The Aims of Education

Some courses are assessed by means of an essay or a set of essays, but a question that is often asked about assessment by this means is whether it is subjective: mere opinion. I work with a clarification of what objective assessment means in this context: there is one and only one correct answer and the examiner knows it and checks for it. I introduce a concept which applies to some essay topics: there is a textbook answer (or there would (...) be if there were a good-enough textbook, even if there is no such thing as the correct answer - the one correct answer). I illustrate the concept by reference to an objection to the political philosophy of John Rawls. One might reasonably expect competent members of a field to realize the textbook answer, making essay assessment more like objective assessment. NOTE: you need to download the essay; it is not in the abstract. (shrink)

Ethical philosophy was born in the gyms of Athens. This book returns a body of abstract thought to its original context, to understand how training for the body sparked training for the mind. We will use archaeology to reconstruct the reality of ancient athletics and literary texts to critique philosophers’ idealized versions of this reality. We will explore a cluster of questions about the nature of happiness (eudaimonia), the role of human excellence (arete) in this life and what forms of (...) training (askesis) may help up secure these goals. Along the way, we will join philosophers in attempting to define individual types of excellence: courage, moderation, justice, wisdom. We will think about the role of friendship and erotic love in a well lived life, and we will evaluate concepts of mental “health” and strategies for spiritual “exercise”. While our society tends to separate the body and the mind, recent work in Positive Psychology is reaffirming many insights of Greek philosophy through modern empirical study. If Philosophy at the Gym sounds like a contradiction, then that’s where its value lies: it invites readers to wrestle with central questions of ancient ethics, while providing toeholds in the current science of purpose, mindset and flow. This introduction to Greek ethics will be useful for those starting or about to start college or anyone else looking for a framework to think about what they want out of life and what they’re doing about it. (shrink)

Abstract Keywords: Human development • systems theory • education reform • balance • feedback This study proposes a systems-based framework for developing a high-quality young generation using a balance–feedback principle. It integrates education, health, ethics, and socioeconomic systems into a unified model of human development. -/- .

At first blush values such as diversity appear to be worth striving for. The question is whether or not such values—which have become increasingly prevalent the institutional credos of academia—are values as such, that being that they are things of moral worth (Value, n.d.), or if they are something else altogether. My unpopular suspicion leans toward the latter. Personal opinions, of course, can hardly be said to be good justification for a withering critique, however, these opinions of mine mirror similar (...) concerns held by moderate and conservative opinions of the matter (Pew Research Center, 2017). As such it is beneficial to examine these issues rigorously separated from the pathological rhetoric that typically insulates them from outside reproach. Anecdotally speaking, since "diversity" seems to be the chief concern among these groups both in the academic setting and the world at large, the crux of this article will be anchored by a Marx-influenced assessment of the actuality of diversity as a social work in the academic environment, and the effect such projects might have if my suspicions prove to be correct. (shrink)

In this chapter, I will demonstrate why the ceaseless advocacy for ‘teaching the controversy’ in schools is both naïvely optimistic for what it hopes to accomplish, and ill-advised for what it fails to consider vis-à-vis the conditions necessary for its implementation. It is naïvely optimistic for what it expects of ordinary teachers under the conventional working conditions in most schools. And it is ill-advised because such exercises are only likely to exacerbate – rather than mitigate – tensions in both classrooms (...) and communities of diverse background and opinion. Nothing in what I will argue should be taken to mean that I believe that successfully ‘teaching the controversy’ in schools is impossible. Exceptional teachers do exist. Nevertheless, I will demonstrate why even the rare teacher who does possess the relevant training, competence and moral courage is nevertheless prudent to abstain from broaching controversial material in class. (shrink)

Latin is currently being trialled as a subject in 40 state secondary schools in England. This paper focuses on one of the justifications of this trial: that teaching Latin in state secondary schools provides students with cultural capital which in turn counters social injustice. By taking the example of Latin as a starting point, I reach two conclusions about cultural capital. The first is that providing students with cultural capital can be good for some individuals, and so justified on a (...) case-by-case basis depending on context. However, this justification does not hold for curriculum policy making. My second conclusion is that in the long term, pursuing cultural capital as part of curriculum policy exacerbates the social injustices it purports to address. Wherever an activity is introduced for the sake of cultural capital rather than its educational value, educationally valuable activities risk being pushed off the curriculum, potentially degrading the educational value of the curriculum. In the case of teaching Latin, it may provide benefits to particular students, but as part of curriculum policy it risks exacerbating social injustices and undermining the educational value of school curricula. Going beyond the place of Latin on the curriculum, I argue that all appeals to cultural capital provide a poor basis for curriculum policy making. (shrink)

The purpose of this narrative study is to trace the process whereby Israeli Academic College of Education principals lead Professional Learning Communities (PLC) for teacher educators. The focus is on the unique situation in which various different roles (administrator/facilitator/learner) are integrated during this process. Seven semi-structured interviews underwent a thematic analysis that indicated two parallel journeys of PLC leadership: a journey of co-leading a PLC and cultivating creativity, and a journey of crystallizing intellectual identity and image through leading PLCs. The (...) discussion provides an interpretation of these two journeys in accordance with both social-cognitive and social-classification theories. It examines the findings in terms of three types of tensions and fears typical of PLC leaders, as reflected in the literature. (shrink)

In matters concerning knowledge of ability, the philosophy of education is but a more specific form of applied epistemology. Yet philosophers of education also understand that any knowledge we may have of an individual’s abilities cannot – indeed should not – be divorced from its ethical ramifications. This is because purported knowledge about ability is used to inform decisions concerning educational opportunity, and these bear directly upon questions of fairness. In this chapter I examine a number of these epistemic and (...) ethical questions in some detail, in particular as they pertain to the epistemology of ability. I then illustrate these concerns by focussing my attention on higher education, in particular a hiring decision in the university, where I investigate the kinds of knowledge that a selection committee for a PhD position ought to have at their disposal in order to make an informed and fair decision concerning the abilities of candidates. As it concerns the fundamental epistemic questions, I will show that the procedures used to yield knowledge of abilities is often corrupted by epistemic vice and epistemic misconduct that obstruct both understanding and fair procedures. I further elucidate a conundrum that arises when the putative knowledge used to assess ability encourages nepotism. This, I will argue, raises a number of troubling questions concerning the production of knowledge in the university. (shrink)

In this chapter, I will demonstrate why the ceaseless advocacy for ‘teaching the controversy’ in schools is both naïvely optimistic for what it hopes to accomplish, and ill-advised for what it fails to consider vis-à-vis the conditions necessary for its implementation. It is naïvely optimistic for what it expects of ordinary teachers under the conventional working conditions in most schools. And it is ill-advised because such exercises are only likely to exacerbate – rather than mitigate – tensions in both classrooms (...) and communities of diverse background and opinion. Nothing in what I will argue means that successfully ‘teaching the controversy’ in schools is impossible. Exceptional teachers do exist. Nevertheless, I will demonstrate why exceptional teachers only serve to prove the rule. Indeed, I aim to show why even the rare teacher who does possess the relevant training, competence and moral courage is nevertheless prudent to abstain from broaching controversial material in class. (shrink)

This chapter spells out how an ubuntu morality, which at bottom instructs people to live genuinely human lives, might bear on flourishing in the philosophy of education, with some focus on the tertiary level. It first expounds a conception of what it means to become more human that could serve as common ground among contemporary ubuntu philosophers and suggests that it is a prima facie attractive alternative to Western ethics that merits application to the philosophy of education. Then, the chapter (...) teases out two notions of flourishing implicit in the ubuntu ethic, which involve developing personhood and meeting needs, and considers how the curriculum, pedagogy, institutional culture, and research should be oriented in order to promote them. Finally, the chapter considers plausible ways that one sympathetic to ubuntu education could respond to recent objections to a flourishing-focused education. (shrink)

Wang Yangming (1472–1529) was an influential philosopher in the Neo-Confucian tradition. Wang’s writings have been extremely influential in the history of Confucian philosophy—especially Chinese, Korean and Japanese Confucianism. This chapter examines a letter that reveals some interesting insights about Wang’s views on disagreement (or disputation, bian 辯), criticism and education. In this letter, Wang provided advice on how one should respond when faced with criticism. He argued that his disciples should take criticism as an opportunity to engage in self reflection. (...) He also provided reasons for why his disciples should charitably engage with those who disagree with them. (shrink)

This position paper critiques the widespread assumption that literature reviews should prioritize recent sources, often operationalized as a “5-year rule” in academic writing. While recency is valuable for capturing current developments, this practice may inadvertently exclude foundational theories and methodological principles that remain conceptually relevant. To address this issue, the paper introduces Citation Recency Bias, defined as the tendency to privilege newer sources based primarily on temporal proximity rather than functional relevance. Drawing on enduring contributions in research methodology and educational (...) psychology, including measurement theory (Stevens, 1946), reliability estimation through Cronbach’s coefficient alpha (1951), statistical frameworks developed by Fisher (1925) and Cohen (1988), and foundational theories proposed by Bandura (1977) and Vygotsky (1978), the paper argues that many core elements of contemporary scholarship continue to rely on earlier works. Citation Recency Bias is therefore conceptualized as a methodological distortion that may weaken theoretical grounding and conceptual coherence when the publication date is treated as an indicator of scholarly value. (shrink)

This paper aimed to elucidate the various learning styles in statistics education at the college level in view of Fleming’s VARK model. The study surveyed 127 regular engineering students who took up statistics at Visayas State University, Baybay City, Leyte, Philippines, through a structured questionnaire using a Google form. The primary data collected were cross-sectional and summarized using standard descriptive metrics, Spearman correlation, and K-medians clustering. Results depicted that the students perceived themselves to be "often" visual (Median=3.75) learners. This is (...) followed by auditory (Median=3.25) and tactile (Median=3.00) learning styles, which are both "sometimes" applied by students. Correlation analysis revealed that the visual, auditory, and tactile learning styles of students are positively and moderately correlated, which is statistically significant at a 1% level. Moreover, the K-medians clustering revealed that 31.49% (Cluster I) of the students often applied visual learning and sometimes employed auditory and tactile styles, about 28.35% (Cluster II) often applied visual and auditory learning while tactile is sometimes employed, and approximately 40.16% (Cluster III) of them sometimes applied the three learning styles. Conclusively, students have statistically different learning styles, and the study suggests that instructors/professors must adapt teaching modalities that cater to the needs of diverse learners in statistics courses. (shrink)

The digital era has precipitated a crisis of student subjectivity, marked by doomscrolling, algorithmic addiction, and profound ethical disorientation. Responding to this, this study constructs a framework of "Tazkiyah-Based Digital Resilience" not merely as a regulatory measure, but as an internal spiritual fortification. Grounded in Gadamer’s philosophical hermeneutics, particularly the fusion of horizons, this research orchestrates a dialogue between classical Islamic Sufism and contemporary digital pathologies. The findings establish a complementary synthesis: Al-Ghazali provides the epistemological anchor by positioning the qalb (...) (heart) as the center of moral consciousness to discern information truth, while Ibn Qayyim contributes the transformative mechanism through the graded discipline of maqāmāt. This synthesis yields an applicative pedagogical model where mujāhadah is reinterpreted as active digital resistance, muraqabah as intrinsic digital integrity, and muhāsabah as a reflective information audit. Ultimately, this framework shifts the paradigm of Islamic Religious Education from external prohibition toward internalized spiritual sovereignty, empowering students to navigate the digital flood with authentic self-control. (shrink)

In Networks of Trust, Anthony Laden argues that higher education should shift from cultivating broadly scientific thinking to fostering open-mindedness. While the expected benefits of this proposal are richly detailed, potential costs are not similarly explored. Here, I flesh out some consequences of Laden’s proposal for higher education, and argue that the costs of his preferred educative model may turn out to be just as weighty as those he attributes to the current model.

This article justifies virtuous gratitude as an aim of formal education. This virtue is characterised by the disposition to perceive, think, feel and act in accordance with the moral ideal of acknowledging and cherishing the gratuitous good in life. At its heart lies a conscientious commitment to this ideal, infused with a concern for truth, justice and wellbeing. This virtue also requires guidance by wisdom, and a capacity for reflective awareness and imagination. We map risks accompanying misguided gratitude and the (...) shortcomings that must be overcome to avoid them. We demonstrate why this virtue is both conducive to and constitutive of flourishing—an important overarching aim of education. Virtuous gratitude can deepen people’s outlook and promote ongoing self-cultivation and wisdom. Thus, fostering this virtue not only necessitates education but contributes to it. We conclude that virtuous gratitude is not merely a legitimate aim, but a required aim of formal education. (shrink)

This study explored resilient leadership in managing schools amid climate change and disasters by assessing preparedness and safety measures, examining adaptive leadership strategies, analyzing community empowerment initiatives, and evaluating sustainable recovery practices toward “building back better.” Employing a descriptive research design, it involved 150 respondents composed of 50 principals, 50 head teachers, and 50 officers-in-charge from selected public elementary and secondary schools across the Leyte and Southern Leyte Divisions. Using a purposive sampling technique, data were gathered through a researcher-made instrument, (...) with permits secured from the Schools Division Superintendent and participating school leaders. Data were analyzed using arithmetic mean and percentage. Findings revealed consistently high ratings in disaster preparedness and communication practices among school leaders, with Preparedness and Safety Measures obtaining a mean of 3.89 (High), Leadership Strategies in Crisis Response 4.45 (Very High), Practices in Promoting Community Empowerment 4.45 (Very High), and Sustainable Recovery Practices 4.45 (Very High). It was concluded that while schools exhibit strong foundations in disaster preparedness, gaps remain in infrastructure resilience, sustainability, policy enforcement, and resource mobilization—necessitating the alignment of planning with practical, sustainable, and participatory resilience. The study recommends multi-level interventions integrating sustainability, capacity-building, policy coherence, and collaboration among stakeholders to enhance infrastructure, training, compliance, and leadership, thereby transforming disaster preparedness into a sustainable, resilient, and education-centered framework. It bridges the gap between educational leadership and climate resilience, as it explores educational leaders prepare for, respond to, and recover from disasters, that informs policy, management, protection, and sustainable leadership. (shrink)

Corruption remains a defining feature of Philippine politics, revealing a deeper crisis of moral formation. This paper turns to Plato’s philosophy, particularly the myth of Gyges and the ethical telos of homoiōsis theōi (‘becoming like God’), to interpret corruption as a disorder of the soul rather than an institutional malfunction. It places this Platonic vision in dialogue with its Christian analogue, the ideal of Christlikeness — understood as patristic theosis — to recover leadership grounded in justice, wisdom, humility, and service. (...) Drawing on virtue ethics, this paper argues that this ancient synthesis provides the necessary philosophical foundation for civic virtue and its educational mediation. Consequently, it proposes a threefold pedagogical framework (habit, reflection, civic responsibility) to renew ethical imagination, strengthen moral accountability, and transform the formation of future Filipino leaders. The paper’s contribution lies in this culturally-situated reconfiguration of Platonic and Christian ideals into a concrete educational response to systemic political corruption. (shrink)

A prominent tradition in the philosophy of education identifies the principal aim of teaching as the transmission of knowledge. However, teachers are also educators, and a key aim of education is the cultivation of good intellectual character. This chapter explores the kind of intellectual authority teachers must possess to effectively pursue this aim and foster the corresponding intellectual virtues in learners. It is argued that preemptionist theories of intellectual authority fail to account for the relevant desiderata. Instead, I propose a (...) joint-inquiry model of intellectual authority and argue that teachers should possess and practice what I call ‘Socratic authority’. (shrink)

Increasing parts of the world population have rudimentary reading and writing skills but limited command of grammar, syntax and spelling. This functional illiteracy has detrimental effects on labor market participation, population health and political stability. Geographies of illiteracy also include affluent societies like the Netherlands, a country that is not only illustrative of a widespread phenomenon, but arguably also a bellwether of things to come elsewhere in the world if these developments are not reversed. This exploratory paper focuses on two (...) institutional spaces where the literacy crisis is conventionally addressed: schools and public libraries. We argue that while each has a contribution to make, neither institution is currently able to curtail the trend, partially because preferred literacy promotion methods are incongruent with rapidly evolving changes in the literacy landscape, especially regarding youth communication. We consider three possible responses to our current literacy crisis and conclude that efforts to curb functional illiteracy require a pragmatic and multi-pronged approach, and perhaps even some counterintuitive strategies. (shrink)

Este trabajo plantea la necesidad de restringir el uso de herramientas de inteligencia artificial (IA) como los modelos de lenguaje de gran tamaño (large language models, LLM), en las primeras etapas de la formación universitaria en humanidades. Para los estudiantes y profesionales de este campo, el pensamiento crítico es una herramienta fundamental, comparable al pensamiento matemático para profesionistas de ciencias o ingeniería. La evidencia científica muestra que el uso temprano de los LLM puede erosionar y obstaculizar el pensamiento crítico en (...) usuarios jóvenes, por lo que es conveniente restringir su empleo durante la etapa formativa en humanidades. (shrink)

Limited parental involvement in academic activities may affect students’ motivation, learning responsibility, and academic achievement. This study aimed to examine parental involvement as a correlate of Senior High School students’ academic achievement at Trinidad Mapa-Gupana National High School, Tubajon, Dinagat Islands, Philippines. A descriptive-correlational research design was employed involving 147 respondents consisting of students, parents, and Senior High School teachers across three academic years. Data were collected using researcher-developed questionnaires and teacher open-ended questions, then analyzed using frequency, percentage, weighted mean, (...) Chi-square, Pearson correlation, Spearman’s rho, and Cramér’s V. The findings showed that parents demonstrated high involvement in homework supervision and school activities but low involvement in communicating expectations and setting academic goals. Parental educational attainment was significantly associated with homework supervision, while marital status was significantly related to expectation communication and participation in school activities. Participation in school activities showed a significant negative relationship with students’ average grades. The study implies that schools should strengthen structured parent–teacher collaboration, academic goal setting, and accessible monitoring systems to support students’ academic progress. (shrink)

Die allgemeine Schulpflicht in Deutschland hat erhebliche Freiheitseinschränkungen für Kinder und Jugendliche zur Folge. Dieser Umstand konstituiert eine außerordentliche Beweislast für Befürworter*innen des staatlichen Zwangs. Dieser Beitrag diskutiert, welche Gründe für die Schulpflicht sprechen und ob diese Gründe stark genug sind, um sie moralisch zu rechtfertigen. Es werden sechs vielversprechende und exemplarische Argumente geprüft, die unterschiedliche Vorteile der Schulpflicht für Schüler*innen und Gesellschaft herausstellen. Namentlich geht es um Demokratiestabilisierung, den Schutz zukünftiger Bürger*innen, die Schulpflicht als faire Gegenleistung, das Erziehungs- und (...) Bildungsideal der Mündigkeit, den Schutz des Kindeswohls und die Beförderung der Autonomie. Es wird sich zeigen, dass keines dieser Argumente hinreichend ist, um die allgemeine Schulpflicht in Deutschland in ihrer aktuellen Form zu rechtfertigen, die ausschließlich und vollumfänglich für Kinder und Jugendliche, aber nicht für Erwachsene gelten soll. Das Ziel des Beitrags ist weder die endgültige Zurückweisung der Schulpflicht als moralisch unzulässig noch die Entwicklung eines positiven Alternativvorschlags. Vielmehr geht es um eine differenzierte kritische Analyse, die zur Anerkennung der außerordentlichen Beweislast führen soll, die mit dieser staatlichen Maßnahme ein-hergeht. Sie fordert, die moraltheoretische Auseinandersetzung mit der Schulpflicht ernst zu nehmen-so ernst, wie es die Sache verlangt. -/- English: Compulsory schooling in Germany imposes significant restrictions on the freedom of children and adolescents. This situation creates an extraordinary burden of proof for proponents of state-enforced education. This paper discusses the reasons in favor of compulsory schooling and examines whether these reasons are strong enough to morally justify its existence. Six promising and exemplary arguments are scrutinized, each highlighting various advantages of compulsory schooling for students and society. These arguments focus on democracy stabilization, the protection of future citizens, compulsory schooling as a fair exchange, the educational ideal of maturity, the protection of child welfare, and the promotion of autonomy. The analysis reveals that none of these arguments are sufficient to justify the current form of compulsory schooling in Germany, which applies exclusively and fully to children and adolescents, but not to adults. The aim of this paper is neither to definitively reject compulsory schooling as morally impermissible nor to develop a positive alternative proposal. Rather, it seeks to provide a nuanced critical analysis that acknowledges the extraordinary burden of proof associated with this state measure. It calls for a serious moral-theoretical engagement with the issue of compulsory schooling—an engagement as serious as the matter itself requires. (shrink)

Compulsory schooling in Germany imposes significant restrictions on the freedom of children and adolescents. This situation creates an extraordinary burden of proof for proponents of state-enforced education. This paper discusses the reasons in favor of compulsory schooling and examines whether these reasons are strong enough to morally justify its existence. Six promising and exemplary arguments are scrutinized, each highlighting various advantages of compulsory schooling for students and society. These arguments focus on democracy stabilization, the protection of future citizens, compulsory schooling (...) as a fair exchange, the educational ideal of maturity, the protection of child welfare, and the promotion of autonomy. The analysis reveals that none of these arguments are sufficient to justify the current form of compulsory schooling in Germany, which applies exclusively and fully to children and adolescents, but not to adults. The aim of this paper is neither to definitively reject compulsory schooling as morally impermissible nor to develop a positive alternative proposal. Rather, it seeks to provide a nuanced critical analysis that acknowledges the extraordinary burden of proof associated with this state measure. It calls for a serious moral-theoretical engagement with the issue of compulsory schooling—an engagement as serious as the matter itself requires. (shrink)

The advancement of digital technology has driven significant transformations in the field of education, including at the elementary school level. Innovations in learning based on Artificial Intelligence (AI) and gamification offer new approaches capable of enhancing both the quality and engagement of students in the learning process. This study aims to examine the effectiveness of implementing Smart Learning that integrates AI and gamification in elementary schools. The method used is qualitative, employing a case study approach in three elementary schools in (...) Indonesia. Data were collected through observations, interviews, and analysis of digital learning documents. The results indicate that the use of AI technologies such as learning chatbots and adaptive systems, along with gamification elements like points, badges, and leaderboards, significantly improves students’ learning motivation, independence, and conceptual understanding. Furthermore, teachers reported being assisted in designing more personalized and engaging learning experiences. In conclusion, AI-and gamification-based Smart Learning positively impacts the learning process and outcomes in elementary schools, with great potential for broader adoption as a future learning strategy. (shrink)

This study developed, validated, and implemented culturally contextualized physics learning activities integrating traditional Filipino games (Laro-ng-Lahi) as instructional tools to enhance students’ conceptual understanding in physics. Using a three-phase process—development, validation, and implementation—the researchers designed five game-based activities aligned with the Department of Education’s Most Essential Learning Competencies (MELCs). They evaluated them using the Learning Resources Management and Development System (LRMDS) standards. A panel of subject matter experts rated the materials highly in terms of content quality, format, organization, and accuracy, (...) while student feedback highlighted their clarity, engagement, and relevance. Employing an embedded mixed-methods, one-group pretest–posttest design, the study found statistically significant gains in conceptual understanding, with student performance improving from “Low Mastery” to “Near Full Mastery.” These results suggest that Laro-ng-Lahi-based physics games offer a viable, culturally responsive approach to physics instruction. Future research may explore their application across other science topics and educational levels, particularly in junior high school settings. (shrink)

Dans cet article, nous soutenons que la pratique de la philosophie est bénéfique au public. En engageant leurs connaissances et leurs méthodes philosophiques, les agents épistémiques développent leur capacité à acquérir, produire, partager et utiliser des connaissances à la poursuite de leurs fins. Pour préciser ce que peut impliquer « faire de la philosophie », nous nous appuyons sur la littérature pédagogique et philosophique récente et présentons deux exemples illustrant la manière dont des ressources et des activités peuvent être élaborées (...) et mises en place afin de favoriser l’implication du public envers la philosophie. Dans les études de cas présentées, un cadre stimulant et inclusif est instauré, permettant à toutes et à tous de pratiquer des tâches philosophiques, individuellement et en groupe. Les participant·e·s sont encouragé·e·s à réfléchir à une question en lien avec leur vie, à identifier les limites et les biais de leur propre raisonnement ou de leur perspective, et à explorer divers points de vue sur cette question avec curiosité. (shrink)

This research paper looks into the various sources of job satisfaction among high school teachers in a private institution. The study employed a complete enumeration in choosing the participants and considered primary information in the data gathering. The collected data were analyzed using descriptive measures, exploratory factor and principal component analyses, and K-means clustering. Results suggested that, on average, teachers are moderately satisfied (M=3.34; SD=0.67) working in a private institution. Exploratory factor analysis identified two primary sources of job satisfaction: (a) (...) Working Environment and Fulfillment and (b) Rewards and Social Relationships, with the former exerting a greater influence. Principal component analysis further revealed that supervision is a major contributing factor to satisfaction within the working environment and fulfillment dimension, whereas recognition plays a significant role in satisfaction associated with rewards and social relationships. Moreover, the K-means clustering portrayed that about 5.88% of the private teachers have low job satisfaction (Cluster 1), 50% are moderately satisfied (Cluster 2), and 44.12% are highly satisfied (Cluster 3). Conclusively, private teachers’ job satisfaction can vary depending on various factors, particularly in work assignments and school management. Hence, the study highly recommends that to improve private teachers’ job satisfaction, a rewards system and work environment must be reinforced, which boosts their welfare and interests. (shrink)

Statistics at the college level is one of the most technical subjects that needs to have good mental health so that the students can perform well. This study focused on the investigation of the level of anxiety and mental health of college students in learning statistics. A total of 120 engineering students participated in the survey selected as complete enumeration. Data collection was done through a modified students' statistics anxiety questionnaire and level of mental health. Descriptive measures were computed to (...) describe the data, and regression and correlation analysis to explain its relationship. Results depicted that engineering students have moderate anxiety and they have moderate mental health in learning statistics. This suggests that these students are somewhat anxious but still have a positive learning experience. The correlation and regression analysis revealed that the level of anxiety and mental health of students are negatively but weakly associated, however not statistically significant. This implies that students' anxiety level has somehow adversely affected the mental health of students but its likelihood is negligible. The study strongly suggests that statistics teachers must manage the class well and apply teaching strategies that boost student confidence as well as improve academic achievement. Moreover, teachers should be trained to recognize signs of anxiety and mental health issues and equipped with strategies to support student learning and well-being needs. (shrink)

Liberal K-12 education faces a predicament. It seeks to promote children’s personal autonomy. Yet this aim faces the problem that autonomy is usually conceived as an adult capacity, not something children can meaningfully exercise. K-12 education therefore often focuses on preparing children for autonomous adulthood, but these strategies for cultivating adult autonomy paradoxically risk undermining children’s present-day identities and values. This dissertation seeks a way out of these pitfalls by rethinking autonomy from the ground up. It distinguishes two complementary forms: (...) autonomy-as-independence and autonomy-as-individuality. Autonomy-as-independence captures the day-to-day capacity for responsibility and liability, but it is not the most fitting lens for K-12 education. Autonomy-as-individuality, by contrast, is understood as a form of self-governance shaped by a narrative identity and oriented toward harmony across one’s commitments. This conception provides a more suitable foundation for developing a liberal framework for education: one that respects pluralism while also promoting autonomy for children as present learners and pending adults. This dissertation develops a framework for an autonomy-as-individuality enhancing education that draws on Diana Meyers’ relational account of autonomy, Joseph Raz’s teleological model of authority, and John Rawls’ conception of moral personhood. Together, these resources yield a liberal, autonomy-promoting theory of education that is both pluralist and neutral when promoting students’ future capacities, while still affirming the justice-relevance of children’s lives as learners. (shrink)

A liberal account of epistemic exemplarity for education is developed. Building on recent work in virtue epistemology, it is argued that the standard view of epistemic role models as exceptionally virtuous and imitable agents faces significant pedagogical limitations. We propose expanding this conception in two directions: by including _enkratic_ exemplars, who demonstrate virtuous conduct despite inner conflict and thus qualify as exemplars despite lacking full virtue; and by incorporating _injustice illuminators_, whose meta-lucidity reveals forms of epistemic oppression and who can (...) serve as exemplars even when their conduct cannot be directly emulated. This enriched framework addresses key challenges facing traditional exemplarism while preserving its insight that we can learn to be better epistemic agents through engagement with appropriate role models. The resulting account equips educators with richer resources for fostering intellectual virtue development. (shrink)

This paper explores two important ways in which the practice of close reading differs from the technique of natural language processing, the use of computer programming to decode, process, and replicate messages within a human language. It does so in order to highlight distinctive features of close reading that are not replicated by natural language processing. The first point of distinction concerns the nature of the meaning generated in each case. While natural language processing proceeds on the principle that a (...) text’s meaning can be deciphered by applying the rules governing the language in which the text is written, close reading is premised on the idea that this meaning lies in the interplay that the text prompts within readers. While the semantic theory of meaning upon which natural language processing programs are based is often taken for granted today, I draw from phenomenological and hermeneutic theories, particularly Wolfgang Iser and Hans-Georg Gadamer, to explain why a different theory of meaning is necessary for understanding the meaning generated by close reading. Second, while natural language processing programs are considered successful when they generate what epistemologists call true beliefs about a text, I argue that close reading aims first and foremost at the development, not of true belief, but of understanding. To develop this distinction, I draw from recent scholarship on the epistemology of education, including work by Duncan Pritchard, to explain how understanding differs from true belief and why attainment of the latter is less educationally significant than the former. (shrink)

This chapter develops and discusses a Deweyan perspective on the contemporary difficulties of deliberation within the highly fragmented digitized public spheres of liberal democracies. A high level of fragmentation is a key feature of digitized public spheres, as digital technologies like computers, the internet, and social media platforms facilitate the creation of political content, the circumvention of traditional gatekeepers like journalists, and the personalization of access to political debates. As a result, democratic theorists are concerned that the digitized public spheres (...) are insufficiently inclusive for identifying public opinions that are generally. The Deweyan perspective developed in this chapter adds new insights into the existing analyses of political deliberation by emphasizing the importance of a well- functioning democracy for citizens’ lifelong education, as well as by highlighting the impact of cultural transformations on liberal democracy. However, despite the valuable insights that can be generated by the Deweyan perspective, this article also criticizes it for failing to deal adequately with the unavoidable pluralism of reasonable understandings of the good life in a liberal democracy. The chapter therefore also seeks to evaluate to what extent, if at all, the Deweyan insights can be taken up as well by a political liberal perspective that seeks to accommodate this pluralism. (shrink)

This essay presents the philosophical thought of the ninetenth century Mexican liberal journalist and statesman Ignacio Ramírez, “El Nigromante.” Specifically, it shows that Ramírez embraced in his writings a radical form of naturalism, and that this naturalism led him to defend an associative notion of democracy as well as the view that this form of democracy is the best way to promote individual autonomy. The essay also shows that, for Ramírez, education is central for people to effectively engage in democratic (...) practices and to promote individual autonomy, and it draws some parallels between the views of Ramírez and those of John Dewey. (shrink)

On the standard picture, membership in the set of utterances “academic speech” is both necessary and sufficient for an utterance to enjoy the protections of academic freedom. In this article, I challenge the sufficiency claim by showing that there are significant epistemic and pedagogical benefits to be had by delineating a class of utterances that qualify as academic speech but that are not entitled to academic freedom protections. To this end, I adopt Eamonn Callan's (2016) distinction between “intellectual safety” and (...) “dignity safety” and argue that there are some utterances that contribute to intellectually productive learning environments but also undermine the dignity of some members of the classroom. While such utterances count as academic speech (or so I argue), they should not enjoy academic freedom protections because this would be detrimental not only to the instructional and social aims of the university, but also (and perhaps surprisingly) to the knowledge aim. While my account of the relationship between academic speech and academic freedom is not as simple as the standard account, it can bypass two serious objections that the standard account must contend with—namely, that it relies on either a conception of academic speech that is underinclusive, or a conception of academic freedom that is overinclusive. I use these objections to highlight the importance of independence between our theoretical conceptions of academic speech and academic freedom. (shrink)

The daily increase of authoritarian leaders, totalitarian reforms, and nationalistic sen timent worldwide creates an imperative even for those typically confined to the realm of theory to search for practicable solutions. With his characteristic flare for inconsistency and ostensible pessimism, Jean-Jacques Rousseau strikes even careful readers as a dead-end in this regard. Nevertheless, Rousseau’s writings on civic education and civil religion provide an as-yet untapped resource, offering both a prescient diagnosis of our current predicament and realistic prescriptions as to how (...) we might counteract it. And he is not alone: hitherto all but ignored by scholars, Rousseau’s thoughts on education bear a strik ing resemblance to those of John Dewey regarding experimental inquiry and Paolo Freire’s concerning liberatory pedagogy. For, though hailing from different continents and disparate traditions, all three emphasize that the slide towards tyranny is either en sured or prevented based on a people’s (in)ability to distinguish between nationalism and patriotism. (shrink)

Mathematics education faces challenges in understanding the evolving directions of research and the dynamics of scholarly collaboration. This study aims to analyze research indicators and trends in mathematics education through a bibliometric review of 2,245 documents published between 2014 and 2024 in the Scopus database. The analysis employed VOSviewer, Bibliometrix, SPSS, and R to explore research productivity, citation patterns, collaboration networks, and keyword co-occurrence. Data were drawn from peer-reviewed articles, book chapters, and conference proceedings selected through strict inclusion criteria. The (...) findings indicate a significant increase in research output in recent years, the dominance of specific journals, and concentrated contributions from certain authors and institutions. Peer-reviewed articles emerged as the most prevalent publication type, while Social Sciences, Mathematics, and Computer Science highlighted the interdisciplinary nature of the field. Thematic keyword mapping identified clusters related to pedagogy, digital transformation, cognitive tools, and teacher education. This study concludes that large-scale methodological development, global interdisciplinary collaboration, and the integration of digital and cognitive innovations into pedagogical practices are essential to enhance the relevance and equity of research in mathematics education. (shrink)

This paper aims to demonstrate that, in Plato, the education of philosophers is essentially both religious and mystical, necessitating engagement in both methexis — active involvement in the practices of religion, such as participation in rituals, dances, processions, and festivals — and dialektikē — advanced intellectual training replete with mystical undertones. By looking closely into the Republic and the Laws, this study further contends that all the disciplines in the Platonic curriculum (mathematics, astronomy, music, and gymnastics) carry an underlying religious (...) character, serving not merely an intellectual or moral purpose, but also acting as a sort of toner, preparing the soul for a more perfect participation in the Forms. In other words, in Plato's view, without methexis, it would be extremely difficult — if not altogether impossible — for anyone to thrive in dialektikē. Methexis complements dialektikē inasmuch as dialektikē completes methexis. The two, hand in hand, are what every philosopher needs to engage in, before reaching not only theōria (the contemplation of the Forms and the apex of philosophic1 education) but also homoiōsis theōi (the state of godlikeness), which Plato presents as the ultimate telos of the entire educational journey — from paideia to philosophia — and of human existence. (shrink)

According to a popular theory in philosophical methodology, there is a widespread misconception among philosophers as to their own methods. This misconception is that philosophers use intuitions as evidence. This is a fascinating theory for various reasons. Some of those reasons pertain to what the theory predicts about what philosophers are teaching their students, and whether the theory puts us on the pathway to pedagogical reform. The current paper doesn’t answer those questions but uses them to demonstrate some hitherto unrecognised (...) fascinating aspects of the idea that there is a widespread misconception among philosophers as to their methods. (shrink)

Education OS for the Consciousness Civilization v1.0 is the canonical educational operating system of the Consciousness Civilization Framework (CCF). It replaces competitive, test-driven material-civilization schooling with a consciousness-indexed architecture grounded in OE–EE–RE dynamics and the CFE⁺ indices VCE, CRI, and CFI, using CAIS and Sal-Meter–based sensing to stabilize and elevate learner consciousness across health, emotion, and relational fields. The standard specifies curriculum design, teacher OS, and family–school–community coherence protocols, together with a global deployment strategy for UNESCO/OECD-scale transition toward consciousness-governed education.

In questo articolo, seguendo la critica di Rahel Jaeggi alle forme di vita, sostengo che per identificare un autentico pensiero critico dovremmo partire da un'analisi della natura normativa delle forme di vita come costituenti di base del mondo sociale. In questa visione, il pensiero critico può essere visto come un comportamento critico. Mentre le genuine forme di vita possono riconoscere e considerare la varietà di situazioni concrete e diverse, al contrario la razionalità critica delle forme di vita non funzionanti comprende (...) la norma come applicata dall'esterno. In questo caso la norma, erroneamente intesa come un principio neutrale e universalmente applicabile, come la razionalità economica, non è in grado di considerare la particolarità delle forme di vita come beni in sé. Difendo l'idea che un'educazione al pensiero critico deve basarsi sulla razionalità genuina e funzionale che caratterizza gli esseri umani in un mondo sociale. (shrink)

Che cosa sono il pensiero critico e l’ingiustizia epistemica? E cosa hanno a che vedere con l’educazione e la riduzione delle disuguaglianze? Secondo una concezione molto diffusa il pensiero critico è un pensiero ragionevole finalizzato a decidere cosa credere e come agire. Tuttavia, come intendere questa ragionevolezza? Affrontare questa questione, nell’ottica del nostro convegno, richiede la considerazione di un altro aspetto noto come ‘ingiustizia epistemica’. L’ingiustizia epistemica è un fenomeno che genera oppressione relativamente a questioni legate alla conoscenza. Ciò accade (...) quando non si ascolta una persona e non si presta attenzione al suo pensiero o al suo giudizio, poiché ritenuti irrilevanti o ingiustamente non competenti, a causa di un pregiudizio. Questi pregiudizi possono essere l’appartenenza del parlante a una diversa classe sociale, a una determinata etnia, o genere o gruppo sociale. Tuttavia, esistono varie forme di ingiustizia epistemica. La conoscenza, infatti, comporta l’interscambio e la partecipazione al dialogo, alla discussione ai gruppi di ricerca. La partecipazione ad un dibattito non richiede solo uno scambio di informazioni, bensì anche la presentazione di domande e la considerazione di possibilità alternative. In questo caso l’ingiustizia epistemica avviene perché la partecipazione di un parlante, sebbene accreditato come competente, non viene presa in considerazione come un valido contributo al dibattito. L’idea di fondo di questo convegno è dunque che la filosofia per ragazzi, attraverso la discussione, nonché la trasmissione di contenuti e problematiche può contribuire all’abbattimento delle barriere che generano le disuguaglianze, favorendo lo sviluppo di una sensibilità critica e al tempo stesso etica. La sensibilità critica risulta funzionale a una forma di resistenza, vale a dire a un uso delle nostre risorse epistemiche e abilità che depotenziano e cambiano le strutture normative oppressive, quale tratto caratteristico della democrazia. Ciò significa concepire la democrazia come un processo dinamico di auto-correzione e apprendimento continui. (shrink)

Tribal Colleges and Universities (TCUs) have a unique position in the landscape of higher education vis-à-vis trauma-informed pedagogy insofar as nearly all of their students identify with a cultural group that has experienced genocide, that continues to experience discrimination and poverty, and whose families are inevitably affected by serious psychological problems that plausibly might be considered as responses to trauma. In this paper, we principally concern ourselves with the healing role that TCUs are playing in the quest to repair the (...) historical damage that has been done and also that continues to be done. Accordingly, we detail the important work they do. But, in doing so, we also closely examine the Indigenous historical trauma theoretical framework, which figures prominently in the thinking of many TCU staff, and suggest that a resiliency focus can helpfully assist with resolving a number of theoretical difficulties. We then move to assess the practical dimensions of healing and resilience in the Tribal College as staff members tackle the myriad challenges facing not only their students, but Tribal Nations more generally in the 21st century and beyond. (shrink)

Erg populair op dit moment in het onderwijs is het idee van ‘multi-perspectiviteit’, een kader dat het belang benadrukt van meerdere gezichtspunten of perspectieven. Voorstanders hameren daarbij op het belang van wat zij ‘causaal redeneren’ noemen, het proces van het identificeren en begrijpen van oorzaak-en-gevolgrelaties, en bovendien een praktijk om verhalen uit verleden en heden actief te interpreteren en te vergelijken. Leraren geschiedenis en maatschappijleer zouden hun leerlingen dan ook moeten aanmoedigen om hun standpunten te onderbouwen met goede argumenten en (...) daarbij alternatieve gezichtspunten te betrekken. Vrijwel niemand zal het oneens zijn met de stelling dat leren redeneren, bewijs verzamelen en discussiëren met medeleerlingen belangrijke vaardigheden zijn om onder de knie te krijgen. Toch zijn er zowel principiële als praktische problemen met deze aanpak. (shrink)

Reprint of an article appearing in a special issue of Daimon devoted to 'Expressing Hatred'.

Reprint of an article published in the Journal of Philosophy of Education (2010) about the tension between a right to academic freedom and a responsibility to promote public goods, discussed largely in the African context.

This article interprets Fred Rogers’ philosophy of education from a Confucian point-of-view. Namely, it attempts to synthesize an account of his educational ideas and practices as a form of gongfu (工夫); or as ‘gongfu recommendations’. The concept of gongfu is analyzed to provide a conceptual framework for interpreting Rogers’ ideas as gongfu. Rogers’ philosophy of education is synthesized through an analysis of his own work within this framework; specifically in the context of ren (仁) and li (禮). A terse summary (...) of Rogers’ gongfu and its significance for educational theory and practice is discussed in conclusion. (shrink)