grappling with Obstructions to Growth
In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal growth, on the other. In spite of his desire to accommodate diverse accounts of the human good, and his recognition of the formative role of culture, broadly conceived, there are strains in his account of human fulfilment deriving from the disjunction of the self and others. It is not evident, on his Deweyan onto-epistemology, that there is adequate attention to the imprint on an individual and on the beliefs they come to form of proximal social groups. The nature of the balance between ‘in group’ and ‘out group’ influences, between those that are near and those that are far, can profoundly affect the plausibility of Kitcher’s account of a socially based sense of fulfilment.
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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