Justifying Philosophy and Paideia in the Modern World ABSTRACT: If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic. We are first drawn to practical defenses of a liberal education, that it is in itself of service and useful, both to society and to the individual. However, a practical defense of Paideia in the classical sense simply comes across as feeble and even a bit desperate (that is, if it escapes sounding pompous) and every savvy student knows it. Far better, it seems, to take courses aimed at general problem solving, or at honing critical thinking skills, or at developing socio-political sophistication, than to read Shakespeare or Plato. If Paideia means education in the classical sense, that is, education of the whole person, then authentically justifying such education in the modern world is extremely problematic.
With the advent of the modern liberal movement in the United States, the atmosphere in colleges and universities has become increasingly oppressive of Christianity in the name of “academic freedom”. This issue was effectively characterized in William Buckley’s God and Man at Yale: The Superstitions of “Academic Freedom”. Dating back to the medieval-era in world history, religion played a key role in higher education. With the Catholic Church at the apex of the social hierarchy throughout the Middle Ages and early modern period in world history, religious influence was prevalent across the world of academia (“Academic” 16). As religious unrest and the questioning of society grew during the sixteenth century, however, religion began to play a lesser role in higher education.
Philosophical Pluralism in the Service of Humane Governance ABSTRACT: In recent times, the American Philosophical Association has been exposed in a serious way to the issue of pluralism in philosophy curriculums in the departments of philosophy of American universities and colleges. This conversation brings to the fore the fact that what is at issue in the prospect of pluralizing American philosophy departments is not merely the matter of deciding the discipline's boundaries of intellectual formation relative to the current generation of students, but the unforeseeen consequences of pluralism which challenge both 'the American canon' and the profession's self-understanding vis-à-vis a 'Western' intellectual heritage that distinguishes the 'essential' from the 'marginal' by privileging essential figures, problems, and time-honored methodological commitments. Yet, to the degree that there is a quest for relation of differences, this need not presuppose the universality of philosophical discourse, comparative philosophy moving inevitably within a logic of opposition rather than a logic of mutuality. Our thinking is surely problematic if at this World Congress we find an occasion for a confrontation between 'the West' and 'the margin,' the latter construed negatively as a 'mute, growing and menacing pressure.' In recent time the American Philosophical Association has been exposed in a serious way to the issue of pluralizing the philosophy curriculum in the departments of philosophy of American universities and colleges.
A Brief History and Critique of Analytic Philosophy Although brief, analytic philosophy has done to philosophy what Copernicus did for science. At a time when philosophy seemed stagnant, and when much of the world turned to science for life’s big questions, a revolution needed to occur within philosophy to keep the practice relevant. For philosophy, this revolution came at the turn of the 20th century when British Idealism governed philosophic studies. Known today as analytic philosophy, this practice and its major contributors challenged the thinking of classical British empiricists and developed a new wave of philosophy focusing on logic and the structure of language. My goal for this paper is to provide an overview, and history of analytic philosophy through the points of view of Bertrand Russell and Ludwig Van Wittgenstein and touching briefly on their theories.
For example, a strict honor code becomes just another rule for young adults to rebel against. Co... ... middle of paper ... ...mplementing honor codes, and then interpreted. Overall, I believe that honor codes are an important and beneficial aspect of the university community. When developed and carried out in the correct manner, they will curb instances of academic dishonesty, unify the university community, and preserve the veracity of universities and their graduates. Works Cited Stanley Fish, Save the World on Your Own Time, (Oxford University Press, 1997), pp.
Liberal education seeks to improve the mind and seek truth and knowledge for its own sake. Both styles favor freedom over order and thus both liberation education and liberal education were met with resistance when they were introduced. Newman was challenged by those who favor professional education. Newman wrote essays and showed how Oxford University could prepare students for both the workplace and society. Freire was challenged by the Brazilian government and showed that revolution is necessary for the advancement of the impoverished.
Though the study of philosophy a... ... middle of paper ... ...n from darkness and ignorance our society has taken does not lie. University students should take philosophy courses and think philosophically so they can continue to better their own lives and further enlighten our society. Works Cited • Yount, David. "The Importance of Philosophy or “Why Should I Take Philosophy?”." (2001): n. pag.
2). My research question will focus on the profound effect of education debt on American college graduates’ lives, and my thesis statement will concentrate on the view that the education policymakers should improve financial aid programs and minimize the risks and adverse consequences of student loan borrowing. Through my research I hope to explore the consequences of education debt on college graduates’ lives, including career choices, consumption pattern and lifestyle choices. Meanwhile, I want to discuss some feasible alternatives to minimize student loan debt. My intended audience will be the American college students and their families.
Reconstructing philosophy is an area of study that has found much interest in the scholars and anybody attempting to understand or explain the breaking traditional structures of civilization. The attempt is to provide a specific solution to the philosophical problems that have faced Man since antiquity. John Dewey is one of the scholars who is considered as the father of functional psychology and also associated with pragmatism school of thought. Reconstruction philosophy is one of his major works. He suggested that his philosophy was more of instrumental rather than being pragmatic.
Philosophy and Education: From Elitism to Democracy ABSTRACT: From its first appearance in western culture, philosophy has been considered able to build up reality, to educate people, and to disclose truth. Plato proposed philosophers as governors in life-long pursuit of philosophical learning. Socrates was the ideal paradigm of an educating philosopher: he tried to wake up human minds so that they could be aware of themselves and of the world, criticizing tradition and prejudices in a logically consistent perspective. A critical and dialogic approach—not by mere chance defined as "Socratic"—to problems has been considered until now the most profitable method of teaching. Socrates is a pioneer in discussing the question of a philosophical (paideia), as he defined his method "maieutic."