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James S. Kaminsky - One of the best experts on this subject based on the ideXlab platform.
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A Pre-History of Educational Philosophy in the United States: 1861 to 1914
Harvard Educational Review, 1992Co-Authors: James S. KaminskyAbstract:In this article, James Kaminsky describes what he calls the "pre-history" of Educational Philosophy — that period before the discipline was established, when Americans were reacting to the economic and social changes associated with industrialization and urbanization. According to Kaminsky, the early stages of this discipline involved the social reform movement of the 1890s, populism and progressivism, the history of social science, American literary history, muckraking, Hull House, the English intellectual Herbert Spencer, and, of course, the intellectual work of John Dewey. What was radical and new in the pre-history of Educational Philosophy was not its methodologies or intellectual concepts, but rather its alliance with the complex forces of social reform that were emerging as the United States entered the twentieth century.
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A New History of Educational Philosophy in the United States: A Prologue.
Journal of Education, 1992Co-Authors: James S. KaminskyAbstract:What I am offering here is a new history of Philosophy of education,1 a history from the bottom up (cf. Passmore 1967; Stearns 1988, pp. 3-6). While not a people's history of Educational Philosophy, it is at least a social history. This new history maintains that the dialogues of Educational Philosophy cannot be understood without reference to the intellectual, social, and political movements that were related to the practice of the discipline and the individuals who were a part of or who contributed to those movements. Philosophy of education did not reach its mature form and its standing in the premier research universities of America on the shoulders of John Dewey alone. This study calls attention to the importance of the profession's "external" structures but does not forget the significance of its "internal" logics. In addition, it is concerned with individuals who were both inside and outside the profession's inner circle, as it is also interested in literature that did not flow from Dewey's pen. And in a more heretical tone, this new history claims a centrality for a literature that can only tacitly be called philosophical. Preface There are real advantages in thinking about Philosophy of education from a nontraditional perspective. First, this approach separates the history of Philosophy of education from the history of Philosophy and calls attention to the benefits of distinguishing between the work of the two. Second, by focusing upon mechanism (the societies that constitute the Educational Philosophy's invisible college), Philosophy of education can be extracted from its schizophrenic relationship with Philosophy yet retain a constructive link with Philosophy. Third, this approach argues for reshaping the reservoir of questions that constitute Educational Philosophy's program of research This article was copyedited by Mary Jane Curry.
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Some Antecedents of Educational Philosophy in Britain with Particular Reference to Social Science
Educational Studies, 1991Co-Authors: James S. KaminskyAbstract:Summary It would be convenient to pretend that the histories of Educational Philosophy in Britain and, by extension, the USA and Australia, were responses to a common social and intellectual history but convenience in this case could only be accomplished at the expense of explanatory power. The history of Educational Philosophy in these three places is parallel but not in common. Philosophy of education in Britain is more closely related to Philosophy than is Philosophy of education in the USA. Philosophy of education in the USA appropriated the lead of the American Social Science Association and initially retained closer connections with social science than did its English counterpart. Nevertheless, it is argued here that Educational Philosophy's reference to social science—Victorian and modern—is the missing explanatory element in modem histories of the discipline. The appropriation of education by social science—a common feature of the intellectual history of education in Britain, Australasia, and the ...
Noel Gough - One of the best experts on this subject based on the ideXlab platform.
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sharing outsider thinking thinking differently with deleuze in Educational Philosophy and curriculum inquiry
International Journal of Qualitative Studies in Education, 2010Co-Authors: Warren Sellers, Noel GoughAbstract:This essay performs a number of our collaborative responses to thinking (differently) with Deleuze in Educational Philosophy and curriculum inquiry. Deleuze and Guattari have inspired each of us in distinctive ways. Single‐authored products include a series of narrative experiments or ‘rhizosemiotic play’ in writing Educational Philosophy and theory, and a doctoral thesis enacting processes of ‘rhizo‐imaginary’ ‘picturing’ towards immanent and emergent curriculum theorising. We have also collaborated in producing some co‐authored works, which has motivated us to persevere with exploring further potentials for thinking∼writing together. By exploring our genealogical and generative work with Deleuzean conceptual creations in mind, we seek to move readers beyond Deleuzo‐Guattarian select metaphors (e.g. nomadism, rhizome, lines of flight, smooth and striated spaces). However, we distance ourselves from the types of ‘use’ of Deleuze that merely appropriate metaphors that were never intended as metaphors. Rath...
Warren Sellers - One of the best experts on this subject based on the ideXlab platform.
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sharing outsider thinking thinking differently with deleuze in Educational Philosophy and curriculum inquiry
International Journal of Qualitative Studies in Education, 2010Co-Authors: Warren Sellers, Noel GoughAbstract:This essay performs a number of our collaborative responses to thinking (differently) with Deleuze in Educational Philosophy and curriculum inquiry. Deleuze and Guattari have inspired each of us in distinctive ways. Single‐authored products include a series of narrative experiments or ‘rhizosemiotic play’ in writing Educational Philosophy and theory, and a doctoral thesis enacting processes of ‘rhizo‐imaginary’ ‘picturing’ towards immanent and emergent curriculum theorising. We have also collaborated in producing some co‐authored works, which has motivated us to persevere with exploring further potentials for thinking∼writing together. By exploring our genealogical and generative work with Deleuzean conceptual creations in mind, we seek to move readers beyond Deleuzo‐Guattarian select metaphors (e.g. nomadism, rhizome, lines of flight, smooth and striated spaces). However, we distance ourselves from the types of ‘use’ of Deleuze that merely appropriate metaphors that were never intended as metaphors. Rath...
Xiao Lang - One of the best experts on this subject based on the ideXlab platform.
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On the Duality of Man and the Duality of Education——Comments on Kants Educational Philosophy
Journal of Nanjing University, 2003Co-Authors: Xiao LangAbstract:Kant's Educational Philosophy constitutes an important part of his critical Philosophy. Putting Kant's Educational Philosophy in the context of his critical Philosophy, this article points out that Kant thinks that the duality of education comes from the duality of man, and the latter can be traced to the duality of matter. On the basis of this, Kant's Educational Philosophy centers on moral aspects, equating mans free will to his obedience to moral law, and emphasizing a man's self-discipline and his sense of moral obligation. Kant's Educational Philosophy has exerted a far-reaching impact on the Educational Philosophy in China as well as in Western countries of modern times. Even today, it still provides us much food for thought.
Isabelle Thompson - One of the best experts on this subject based on the ideXlab platform.
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An Educational Philosophy of technical writing
Technical Communication Quarterly, 1992Co-Authors: Isabelle ThompsonAbstract:This article discusses John Dewey's transactional epistemology and Louise Rosenblatt's transactional view of reading and writing as they apply to teaching technical writing. A mental merger of the private and public aspects of both knowledge and communication, transaction is a meaning‐making process, variable and unique, although similar situations lead to similar transactions. Because English classrooms do not encourage transaction, they are not the best places to teach technical writing. However, four maxims bring the spirit of transaction to our teaching.