Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
What is the purpose of education? Some common answers come to mind: education is a means to gaining more income, finding one’s calling, cultivating an enriched inner life, being a productive citizen, or becoming a life-long learner. These goals need… Read more ›
“Dogs bark at whomsoever they do not recognize” (translated by T. M. Robinson) This aphorism from Heraclitus (fl. c. 500 B.C.E.) suggests humans are like dogs insofar as they “bark” at that which they think is different. They bark at… Read more ›
John Locke (1632-1704), in Book II of his Essay Concerning Human Understanding (1689) writes: “Our observation employed either about external sensible objects, or about the internal operations of our minds perceived and reflected upon by ourselves, is that which supplies our… Read more ›
Plato, in his dialogue Phaedo, has Socrates refer to philosophy as “the practice of death”. In the dialogue, this practice is presented as one in which the philosopher tries to remove herself from the seductions of the sensible world in… Read more ›
In his book On Dialogue (Routledge, 1996), the late theoretical physicist David Bohm wrote: “On the whole, you could say that if you are defending your opinions you are not serious” (48). Bohm argues that real dialogue is marked by… Read more ›
The Intrigue by James Ensor, 1890 It makes a lot of sense to maintain that the emotions we experience in the presence of art are very different from the emotions we experience in non-aesthetic contexts. We may feel fear, sadness, or happiness… Read more ›
Ernest Becker, in his Pulitzer Prize winning book The Denial of Death (New York: Free Press, 1973), argues that “the problem of heroics is the central one of human life, that it goes deeper into human nature than anything else… Read more ›
The Greek tragic playwright Sophocles presented a truly terrifying image of man: he is the species whose ability to master nature is paralleled only by his failure to master himself (cf. Antigone, 368ff). J. Peter Euben elaborates: “Humans are, at… Read more ›
There is certainly something wonderful about people expressing themselves without any formal training. For example, the punk movement included many young people who just decided to form a band and THEN learned a little bit in order to be heard.… Read more ›
The last two posts I looked at the interactive models of education proposed by Socrates (470-399) and John Dewey (1859-1952). Now it is time to briefly compare the two models and draw some conclusions for individual and political growth. Similarities… Read more ›
Anyone who studies the philosophy of education will quickly discover that there are two central models of how knowledge comes to be acquired: on one hand, we have an ignorant and passive pupil who receives information from an active and… Read more ›
Anyone who studies the philosophy of education will quickly discover that there are two central models of how knowledge comes to be acquired: on one hand, we have an ignorant and passive pupil who receives information from an active and… Read more ›
So many children, including my own son, had intense joy today because of, among other things, MANY lies told about Santa. I loved Christmas as a child and still do. I had a happy childhood and have become a well-adjusted… Read more ›
In post #23 we saw how aesthetics can play a role in global education (see here). Let’s continue by looking at some other ways aesthetics can help us learn. In his book The Aesthetic Understanding, Roger Scruton points out that science… Read more ›
In the last few posts I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and… Read more ›
In the last few posts I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and… Read more ›
In the last post I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and objectivity… Read more ›
In the last post I noted the following virtues that John Dewey thought accompany intelligent action: Being conscientious or being interested in finding out what the actual good of a certain situation is Maintaining a bias toward fairness and objectivity… Read more ›
In the last post, I defined tragic conflict and suggested three reasons why we should take it seriously. Now, let us ask: How Can We Address Tragic Conflict? In 1960 Sidney Hook wrote an essay entitled “Pragmatism and the Tragic… Read more ›
What is Tragic Conflict? We hear the words ‘tragedy’ and ‘tragic’ quite often. A car accident is said to be tragic and the death of someone is a tragedy. It seems that in common parlance a tragedy is a terrible… Read more ›
One of the most amazing things about the world in which we live is the technology of communication. The written word is printed and distributed quicker than ever before. We have satellite radio and hundreds of TV channels. And now… Read more ›
One problem that faces global education is avoiding superficial, or even dangerously inaccurate, descriptions of a culture. So much of our access to other cultures comes through indirect sources that, unfortunately, can be full of oversimplifications, radical misunderstandings, stereotypes, projections,… Read more ›
Romanticism was a philosophical, literary, and artistic movement that began in the late 1700s and ended at the end of the 1800s.[1] The movement was essentially a reaction to the Enlightenment movement and was therefore essentially a reaction to (1)… Read more ›
The late Professor Michael Bobkoff passionately taught Honors Holocaust Studies at Westchester Community College in New York for many years. During his last semester (Spring 2012) he gave a talk about the challenges he faced over the years in teaching… Read more ›
Sophists were professional teachers in fifth century Athens, Greece. They offered practical guidance to anyone who was trying to be successful. This guidance was particularly important given the political and cultural climate of Athens at the time: the older aristocracy… Read more ›
Philosophy is not easy to define. However, it is clear that philosophy can be differentiated from other disciplines by (1) the type of questions it asks; (2) by the way it answers them; and (3) its purpose. This brief overview… Read more ›
