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Philosophy of education: challenges of modernity

Morgan, W. John 2021. Philosophy of education: challenges of modernity. RUDN Journal of Philosophy 25 (4) , pp. 565-573. 10.22363/2313-2302-2021-25-4-565-573

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Abstract

The article considers what is a philosophy and its relation to education . The modern academic development of philosophy has questioned the theoretical basis of specific aspects of knowledge and human experience, including education. It is an active rather than a passive or descriptive discipline. Education is defined similarly as a process by which knowledge, skills (including collecting empirical evidence and reasoning from it), cultural norms, values, and beliefs are acquired. The development of the modern philosophy of education is considered with its emphasis on conceptual analysis. Education is philosophically the conscious development of maturity requiring capacity for both intellectual and economic autonomy. Issues in the contemporary philosophy of education are then considered, particularly the challenges of post-modernism and post-truth for a philosophy of education in an Internet world. It identifies the need for comparative philosophical perspectives other than Occidental ones and suggests philosophical anthropology and comparative education as potential guides. It concludes that although there is now no consensus on how a coherent contemporary philosophy of education may be developed, analysis of concepts, metaphysical reasoning, and ethics may still provide a basis for a coherent and defensible philosophy of education whatever the comparative cultural setting.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Additional Information: This work is licensed under a Creative Commons Attribution 4.0 International License https://creativecommons.org/licenses/by/4.0/
ISSN: 2313-2302
Date of First Compliant Deposit: 11 January 2022
Date of Acceptance: 30 October 2021
Last Modified: 13 Jan 2022 10:15
URI: https://orca.cardiff.ac.uk/id/eprint/146514

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