DOCSLIB.ORG

Philosophy: a School of Freedom; Teaching Philosophy and Learning

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

The designations employed throughout the publication and the presentation of material do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area, or of its authorities, or concerning the delimitation of its frontiers or boundaries. Published in 2007 by: United Nations Educational, Scientific and Cultural Organization Social and Human Sciences Sector 7, place de Fontenoy, 75352 Paris 07 SP, France Originally published in French as “La Philosophie, une École de la Liberté. Enseignement de la philosophie et apprentissage du philosopher : État des lieux et regards pour l’avenir” (UNESCO, 2007), translated by UNESCO Coordinated by Moufida Goucha, Chief of the Human Security, Democracy and Philosophy Section Assisted by Feriel Ait-ouyahia, Arnaud Drouet, Kristina Balalovska Any communication concerning this publication can be sent to: Human Security, Democracy and Philosophy Section Social and Human Sciences Sector UNESCO 1, rue Miollis 75732 Paris Cedex 15, France Tel.: +33 (0)1 45 68 45 52 Fax: +33 (0)1 45 68 57 29 E-mail: philosophy&[email protected] Website: www.unesco.org/shs/philosophy Cover images: gettyimages Interior images: © Jérémie Dobiecki Photos: http://office.microsoft.com/fr-fr/clipart/ Designed by Jérémie Dobiecki Printed by Dumas-Titoulet Imprimeurs ISBN 978-92-3-104070-2 © UNESCO 2007 Printed in France PHILOSOPHY ASCHOOL OF FREEDOM Teaching philosophy and learning to philosophize: Status and prospects UNESCO Publishing PHILOSOPHY: A SCHOOL OF FREEDOM Special thanks To the experts Michel Tozzi (Chapter I), Luca Scarantino (Chapters II and III), Oscar Brenifier (Chapter IV) and Pascal Cristofoli (Chapter V), who provided UNESCO with the basis for this study, of which both spirit and letter have largely been retained. We thank them for their precious support and involvement, which have been both informative and critical. A special thanks goes to Sonia Bahri, Chief of the Section for International Cooperation in Higher Education at UNESCO, for her valuable input and support to this publication. We also thank National Commissions for UNESCO and Permanent Delegations to UNESCO, for having officially called for this study, as well as for having contributed to its realization – for the large majority of them; the UNESCO Philosophy Chairholders, for reacting promptly and providing an up-to-date overview of the regional aspects of the teaching of philosophy; to NGOs, for their reactivity and determination to accompany UNESCO in this adventure. This study is dedicated to all those who engaged themselves, with vigour and conviction, in the defence of the teaching of philosophy - a fertile guarantor of liberty and autonomy. This publication is also dedicated to the young spirits of today, bound to become the active citizens of tomorrow. iii OUTLINE PHILOSOPHY: A SCHOOL OF FREEDOM Preface Koïchiro Matsuura, Director-General of UNESCO viii Philosophy at UNESCO: Past, present and future Pierre Sané, Assistant Director-General for Social and Human Sciences (UNESCO) x The dynamics of the method Moufida Goucha, Chief of the Human Security, Democracy and Philosophy Section (UNESCO) xvi Chapter I 1 - 45 Teaching philosophy and learning to philosophize at pre-school and primary levels Philosophy and young minds: The age of wonder Table of contents of Chapter I 1 Introduction: The road travelled, the road ahead 3 Methodology 4 I. Questions raised by Philosophy with Children 5 II. Promoting philosophically directed practices at pre-school and primary levels: Orientations and avenues for action 15 III. Philosophy with children: A development to be acknowledged 25 IV. Philosophy at the pre-school and primary levels: A few figures 43 Conclusion: From what is desirable to what is possible 45 Chapter II 47 - 93 Teaching philosophy in secondary education The age of questioning Table of contents of Chapter II 47 Introduction: The different aspects of philosophy in secondary education 48 Methodology 49 I. The presence of philosophy in schools: Some controversies 51 II. Suggestions to reinforce the teaching of philosophy at secondary level 67 III. Taking stock: Institutions and practices 75 IV. Philosophy at the secondary level: A few figures 91 Conclusion: Philosophy during adolescence: A force for creative change 93 v OUTLINE Chapter III 95 - 149 Teaching philosophy in higher education Philosophy in the university context Table of contents of Chapter III 95 Introduction: The development and teaching of philosophical knowledge 97 Methodology 99 I. The dynamics between philosophy teaching and research in universities 100 II. Philosophy facing emerging challenges: Questions and stakes 113 III. Diversification and internationalization of philosophical teaching 123 IV. Philosophy in higher education: A few figures 148 Conclusion: The future of philosophy 149 Chapter IV 151 - 195 Other ways to discover philosophy Philosophy in the polis Table of contents of Chaper IV 151 Introduction: The other dimensions of philosophy 153 Methodology 153 I. The need to philosophize 154 II. The various kinds of philosophical practice 161 III. Twenty suggestions towards action 179 IV. Informal philosophy: A few figures 194 Conclusion: Is it philosophical? 195 Chapter V 197 - 237 The teaching of philosophy as revealed by UNESCO’s online self-administered survey Table of contents of Chapter V 197 Introduction: An inclusive, collective procedure 198 I. Principal results by subject 199 II. Tools, method and organization of the survey 222 Conclusion: A ground-breaking survey 229 UNESCO’s online questionnaire 230 vi PHILOSOPHY: A SCHOOL OF FREEDOM Point of view 239 - 241 Annexes 243 - 279 Annex 1. Committee of experts – Reading committee 244 Annex 2. List of other contributors to the study 245 Annex 3. Glossary 247 Annex 4. Some useful bibliographical references 253 Annex 5. List of used acronyms 271 Annex 6. Index of mentioned countries 275 vii PREFACE PHILOSOPHY: A SCHOOL OF FREEDOM Koïchiro Matsuura Director-General of the United Nations Educational, Scientific and Cultural Organization (UNESCO) ‘Philosophy: a school of freedom’ – a striking title that alone could sum up the essence of the present work. This is the title chosen for this UNESCO study of the present state of the teaching of philosophy in the world, a study fully in keeping with UNESCO’s Intersectoral Strategy on Philosophy as adopted by the Executive Board of the UNESCO in April 2005. The very mission of UNESCO, dedicated to as a procedure, as teaching, thus makes it serving the intellectual and moral solidarity possible to develop each person’s skills to of humanity, is to embrace and promote question, compare, conceptualise. knowledge as a whole. In an open, inclusive and pluralistic, knowledge-oriented The first study of teaching philosophy society, philosophy has its rightful place. Its throughout the world conducted by teaching alongside the other social and UNESCO and published in 1953 already human Sciences remains at the heart of our emphasised the role of philosophy in concerns. becoming aware of the fundamental problems of science and culture and in the This work is not simply an inventory of emergence of well-argued reflection on the what is being done and not being done in future of the human condition. Philosophy the field of teaching philosophy today. By has changed. It has opened itself up to the establishing a clearly understandable world and to other disciplines. Let us see in interpretative framework, by offering that one more reason to expand its teaching suggestions and new orientations, it goes where it exists and to promote it where it well beyond that. In this way, it is intended does not exist. to be a genuine, practical, future-oriented tool, well-documented and up to date, To reopen this debate by prolonging it is where each person will find food for also, and above all, to put the question of thought. teaching and educational policies back at the heart of the international agenda, a What is the teaching of philosophy if not matter of major importance if we wish to the teaching of freedom and critical reasoning? increase the value of our knowledge and Philosophy actually implies exercising share it, to invest in quality education to freedom in and through reflection because ensure equal opportunity for everyone. it is a matter of making rational judgements and not just expressing opinions, because it is a Each Member State of UNESCO, all NGOs, matter not just of knowing, but of unders- all philosophical associations, and all others tanding the meaning and the principles of concerned and interested are therefore knowing, because it is a matter of asked to take up the challenge of appropriating developing a critical mind, rampart par the results of this study and of discovering excellence against all forms of doctrinaire constructive, useful orientations there. passion. These objectives require time, May, therefore, each draw upon a vast taking a serious look at oneself, at other body of ideas, experiences, initiatives, cultures and languages. This is a long process that and practices, brought together in an is dependent upon enlightened instruction, opportune manner so as better to face Koïchiro upon rigorously putting concepts and ideas tomorrow’s challenges. into perspective. Philosophy, as a method, Matsuura ix PHILOSOPHY AT UNESCO PAST PRESENT AND FUTURE PHILOSOPHY: A SCHOOL OF FREEDOM Pierre Sané Assistant Director-General for Social and Human Sciences (UNESCO) ‘It is not enough
Recommended publications
  • Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D

    Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D

    Philosophical Inquiry in Education, Volume 26 (2019), No. 1, pp. 102-105 Review of Philosophy in Education: Questioning and Dialogue in Schools by Jana Mohr Lone and Michael D. Burroughs. New York: Rowman and Littlefield, 2016 TREVOR NORRIS Brock University For several decades philosophers and educational theorists have advocated for the inclusion of philosophy into the K-12 school system instead of reserving it for the post-secondary context. Lone and Burroughs’ Philosophy in Education: Questioning and Dialogue in Schools avoids extensive philosophical considerations about the nature of philosophy or philosophical education, though much emerges implicitly through the activities they present. Instead, it is more of a practical handbook, guidebook, or reference. While Lone and Burroughs outline dozens of simple and effective ways to engage students of younger ages in philosophy, the book is more than just a “how to”: the authors present several compelling arguments that can be used to persuade students, parents, administrators and the general public that philosophy is worthwhile for those of younger ages. Recent years have seen a boom in literature arguing that philosophy in schools is both possible and worthwhile. Even the Stanford Encyclopedia of Philosophy now has an entry for philosophy for children.1 Early founders of P4C include Matthew Lipman and Gareth Matthews, who helped its establishment in the northeastern US in the 1960s and 70s. Examples of recent scholarship include Philosophy in Schools: An Introduction for Philosophers and Teachers by Goering, Shudak, & Wartenberg (2013) which is divided into distinctive approaches for elementary and secondary contexts. Its editors provide a convincing and thorough description of the merits of including philosophy in schools.
  • International Centre for Philosophy, Education and Citizenship

    International Centre for Philosophy, Education and Citizenship

    International Center for Philosophy, Education and Citizenship PlayWise Olympiads George Ghanotakis, Ph.D. and Pleen le Jeune, University of Sherbrooke student (M.A) «Philosophy thrives on the understanding of, respect and consideration for the diversity of opinions, thoughts and cultures that enrich the way we live in the world. As with tolerance, philosophy is an art of living together, with due regard to rights and common values. It is the ability to see the world with a critical eye, aware of the viewpoints of others, strengthened by the freedom of thought, conscience and belief». Irina Bokova. UNESCO Director-General Extract, World Philosophy Day 2016 Critical acclaim of the game (PlayWise) “An excellent tool in the form of a parlour game. Satisfying for the stimulation and the chance to appreciate each individual’s unique way of seeing things.” – CM Reviewing Journal of Canadian Materials for Youth vol 7/3 Canadian Library Association. “... adapts itself to all ages: it is fun to play for children, interests teens and stimulates adults ...contributes to the development of basic skills in language arts, mathematics, science, and social studies.” - Vie Pédagogique, Quebec Ministry of Education. “ The built in debating aspects of the game provided fun to all players, be they students or adults. Would no doubt enlarge the students understanding of self and others in various life situations, teach students to be analytical and evaluative in judgment making, decision making and problem solving in the learning process. These evaluators all made strong recommendations for their institutions to purchase the game” Professor Louis K.Ho Librarian, Fellow Canadian College of Teachers “ ..has been assessed by the English and French Consultants.
  • 2010-PDF-Of-Philosophy-News

    2010-PDF-Of-Philosophy-News

    UNIVERSITY OF TORONTO DEPARTMENT OF PHILOSO PHY fall 2010 THE LIFE OF A PHILOSOPHER WHO WEIGHS LIVES AN INTERVIEW WITH JOHN BROOME By Ellen Roseman The inaugural Roseman Lecture in Practical Ethics was delivered last October by John Broome, White’s Professor of Moral Philosophy and Fellow of Corpus Christi College at Oxford. Before speaking on “The Ethics of Climate Change,” he was interviewed by Ellen Roseman, financial columnist at the Toronto Star, alumna (MA, 1969), and benefactor of this new lecture series. Philosophy professors often steer clear of hot topics appearing on the front page of newspapers, but not John Broome. Maybe it’s because he came to philosophy late in his academic career after spending almost 30 years teaching economics. John Broome Born in Kuala Lumpur, where his father and later at Oxford University. (Though was in the colonial civil service, he went he doesn’t have a doctorate in philoso - government in 2006. Stern’s report was to Cambridge University from 1965 to phy, he did acquire an MA in philosophy savagely criticized by some U.S. econo - 1968. He thought he’d study philosophy at the University of London in 1973.) mists, such as Martin Weitzman of until a tutor at Clare College talked him “I never enjoyed economics,” Broome Harvard and William Nordhaus of Yale. out of it. “He advised me to leave the admits. “It wasn’t what I wanted to do. Broome sprang to his defense. “I have to university and get a job building roads, It was just an accident.” confess they made me angry,” he says.
  • Philosophy in French Canada: Its Past and Its Futvre*

    Philosophy in French Canada: Its Past and Its Futvre*

    PHILOSOPHY IN FRENCH CANADA: ITS PAST AND ITS FUTVRE* V enant Cauchy h 1s DIFFICULT To SPEAK of French Canadian philosophy because there are no truly great names around which to organize an account of philosophical think­ ing. The history of our philosophy thus tends to be rather a history of the teaching of philosophy. However, philosophy and the teaching of philosophy are but part of a wider cultural context embodying philosophical principles and ideas the evolution of which underlies the development of society. Apart from the formal philosophy professed in the schools, attention must be focussed on the philosophy which animates the literary, religious, political or economic activities of a community. In a relatively self-sufficient or autonomous society, formal philosophy follows closely upon or influences more directly the concrete embodiments of philosophy in culture, whereas a society such as our own tends to be mesmerized by the philosophical traditions of other countries. Without excluding the salient names and contributions underlined by historians belonging to other influential societies, the historian tends to organ­ ize the data of philosophy according to conceptual models which reflect the situations obtaining in his own society. We may compare, for example, the French, British, and American histories of philosophy such as those of Chevalier, Brehier, Collins, and Copleston, or the history of medieval philosophy as seen by an Arab, a Jew, and a Christian. It is not suggested that this can be avoided, but we should at least approach even the best histories of philosophy with caution. ':I A small developing society such as Canada or French Canada has no chance at all of impcsing its own abstract model of the development of philo­ sophical thought even if we tried to devise one on which basically all of us agreed.
  • Uvic Thesis Template

    Uvic Thesis Template

    The Matrices of (Un)Intelligibility: Postmodern and Post-Structural Influences in Nursing— A Descriptive Comparison of American and Selected Non-American Literature from the Late 1980s to 2015 by Olga Petrovskaya BScN, York University, 2006 MD, Omsk State Medical Academy, 1997 Diploma (Nursing), Omsk Medical College #3, 1991 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY in the School of Nursing Olga Petrovskaya, 2016 University of Victoria All rights reserved. This dissertation may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii Supervisory Committee The Matrices of (Un)Intelligibility: Postmodern and Post-Structural Influences in Nursing— A Descriptive Comparison of American and Selected Non-American Literature from the Late 1980s to 2015 by Olga Petrovskaya BScN, York University, 2006 MD, Omsk State Medical Academy, 1997 Diploma (Nursing), Omsk Medical College #3, 1991 Supervisory Committee Dr. Mary Ellen Purkis, (School of Nursing) Supervisor Dr. Anne Bruce, (School of Nursing) Departmental Member Dr. Stephen Ross, (Department of English) Outside Member iii Abstract Supervisory Committee Dr. Mary Ellen Purkis, School of Nursing Supervisor Dr. Anne Bruce, School of Nursing Departmental Member Dr. Stephen Ross, Department of English Outside Member In the late 1980s, references to postmodernism, post-structuralism, and Michel Foucault started to appear in nursing journals. Since that time, hundreds of journal articles and dozens of books in the discipline of nursing have cited these continental-philosophical ideas—in substantial or minor ways—in nurses’ analyses of topics in nursing practice, education, and research.
  • Alain Badiou France

    Alain Badiou France

    Éloge des mathématiques L’auteur Zoom Alain Badiou est professeur émérite à l’École normale supérieure de la rue d’Ulm. Philosophe, dramaturge, essayiste, romancier, Platon, dans sa République, fait d’une longue éducation penseur politique dérangeant et polémiste, passionné de mathématique et de constants exercices de logique une mathématiques fondamentales et de logique formelle, il est condition impérative pour tout accès aux vérités. Seul celui qui l'auteur d'une œuvre riche et multiforme. abandonne son obéissance aux opinions dominantes pour ne se Il a signé nombre d'essais, aussi bien consacrés à des questions fier qu’aux vérités auxquelles sa pensée « participe » (c’est le ontologiques que politiques et métapolitiques comme La Théorie mot de Platon) peut parvenir au bonheur. du sujet, L'Être et l'événement - son ouvrage phare, publié en 1988 - ou Court traité d'ontologie transitoire. La pensée politique Cet éloge philosophique des mathématiques voudrait de cet ancien militant maoïste s'inscrit dans un engagement très s’interroger sur ce lien entre mathématiques, vérité et bonheur. marqué à gauche, comme en témoignent plusieurs ouvrages La voie est-elle dégagée pour quiconque est armé du savoir à pamphlétaires comme De quoi Sarkozy est-il le nom ? et la fois difficile et lumineux des mathématiques, de sorte que différentes réflexions autour de la réhabilitation du communisme la stratégie philosophique puisse dire à tout animal humain : dans des titres comme L'Hypothèse communiste, paru en 2009. « voici de quoi te convaincre que penser contre les opinions et Ces prises de position radicales suscitent régulièrement la au service de quelques vérités, loin d’être l’exercice ingrat et polémique et lui valent de recevoir de nombreuses critiques.
  • Scott Marratto Associate Professor of Philosophy Humanities Department Michigan Technological University Contact Information •

    Scott Marratto Associate Professor of Philosophy Humanities Department Michigan Technological University Contact Information •

    MARRATTO :: CURRICULUM VITAE (UPDATED 10 AUG 18) SCOTT MARRATTO ASSOCIATE PROFESSOR OF PHILOSOPHY HUMANITIES DEPARTMENT MICHIGAN TECHNOLOGICAL UNIVERSITY CONTACT INFORMATION • Humanities Department Michigan Technological University 1400 Townsend Drive Houghton, MI 49931-1295 • Phone: (906) 487-2613 • Email: [email protected] • Web: http://www.mtu.edu/humanities/department/faculty-staff/faculty/marratto/ AREAS OF SPECIALIZATION AND COMPETENCE • AOS: 19th and 20th Century Continental Philosophy (especially Phenomenology), Social and Political Philosophy • AOC: Philosophy of Science and Technology, Ethics, Ancient Philosophy, Aesthetics, Philosophy of Mind ACADEMIC POSITIONS • Associate Professor of Philosophy, Humanities Department, Michigan Technological University, 2011-present • Director of Graduate Studies in Rhetoric, Theory and Culture, Humanities Department, Michigan Technological University, 2015-2018 • Senior Fellow, Foundation Year Programme, University of King’s College, Halifax, 2010- 2011 • Instructor, Contemporary Studies Programme, University of King’s College, Halifax, 2009-2011 • Teaching Fellow, Foundation Year Programme, University of King’s College, Halifax, 2007-2010 EDUCATION • University of Guelph, PhD, Philosophy (2010) • University of Guelph, MA, Philosophy (2005) • University of Toronto, Special/Non-degree, Philosophy (2001-2) • University of Western Ontario, BA, Sociology (2001) 1 MARRATTO :: CURRICULUM VITAE (UPDATED 10 AUG 18) PUBLICATIONS Books • The Intercorporeal Self: Merleau-Ponty on Subjectivity. Albany, NY: State University of New York Press (2012). o Reviews: Symposium: Canadian Journal of Continental Philosophy, March (2013); Notre Dame Philosophical Reviews, February (2013); Review of Metaphysics 67 (2013); Avant V (2014); Word and Text: A Journal of Literary Studies and Linguistics 3 (2013). • The End of Ethics in a Technological Society. Montreal, QC: McGill-Queens University Press (2008). (With Lawrence E. Schmidt.) Book Chapters • “Intercorporeality.” In 50 Concepts for an Intersectional Phenomenology, eds.
  • Philosophy of Education and the Growing Impact of Empirical Research*)

    Philosophy of Education and the Growing Impact of Empirical Research*)

    1 Jürgen Oelkers *) Philosophy of Education and the Growing Impact of Empirical Research 1. Point of Departure: The Triumphant Success of Empiricism Empirical research methods have been used in education since the end of the 19th century. Initially experimental methods taken from psychological laboratories of the time were used and quickly also complemented with applied statistics methods which were popularized in American educational science first and foremost by Edward Thorndike. These procedures made it possible to study large test series of students who before had been outside the horizon of education. Field observations were also developed, making it possible to study concrete phenomena in children's play or in adolescents' behavior. The pioneer of this current of research was the psychologist G. Stanley Hall. This international research had undisputed advantages and was also supported politically or by teacher unions. Indeed, demands of the public or relevant groups of stakeholders influenced the behavior of educational science. This in turn brought with it another advantage: Philosophical abstractions had to be avoided as did classification into opposing philosophical camps or approaches. Theoretically speaking, there are no "isms" in empirical research which did not require long-term devotees, but rather merely topics and methods. The topics are practice-oriented and the methods are just as transparent as they are demanding, requiring instruction and constant training. Findings of early empirical research also seemed to actually have an immediate benefit. The famous learning curve from memory research gained admission to the classroom as did the intelligence test and achievement measurements and also contemporary management methods designed to ensure an efficient school organization.
  • Bibliographie Der Sozialethik

    Bibliographie Der Sozialethik

    ARTHUR UTZ BRIGITTA VON GALEN • PETER PAUL MÜLLER-SCHMID BIBLIOGRAPHIE DER SOZIALETHIK GRUNDSATZFRAGEN DES ÖFFENTLICHEN LEBENS RECHT, GESELLSCHAFT, WIRTSCHAFT, STAAT PRINCIPES DE LA VIE SOCIALE ET POLITIQUE DROIT, SOCIÉTÉ, ÉCONOMIE ET POLITIQUE BASES FOR SOCIAL LIVING EMBRACING LAW, SOCIETY, ECONOMICS, AND POLITICS CUESTIONES FUNDAMENTALES DE LA VIDA POLITICA Y SOCIAL DERECHO, SOCIEDAD, ECONOMIA Y POLITICA X (1975- 1977) UNTER MITWIRKUNG VON AVEC LA COLLABORATION DE IN COLLABORATION WITH CON LA COLABORACION DE W. OCKENFELS • R. DUQUE HERDER - FREIBURG VALORES - FRIBOURG Veröffentlichung der UNION DE FRIBOURG : Internationales Institut für Sozial- und Politikwissenschaften, Freiburg/Schweiz Publication de l’UNION DE FRIBOURG: Institut international des sciences sociales et politiques, Fribourg/ Suisse ■ Publication of UNION DE FRIBOURG: International Institute of Social and Political Sciences, Fribourg/Switzerland Publicación de UNION DE FRIBOURG: Instituto Internacional de Ciencias Sociales y Políticas, Friburgo/Suiza Alle Rechte Vorbehalten ©Verlag Herder KG, Freiburg im Breisgau • Editions Valores, Fribourg/Suisse 1978 Herstellung: wico grafik, St, Augustin 1/Bonn ISBN 3-451-18284-X VORWORT Wir haben auch in diesem Band wie bereits von Bd. IV an in die systema­ tische Ordnung jeweils den ganzen bibliographischen Titel aufgenommen. Um aber zu vermeiden, daß eine mehrmals vorkommende Veröffentlichung mit ihrem ganzen Titel mehrmals aufgefiihrt werden muß, ist an der zweit- bzw. drittrangigen Stelle auf die erstrangige verwiesen. Wer einen bestimmten Autor sucht, kann das Personenverzeichnis am Schluß des Bandes konsultieren. Der hinter den bibliographischen Angaben stehende Stern besagt, daß das betref­ fende Buch oder der betreffende Artikel besprochen worden ist. Bücher, deren frühere Auflage oder Übersetzung bereits in Band I, II usw. besprochen worden ist, sind durch* und Ziffer I, II, usw.
  • Comparative Thought and Literature 1

    Comparative Thought and Literature 1

    Comparative Thought and Literature 1 of literature, philosophy, and aesthetics. It also represents the various COMPARATIVE THOUGHT AND literatures, philosophies, religions, political systems, cultures, and methodologies that its faculty studies and applies. A search is currently LITERATURE underway to fill the Boone Chair in the newly named department. http://compthoughtlit.jhu.edu/ The department offers several courses taught by its faculty. These courses provide a broad introduction to the documents and thought The faculty of the Department of Comparative Thought and Literature of Western culture for all students, from those interested in a general shares an ongoing commitment to questions at the intersection of liberal arts preparation to those in one of the university’s pre-professional literature, philosophy and aesthetics. Central to these concerns is the programs. analysis of literary and philosophical texts, ranging across a set of diverse traditions, genres, and languages, in juxtaposition to ethics, For qualified juniors and seniors preparing for graduate school, the religion, history, art history, anthropology, media studies, political theory, department also offers the opportunity to pursue an independent and and the natural sciences. Questions of literary theory, the history and often interdisciplinary research project through the Honors Program value of literature, and the constitution and development of philosophical (https://e-catalogue.jhu.edu/arts-sciences/full-time-residential- and literary forms in a global context are similarly at the forefront of the programs/degree-programs/comparative-thought-and-literature/honors- department’s research and teaching. program-humanities/). The department’s interdisciplinary nature is one of its main strengths The Department of Comparative Thought and Literature does not offer and provides crucial common ground for scholars from humanities a departmental major or minor.
  • Forging a Philosophical Foundation for Outcomes-Based Education

    Forging a Philosophical Foundation for Outcomes-Based Education

    International Journal of Education and Research Vol. 2 No. 6 June 2014 Forging a philosophical foundation for Outcomes-Based Education Elias M. Sampa, Ed.D, Arellano University, Manila, Philippines [email protected] / 0998-9740380 ABSTRACT This paper is divided into two main parts. Part one is a discussion on the distinctive character of outcomes- based education (OBE) using the Aristotelian philosophical lens. The second part deals with philosophical themes of knowledge paradigm, ontological, epistemological and pedagogical assumptions and tries to locate them in OBE where they are embedded. Keywords: Outcomes-based education, philosophy, education, Philippines 517 ISSN: 2201-6333 (Print) ISSN: 2201-6740 (Online) www.ijern.com 1. OUTCOMES-BASED EDUCATION (OBE) Philosophy has long been one of the critical foundations in the conception of education. The very notion of ‘outcomes-based’ orients us to a preoccupation with the primacy of the Aristotelian final cause or telos,the purpose or end of education. Taking a cue from this Aristotelian theory one may easily argue: Is education not outcome-based by nature? Isn’t that all education institutions and programs have goals that guide their work? Is it not that in planning curriculums or planning lessons for their classes, educators start by clarifying the purposes and objectives? Yet, our overall education practice and ethos will have alternative evidence to argue from: Isn’t it true that in schools all curriculum and lesson plans are time-based and bound? Is it not that while professors and teachers want students to learn something, they allocate a certain amount of time to study of that topic and then move on, whether or not students have mastered it? How much does the purpose or end matter? More and more it seems the discourse is between ‘coverage’ and ‘uncovering’ or put simply ‘content’ verses ‘outcomes’.
  • CURRICULUM VITAE July 2007

    CURRICULUM VITAE July 2007

    CURRICULUM VITAE January 2013 FRANK CUNNINGHAM Date of Birth: 5 August, 1940. Cities Centre 130 Carlton St. University of Toronto unit 905 455 Spadina Ave. Toronto, Ontario Toronto, Ontario Canada M5A 4K3 Canada M5S 2G8 416-962-9788 416-978-5590 E-mail: [email protected] web: http://individual.utoronto.ca/frankcunningham ACADEMIC HISTORY Ph.D. University of Toronto 1970 M.A. University of Chicago 1965 B.A. Indiana University 1962 University of Toronto Appointments Philosophy Department: Lecturer 1967; Assistant Professor, 1970; Associate Professor, 1974; Professor, 1986. Department of Political Science: Cross Appointment, 2000. Associate Instructor of History and Philosophy of Education, OISE, University of Toronto, 2007 - . Cities Centre, University of Toronto, 2007 - . Emeritus Professor of Philosophy and Political Science, University of Toronto, 2009 - . Visiting Positions University of Amsterdam, Fall 1990 Lanzhou University (PRC), Spring, 199l Ritsumeikan University (Kyoto), Fall 1994, Fall 1997, Spring 2007 University of Rome (I), Spring 1999 Posts Interim Director, Centre for Ethics, University of Toronto, 2011. Principal, Innis College, University of Toronto, 2000- 2005 President, Canadian Philosophical Association, 1997-98 (Vice President, 1996-97) Chair, Department of Philosophy, University of Toronto, 1982- 88 (Associate Chair, 1977-8; Acting Chair, 1991-92) HONOURS Recipient, SAC/APUS Undergraduate Teaching Award, 2005 Recipient, Queen’s Golden Jubilee Medal, 2002 Senior Fellow, Massey College, University of Toronto, 1999 - Fellow of the Royal Society of Canada, 1995 - Faculty Teaching Fellow, University of Toronto, 1974-75 Mary Beatty Fellowship, University of Toronto, 1965-66 School of Letters Fellowship, Indiana University, 1964-5 Woodrow Wilson Fellowship, 1962-63 Phi Beta Kappa, 1962 Ford Foundation Fellowship, 1961-62 2 TEACHING Introductory Courses: Introduction to Philosophy, Political Philosophy, Science and Society (in the Faculty of Applied Science and Engineering), Environmental Ethics.