Idolaters, Iconoclasts, and Iconophiles: The Productive Ideal and Philosophy of Education
Within classical liberalism, we are free to pursue our private ideals of the good life, as long as we do not infringe on the rights and interests of others. Whether politics can really be non- teleological is debatable. 1 It is difficult to see how the contemporary state with its broad social policy agenda can be confined to the boundaries set by the classical liberalism theory. However, even assuming it can, the same principle is simply inapplicable to education. An educator by definition must embrace a shared ideal of the good life. ...
The paper discusses some aspects of Russian modernization in the framework of the basic ideas of contemporary educational philosophy. The article analyses the issue of the Russian University and the competence-based education in Russia. The author introduces the notion of «Innovative University» to show a powerful trend in the Russian modernization ideology, its politics of innovation economics and technological “break through”. According to the author, the Innovative University accumulates the social, economical and intellectual resources of the Russian society, and it is both the source and the model of innovative development in Russia.
This work is dedicated to an attempt to answer the question, what for irony is needed. Usually it is considered to be just a literary device or a special way of conversation. However as any other source of language it has its grounds in the intention of the author and compared to this intention form, with the help of which irony effects its object. Is this way of effect interesting to philosophy – this is the question to answer. For this aim it will be useful to define the concept of irony. At first I will propone the two opposite point of view on irony, which were offered by Friedrich Schlegel and Hegel. Both these thinkers discern in irony a philosophical concept, although each in his way. Schlegel considered the nature of irony in its ability to show imperfection of all possible ways of expression infinite content. For Schlegel such vision meant a possibility to approach closer to this content. On the contrary Hegel saw in this effect of irony an origin of lightweight attitude to this content. What is the reason of such opposite interpretations of irony? Is this not irony itself? This is to be found out. In the end I will try to propose a new concept of irony and make some conclusions about it.
In this article I consider ways of discussing conception of transcendence in philosophical anthropology. The theme of transcendence is organically linked with the question of searching foundations for ethical and with the problem of possibility of an embodiment of detected moral norms in certain acts. In this latter case the conception of ideal (embodiment of an idea) is very important for us. The aim of this work is to understand the principle inventions of philosophical anthropologists, in particular Max Scheler and Helmuth Plessner, in the conception of transcendence.
This book develops an educational theory centered around the notion of relation. Alexander M. Sidorkin defines learning as the production of useless things and shows that problems of learning motivation are more institutional than individual or cultural. He then argues that contemporary mass schools are difficult to manage. The solution to the resulting authority crisis is not in the restoration of authority, but in the pedagogy of relation. The key to learning motivation is in what Sidorkin describes as «economy of relations,» a mechanism where personal relations between students and teachers are converted into relations involving curriculum. In order to remain a viable social institution, schools must become hybrid organizations that combine features of a regular school and a neighborhood club, giving teachers should have ample opportunity to build strong relations with and among students.
The origins and development of practices of female images public presentation. The habit to display well-known persons images in the windows of fashionable shops eventually transformed into the practice of attractive women imaging and later - into mass dissemenation of relevant postcard, posters, female and male magazines. It is demonstrated that such practices served some important sociocultural functions : they advertized new developments in fashion and design; contributed to women self-identity formation.
Educational reforms in developed countries are not successful, because we do not have a clear understanding of what is education. The essence of education is the limits of its improvement. Education is understood as the artificial extension of human ability to learn, as the product of learner's own efforts, and finally, as a series of historic forms of labor arrangements. © 2012 Springer Science+Business Media Dordrecht. All rights are reserved.
This work is devoted to the investigation of sets of fuzzy measures that are closed with respect to convex sum and product of fuzzy measures, which we call ideals. It is shown that the basic convex families of fuzzy measures, which are interpreted as lower probabilities, possess such properties.
Presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes and new areas of scholarship
The article is concerned with the notions of technology in essays of Ernst and Friedrich Georg Jünger. The special problem of the connection between technology and freedom is discussed in the broader context of the criticism of culture and technocracy discussion in the German intellectual history of the first half of the 20th century.