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1. Spinoza as Educator: From Eudaimonistic Ethics to an Empowering and Liberating Pedagogy (EJ802773)
Author(s):
Aloni, Nimrod
Source:
Educational Philosophy and Theory, v40 n4 p531-544 Aug 2008
Pub Date:
2008-08-00
Pub Type(s):
Journal Articles; Opinion Papers; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Democracy; Humanism; Ethics; Critical Theory; Educational Theories; Educational Philosophy; Empowerment
Abstract: Although Spinoza's formative influence on the cultural ideals of the West is widely recognized, especially with reference to liberal democracy, secular humanism, and naturalistic ethics, little has been written about the educational implications of his philosophy. This article explores the pedagogical tenets that are implicit in Spinoza's writings. I argue (1) that Spinoza's ethics is "eudaimonistic", aiming at self-affirmation, full humanity and well being; (2) that the flourishing of individuals depends on their personal resources, namely, their "conatus", power, vitality or capacity to act from their own inner natures; and (3) that the combination of the Spinozian conceptions of humanism, liberal democracy, "eudaimonistic" ethics, and the enlightened and sovereign individual constitute together the grounds for a comprehensive empowering and liberating pedagogy. 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. Addressing the Moral Quandary of Contemporary Universities: Rejecting a Less than Human Moral Education (EJ812337)
Glanzer, Perry L.; Ream, Todd C.
Journal of Beliefs & Values, v29 n2 p113-123 Aug 2008
Journal Articles; Reports - Evaluative
Descriptors: Ethical Instruction; Higher Education; Humanism; Moral Development
Abstract: Whereas a consensus used to exist that universities had the responsibility to make students more fully human, today one finds scholars claiming that universities should form only certain aspects of a student's identity or should draw primarily from only certain aspects. In other words, scholars support the claim that the university should or should not undertake a certain kind of moral education by appealing to a particular aspect of human or institutional identity. In this paper, we survey two such arguments regarding moral education in the university as well as a third option that leaves open the possibility of an approach to moral education grounded in a specific kind of humanism. The paper then evaluates these arguments and contends that the vision for moral education with a pluralistic humanistic vision provides the best vision for moral enquiry and formation in higher education. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Harry's Girls: Harry Potter and the Discourse of Gender (EJ820641)
Cherland, Meredith
Journal of Adolescent & Adult Literacy, v52 n4 p273-282 Dec 2008
2008-12-00
Journal Articles; Opinion Papers
Descriptors: Language Usage; Discourse Analysis; Fantasy; Novels; Childrens Literature; Gender Issues; Humanism; Fiction; Adolescents; Adolescent Literature; Feminism; Social Theories; World Views; Cultural Influences; Teaching Methods; Learning Activities; Writing (Composition)
Abstract: How do we become the people we are? Humanist common sense proposes that people are born with a rational "self." But poststructural theory proposes a subjectivity formed in interaction with cultural discourses. Poststructural theory offers teachers fresh ways to teach critical literacy and thinking and provides students with ways to resist ideas about who they ought to be. The Harry Potter novels provide many illustrations of humanist discourses at work in the construction of gendered identities. Those who believe the world can be changed for the better can find hope in the idea that the story of who we take ourselves to be is never concluded. Always changing and becoming, readers (like the writers of Harry Potter fan fiction) can and do create new discourses that counter old ones. Teachers can invite teens to read and write against the grain and to create new discourses of gendered identities beyond the male/female binaries of humanism. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Fundamental Commitments of Educators (EJ821679)
Ethics and Education, v3 n2 p149-159 Oct 2008
2008-10-00
Descriptors: Critical Theory; Ethics; Educational History; Social Problems; Religious Factors; Politics of Education; Teaching Methods; Humanism; Teachers; Teaching (Occupation); Global Approach; Social Responsibility; World Views; Educational Philosophy; Social Justice
Abstract: This article seeks to examine central aspects of the relationship between ethics and education in the beginning of the twenty-first century. Since both ethics and education are practical disciplines that are bound to deal with and are challenged by human predicaments, cultural ills and social evils, it seems that in examining the relations between the two, one is required to go beyond analytic elucidation into a more normative, prescriptive and political discourse. It is in light of this understanding and in light of the catastrophes and social ills that humanity has brought upon itself in the last century that I will argue that the time is ripe for educators around the world to substitute their loyalty to the national, religious and ideological establishments, in their own communities, for a commitment to a universal professional ethics--one that is founded on the tenets of humanism and critical pedagogy. (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Children's Conceptions of Jesus (EJ822507)
Aylward, Karen; Freathy, Rob
Journal of Beliefs & Values, v29 n3 p297-304 Dec 2008
Journal Articles; Reports - Research
Descriptors: Foreign Countries; Religious Education; Spiritual Development; Religion; Children; Social Values; Moral Values; Ethics; Humanism; Christianity; Barriers; Concept Formation; Grade 6; Elementary School Students
Abstract: This paper presents findings from a recent study investigating young children's (aged 10-11) conceptions of Jesus in England. The overall picture revealed by the study is that whilst there was a general assent amongst pupils in our sample towards an ethical and humanistic conception of the historical Jesus, there was less of a consensus about those issues which previous research claims children find difficult to understand, namely: the divinity of Jesus; the miracles of Jesus; and Christian beliefs pertaining to Jesus' continued presence in people's lives today. The paper concludes by arguing that the variety of conceptions of Jesus which are encountered in religious education (RE) may be seen by children as a barrier to learning rather than an opportunity to grow in understanding and highlights the need for further research into the relationship between children's hermeneutical horizons and RE curriculum content. (Contains 1 note and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Using Existential-Humanistic Approaches in Counseling Adolescents with Inappropriate Sexual Behaviors (EJ793816)
Parrish, Mark S.; Stanard, Rebecca P.; Cobia, Debra C.
Journal of Humanistic Counseling, Education and Development, v47 n1 p26 Spr 2008
2008-00-00
Descriptors: Counseling Techniques; Behavior Disorders; Adolescents; Sexuality; Depression (Psychology); Antisocial Behavior; Mental Disorders; Psychological Patterns; Developmental Delays; Humanism; Literature Reviews; Developmental Stages; Environmental Influences; Philosophy
Abstract: Adolescent sexual acting out behaviors frequently occur in the context of comorbid issues, such as depression, trauma, behavioral disorders, and developmental deficits, thus rendering any single treatment modality less effective. Augmenting traditional treatment with an existential-humanistic (E-H) perspective enables counselors to more effectively address a host of common co-occurring conditions. The purpose of this study is to review the literature and, using an E-H framework, to present adjuncts to existing treatment protocols for adolescents with inappropriate sexual behaviors. Consideration is given to those components of the adolescent's development and environment that contribute to her or his acting out behaviors and existential anxieties (e.g., death, freedom, isolation, meaninglessness; Yalom, 1980). As demonstrated through a review of current research literature, E-H approaches to counseling offer additional tools to counselors to assist clients who present issues that may not fit neatly into a single modality intervention process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Epistemic Virtues and Cosmopolitan Learning (EJ793460)
Rizvi, Fazal
Australian Educational Researcher, v35 n1 p17-35 Apr 2008
2008-04-00
Journal Articles; Speeches/Meeting Papers
Descriptors: Educational Philosophy; Educational Objectives; Global Approach; Social Influences; Cultural Influences; Social Change; Ethics; Cultural Pluralism; International Cooperation; Epistemology; Social Values; Moral Values; Values Education; Life Style; Humanism
Abstract: Cosmopolitanism is a worthy educational goal, perhaps more important now than ever before. Its possibilities, however, cannot be adequately realised unless people develop a different way of thinking about issues of global interconnectivity and develop in students a set of epistemic virtues with which they can critically explore the ways in which global flows are now shaping, and will continue to re-shape, both their identities and their communities--their life styles as well as their life chances. In a sense, the students born in the twenty-first century in many parts of the world will inevitably experience "actual existing cosmopolitanism" based on a consumer culture and unreflexive acceptance of the dictates of the global economy. This cosmopolitanism is unlikely to serve them well. In this article, the author argues that what is needed is a different kind of cosmopolitan learning with which to challenge the hegemonic understanding of globality and forge a different social imaginary of globalization, based on a somewhat optimistic conviction about the creative possibilities of continuous self-examination and transformation. This will require not only relational and reflexive understanding, but also a different ethic towards intercultural relations that denies that cultures are fixed and essentially distinct, and insists that the relation between self and others can only be understood dialectically, and hopefully in ways that are cooperative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Catholic Identity Today: A Position Paper (ED500462)
Cook, Timothy J.
Online Submission, Paper presented at the Educational Symposium (Hartford, CT, Mar 2007) and at the Mid-Atlantic Catholic Schools Consortium (1st, Baltimore, MD, Sep 2007)
2008-01-26
Opinion Papers; Speeches/Meeting Papers
N/A
Descriptors: Catholic Schools; Catholics; Position Papers; Student Experience; Christianity; Outcomes of Education; Identification (Psychology); Humanism
Abstract: Maintaining a distinctive Catholic identity is a challenge for Catholic schools today. Religious identity must be nurtured and it must be contextualized for the 21st century. This paper suggests marks of contemporary Catholic character. Also, it proposes looking at religious identity through the lens of student experience and graduate outcomes. Finally, it suggests that we focus our attention on the following things to strengthen and enhance Catholicity: apostolic formation of staff, leadership succession, religion teacher qualifications, accountability and assessment, and resource allocation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (43K)
9. Beliefs of Professional and Family Caregivers about the Sexuality of Individuals with Intellectual Disabilities: Examining Beliefs Using a Q-Methodology Approach (EJ810959)
Brown, Randel D.; Pirtle, Trace
Sex Education: Sexuality, Society and Learning, v8 n1 p59-75 Feb 2008
2008-02-00
Descriptors: Contraception; Sex Education; Mental Retardation; Beliefs; Caregiver Attitudes; Pregnancy; Sexuality; Evaluation Methods; Civil Rights; Humanism
Abstract: This investigation described the perceptions of involved adults concerning the sexuality of individuals with intellectual disabilities. Participants completed a Q-sort with a concourse of 36 items. Analysis produced four different belief systems: advocates, supporters, regulators, and humanists. These belief systems describe the respondents' views on sex education, birth control methods, and sexual participation concerning individuals with intellectual disabilities. The representative respondents of the advocates can be described as strong supporters of human rights for the individual with intellectual disabilities. The typical respondent for the supporters can be described as an ardent supporter of sex education for the individual with intellectual disabilities. The regulators were similar to the supporters by showing strong favoritism toward educating individuals with intellectual disabilities concerning sex. However, in contrast the regulators also supported extensive birth control measures. Finally, the humanists can be described as being the strongest supporters of human rights for the individual with intellectual disabilities. (Contains 1 note and 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Role of Metacognition in the Language Teaching Profession (ED502896)
Salmani Nodoushan, Mohammad Ali
Online Submission, I-Manager's Journal on Educational Psychology, v2 n1 May-Jul 2008
Journal Articles; Reports - Descriptive
Descriptors: Constructivism (Learning); Second Language Learning; Metacognition; English (Second Language); Second Language Instruction; Role; Models; Language Proficiency; Humanism; Teaching Methods; Cognitive Processes
Abstract: Metacognition is a concept in psychology that refers to a variety of self-awareness process that help learners learn better. It grew out of the developments over the past few decades of cognitive models of learning. This paper will present a brief overview of these models and discuss their main features. It begins with a discussion of behavioristic models of learning, will go on with a discussion of cognitive learning models and will end in an elaboration of constructivist, humanistic and social interactionist models of human learning. It will then link these learning models to language learning and discuss how they can be applied to help language learners achieve language competence. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (339K)
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