Philosophy of Education – serie

For far too many people for far too many years, schooling has been a debilitating, demoralizing, and ultimately dehumanizing experience. Make-shift, half-hearted, and watered-down reform measures have proved ineffective. Reform throws out the bath water, but keeps the baby. Radicalism recognizes not a baby but a beast lurks in the bath water and throws both out. This dramatic redefinition of schooling examines four models of dynamism as provided by Nietzsche, Whitehead, Dewey, and Freire. Nietzsche's af-firmation of dynamism is marred by his elitism. Whitehead understands that inert cripple schooling. Without dialogue, ideas remain inert. Dewey misunderstands thinking and does not grasp its inherent double movement: toward order and disorder. Freire's pedagogy is transcended, with emphasis on negotiation between prime values. The final chapter expounds a radical pedagogy of dynamism. Miller argues that teaching and learning are not separate acts, but form a continuum. Within the teaching-learning continuum, all participants are spontaneous and receptive and seek to overcome fear of process, ambiguity, and doubt. The key to radical schooling is a pro-active stance toward creativity that allows for a dynamic integration of difference in dialogue. Negotiating Toward Truth is a call to arms for all educators. The book asks us to look closely what is in the bath water and to have the courage to throw the beast out with the bath water.

This book philosophically discusses the educational challenges of dwelling poetically, which, according to Martin Heidegger, means learning from great poems how to live a worthy life and relate authentically to beings and to Being. The gifts of great poetry are carefully described and concrete approaches are presented that the educator can adopt.

The book explores, in novel form, what can happen to us, whether professor or student, as a result of the philosophical classroom. The approach is to consider the classroom as a unique happening of philosophy, different than reporting theories or doing research, through which a distinctive mode of philosophical formation can occur.

This book urges educational institutions to contemplate the harm they have caused to individual and society by their tragic suppression of the energy essential to the flowering of the mind's full potential. No more strident and uncompromising a voice is to be found on this topic than Whitehead's, in The Aims of Education and Other Essays. Walker's interpretation of these essays is set in a story of the lives of several teachers, education students, parents, and a professor. Whitehead's presence is conjured among them as an uncomfortable and challenging gadfly. The philosophic depth is made widely accessible through the conversational language of imaginary journals and dialogues. This strategy also enables Walker to demonstrate the neglected power of dialogic pedagogy, and to suggest its centrality in the realization of Whiteheadian aims. The dialogues show a group of people curiously energized by an inquiry in which their stereotypical foundations are crumbling under the combined impact of focused dialogue and the brilliance of Whitehead's counterpoint. Their creative vitality of mind is shaken out of the narcosis of ingrained routines and secondhand ideas, and they discover the forgotten power of revitalizing outlook and action with an individual discernment of meaning, importance, and truth. They have immediately experienced the very quality of mind and its manner of cultivation Whitehead insists upon. This is intelligence enriching life with its full and interweaving spectrum of intellectual, aesthetic, ethical, and spiritual sensitivities.

This book advocates a return to the spirit of the Greek notion of paideia, emphasizing a pedagogy of becoming. The authors offer a holistic approach to education that aspires toward the inclusion, promotion, and nurturance of virtue and valuation. Topics range from the purely conceptual to applied methodology. Several key issues and contemporary trends in education are addressed philosophically, including the values of wisdom, morality, compassion, empathy, interdependence, authenticity, and self-understanding.

This book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today’s complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.