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1. Revisiting the Task/Achievement Analysis of Teaching in Neo-Liberal Times (EJ825048)
Author(s):
Marshall, James D.
Source:
Educational Philosophy and Theory, v41 n1 p79-90 Feb 2009
Pub Date:
2009-02-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Verbs; Educational Philosophy; Teaching Methods; Teacher Education; Teaching (Occupation); Instruction
Abstract: In 1975 I published an article on Gilbert Ryle's task/achievement analysis of teaching (Marshall, 1975), arguing that teaching was in Ryle's sense of the distinction a task verb. Philosophers of education were appealing to a distinction between tasks and achievements in their discussions of teaching, but they were often also appealing to Ryle's work on the analysis of task and achievement verbs. Many philosophers of education misunderstood Ryle's distinction as teaching was often claimed to be a term with both an achievement sense and a task sense. In terms of Ryle's distinction a verb could not have both a task and an achievement sense. It will be argued that in recent (neo-liberal) discussions of education, teaching is treated more as an achievement verb than as a task verb, contrary to my original claim that teaching was a task verb. "Teaching" then would appear to have changed its meaning. If that is so, it is a function of altered approaches to teaching (and its teaching in Teacher Education), whereby unless something of value has been added then the teaching was not successful, or appropriate. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The First "Hebrew" Teachers in "Eretz Yisrael": Characteristics, Difficulties and Coping Methods (1881-1914) (EJ823929)
Reichel, Nirit
History of Education, v38 n1 p9-28 Jan 2009
2009-01-00
Journal Articles; Reports - Descriptive
Descriptors: Semitic Languages; Reading Materials; Jews; Textbooks; Judaism; Reference Materials; Foreign Countries; Teacher Characteristics; Teacher Education; Teaching Experience; Coping; Values; Social Behavior; Social Support Groups; Educational History; Educational Objectives; Self Efficacy; Curriculum Design
Abstract: The founding fathers of the new Jewish community in "Eretz Yisrael" (the Land of Israel, or Palestine) as well as many philosophers, public figures, educators and authors both in Israel and in the Diaspora were preoccupied with the image of the new Israeli Hebrew. The educational system was seen as an instrument to create the "new Hebrew" (identifying with the ancient Hebrews) and to instil new values and behaviours in the young Palestinian-born generation. During the first three decades (1981-1914) of Jewish education in Palestine, the typical teacher had neither pedagogical training nor prior experience in education, lacked the vocabulary for teaching subjects in Hebrew, and was familiar only with educational systems that differed from the one that she/he dreamed of creating. Individual teachers had no contact with one another and no institutionalised support system. They worked as "lone soldiers", contending with a severe shortage of reference books, textbooks and reading material, struggling with the necessity to create a curriculum and set its priorities, and to translate and prepare material. Yet despite these tremendous difficulties, many educators did manage to realise their educational aims. What characterised these early teachers? What were the difficulties they faced? How did they manage to achieve their aims? This article attempts to answer these and other relevant questions. (Contains 104 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Better Red than Dead--Putting an End to the Social Irrelevance of Postwar Philosophy of Science (EJ825730)
Howard, Don
Science & Education, v18 n2 p199-220 Feb 2009
Journal Articles; Opinion Papers
Descriptors: Social Environment; Epistemology; Scientific Principles; Values; Motivation
Abstract: This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Three Kinds of Political Engagement for Philosophy of Science (EJ825734)
Reisch, George
Science & Education, v18 n2 p191-197 Feb 2009
Descriptors: Scientific Principles; War; Philosophy; Values; Political Influences; Social Influences; Sciences
Abstract: In responding to critics and reviewers of my book, "How the Cold War Transformed Philosophy of Science," I attempt to identify some misleading conventional wisdom about the place of values in philosophy of science and then offer three distinct ways in which philosophers of science can engage their work with ongoing social and political currents.
5. Wittgenstein's "Relativity": Training in Language-Games and Agreement in "Forms of Life" (EJ807528)
Stickney, Jeff
Educational Philosophy and Theory, v40 n5 p621-637 Sep 2008
2008-09-00
Descriptors: Epistemology; Educational Theories; Educational Philosophy; Cognitive Development
Abstract: Taking Wittgenstein's love of music as my impetus, I approach aporetic problems of epistemic relativity through a round of three overlapping (canonical) inquiries delivered in contrapuntal (higher and lower) registers. I first take up the question of scepticism surrounding "groundless knowledge" and contending paradigms in "On Certainty" (physics versus oracular divination, or realism versus idealism) with attention given to the role of "bedrock" certainties in providing stability amidst the Heraclitean flux. I then look into the formation of sedimented bedrock knowledge, or practices of knowing, by comparing Wittgenstein's remarks on animal habituation and initiate training into human forms of life. In the latter case, mastery of techniques--our common education--secures agreement in judgment. Finally, I entertain Wittgenstein's obscure references to Einstein's Relativity in "Zettel", showing initiate training as a way of "setting the clocks" with variable degrees of certainty, relative to the language-games played. Together, these three approaches help us to stop the "endless circling" when philosophers try to address knowledge questions through the logic of object and designation, or verification of correspondence between propositions and things. Instead, attention moves to the way we educate our children and how we employ agreements and bedrock certainties in practices. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Training and Learning (EJ807524)
Luntley, Michael
Educational Philosophy and Theory, v40 n5 p695-711 Sep 2008
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Educational Philosophy; Educational Theories; Training; Skill Development; Educational Strategies
Abstract: Some philosophers of education think that there is a pedagogically informative concept of training that can be gleaned from Wittgenstein's later writings: training as initiation into a form of life. Stickney, in "Training and Mastery of Techniques in Wittgenstein's Later Philosophy: A response to Michael Luntley" takes me to task for ignoring this concept. In this essay I argue that there is no such concept to be ignored. I start by noting recent developments in Wittgenstein scholarship that raise serious issues about how we should handle the translation of "Arbrichtung" and "arbrichten". I then concentrate on the substantive philosophical issues about the very idea that training can have a pedagogically productive role in education. I show that what work training does is a function of the prior skill set of the trainee. This means that we have to endorse some form of rationalism and acknowledge that the learner can only respond to training if they already possess sufficient mental equipment to generate the appropriate responses. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. "Beyond Ground Zero": The Futures of Critical Thought after 9/11 (EJ799596)
Espiritu, Karen; Moore, Donald G.
Review of Education, Pedagogy & Cultural Studies, v30 n3-4 p198-219 Jul 2008
2008-07-00
Descriptors: Terrorism; Democracy; Essays; War; Patriotism; Social Studies; Consciousness Raising; Social Influences; Cultural Influences; Critical Thinking; Islamic Culture; Muslims; Arabs
Abstract: In the wake of the September 11, 2001, attacks on the Pentagon and World Trade Center, and amid sweeping patriotic declarations that the suicide hijackers had waged a war on America as well as democracy, the energetic response by public intellectuals, academics, philosophers, and theorists has been to ask, what "America," what "democracy," what "war," "for" and "against whom?" This essay questions how one can respond to such provocation when informed critiques of foreign and domestic state policies, as well as calls to investigate and cease reported human rights abuses of "suspected enemy combatants" in military prisons, are aggressively dismissed as "unpatriotic" or counterproductive measures in the "War on Terror"? The authors thus pose the question: "Is 9/11 unteachable?" Their aim in exploring this central question is two-fold. First, to examine what they argue is 9/11's agonistic resistance to teaching, teachability, and education; and, second, to consider what an inquiry into 9/11's resistance to education might potentially teach or lead one to (un)learn about the attacks and the ways in which state-sanctioned public remembrances of 9/11's "heroes" and "victims" serve to justify the killing, displacement, humiliation, and abuse of others. Assuming a definition of "unteachable" as a subject that is negative, subordinated, denigrated, disposable, discarded, or defective, the authors seek to revisit and revitalize this notion in the following ways: (1) "unteachable"--as prohibition; (2) "unteachable"--as amenable to revision; and (3) "unteachable"--as the constitutive ground from which teaching can only be possible. This essay also serves as an introduction to this special double issue that presents articles that refuse to confine the events of 9/11 to definite dates, specific locations, and particular proper names. Given the diverse (inter)disciplinary backgrounds of each author, the essays comprising this collection vary from one another in many ways, for example in their objects of analyses, methodological approaches, and choice of textual engagements. One commonality they do share, however, is their deep concern regarding the conditions currently shaping and informing the notion of 9/11 as "unteachable." What animates this collection of essays is the conviction that critical thinking is an urgently needed mode of intervention in the post-9/11 world, and that the idea that 9/11 is "unteachable" should invigorate rather than paralyze critical engagements. (Contains 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Increasing the Number of Feminist Scientists: Why Feminist Aims Are Not Served by the Underdetermination Thesis (EJ816736)
Intemann, Kristen
Science & Education, v17 n10 p1065-1079 Nov 2008
2008-11-00
Descriptors: Feminism; Scientists; Values; Gender Issues; Philosophy; Theories; Sciences
Abstract: Recent feminist philosophers of science have argued that feminist values can contribute to rational decisions about which scientific theories to accept. On this view, increasing the number of feminist scientists is important for ensuring rational and objective theory acceptance. The Underdetermination Thesis has played a key role in arguments for this view [Anderson (1995) Hypatia 10(3), 50-84; Hankinson Nelson (1990) "Who knows? From Quine to a feminist empiricism". Temple University Press, Philadelphia; Longino (1990) "Science as social knowledge". Princeton University Press, Princeton; Longino (2002) "The fate of knowledge". Princeton University Press, Princeton; Kourany (2003) "Philosophy of Science" 70, 1-14]. This thesis is alleged to open an argumentative "gap" between evidence and theory acceptance and provide a rationale for filling the gap with feminist values. While I agree with the conclusion that feminist values can contribute to rational decisions about which theories to accept, I argue that the Underdetermination Thesis cannot support this claim. First, using earlier arguments [Laudan (1990) in: R. Giere (ed) "Minnesota studies in the philosophy of science", vol 14, pp 267-297; Slezak (1991) "International Studies in Philosophy of Science" 5, 241-256; Pinnick (1994) "Philosophy of Science" 61, 664-657] I show that Underdetermination cannot, by itself, establish that feminist values should fill the gap in theory acceptance. Secondly, I argue that the very use of the Underdetermination Thesis concedes that feminist values are extra-scientific, a-rational, factors in theory acceptance. This concession denies feminists grounds to explain why their values contribute to rational scientific reasoning. Finally, I propose two alternative ways to explain how feminist values can contribute to rational theory acceptance that do not rely on Underdetermination. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Would the Real Lakatos Please Stand Up (EJ816712)
Pimm, David; Beisiegel, Mary; Meglis, Irene
Interchange: A Quarterly Review of Education, v39 n4 p469-481 Oct 2008
2008-10-00
Descriptors: Mathematics Education; Educational Practices; Historians; Educational Philosophy; Educational History; Mathematical Concepts; Mathematics; Mathematical Logic; Criticism
Abstract: Although Imre Lakatos described the work published in his book "Proofs and Refutations" as a study of mathematical methodology, work which has been responded to and criticized by philosophers and historians of mathematics more on its own terms, a significant body of writing in the 30 years since its appearance has used it as a pertinent cognate text appropriable for school mathematics education. In this paper, we contrast the responses these two fields have generated, with an emphasis on that of mathematics education. Doing so offers a potentially salutary case study of how challenging and fraught it can be at times to undertake work at the nexus of history and philosophy on the one hand, while at the same time seeking to explore its possible relevance and significance for education. As our title suggests, we are concerned about the proliferating Lakatos personas that seem to exist, including a growing range of self-styled reform or progressive educational practices which get attributed to him. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Students' Perspectives on Materials Posted on Faculty Office Doors (EJ817010)
Kelly, David B.
College Student Journal, v42 n4 p1009-1014 Dec 2008
2008-12-00
Journal Articles; Reports - Research
Descriptors: Cartoons; Offices (Facilities); Undergraduate Students; Student Surveys; Student Attitudes; Rating Scales; Information Dissemination; College Faculty; Religious Factors; Political Issues; Athletics; Social Problems; Persuasive Discourse
Abstract: Undergraduates (N = 459) completed a survey in which they rated the appropriateness of various materials that might be posted on the outside of faculty office doors. Results indicated that students considered school-related items to be the most appropriate for posting on faculty doors; items of personal expression were rated second most acceptable, and political/social items were considered least appropriate. Postings of information related to office hours, advising, and research/employment/scholarship opportunities were strongly supported. Students were more divided about personal expressions by faculty, with the most acceptable postings being quotes from famous authors or philosophers and university sports-related signs. There was a notable drop off in approval for nonpolitical cartoons, family pictures, and hobby-related pictures or announcements. The area of political/social expression received the smallest endorsement of the three categories. Among the least objectionable items in this category was the expression of support for some social causes such as Mothers Against Drunk Driving. Students generally did not approve of faculty members posting expressions of religious or political beliefs, or views on controversial issues such as abortion. When asked if they had ever become upset or angry about something they saw on a faculty office door, 11% responded affirmatively. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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