CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Reclaiming liberal education
Tác giả
Hadzigeorgiou Y.
Năm xuất bản
2019
Source title
Education Sciences
Số trích dẫn
3
DOI
10.3390/educsci9040264
Liên kết
Tóm tắt
The main purpose of this paper is to articulate and defend an updated concept of liberal education. To achieve this purpose, the paper has attempted two things. First, to provide a meaning for the notion of liberal education by drawing upon, and discussing briefly, the ideas of three British philosophers, namely, Paul Hirst, Richard Stanley Peters, and Michael Oakeshott. And second, to discuss the need for an updated concept of liberal education, by pointing out the shortcomings of the traditional/classical concept of liberal education, in the context of contemporary reality. The implications of an updated notion of liberal education are also pointed out. The discussion highlights the fact that there is a need to reclaim the value of liberal learning not only in higher education but at all levels of education. © 2019 by the author. Licensee MDPI, Basel, Switzerland.
Từ khóa
Creativity; Critical thinking; Dialogue; Imagination; Intellectual autonomy; Knowledge; Liberal education
Tài liệu tham khảo
Politics, The Basic Works of Aristotle, (1966); Peters R.S., Ethics and Education, (1966); Scheffler I., Reason and Teaching, (1973); Haberberger C., A return to understanding: Making liberal education valuable again, Educ. Philos. Theory, 50, pp. 1052-1059, (2018); What is a Liberal Education?, (2012); Carson R., Science and the ideals of liberal education, Sci. Educ., 6, pp. 225-238, (1977); Hoerner J., An Historical Review of Liberal Education. ERIC DOCUMENT (ED 050677), (1970); Entwistle H., Liberal education: Elitist and irrelevant to everyday life?, Paideusis, 11, pp. 8-17, (1997); Nussbaum Mu., Liberal education and global community, Lib. Educ., 90, pp. 42-47, (2004); Mulcahy D., What should it mean to have a liberal education in the 21st centure?, Curric. Inq., 39, pp. 465-486, (2009); Mulcahy D., The Educated Person: Toward a New Paradigm for Liberal Education, (2008); Adler M., The Paideia Proposal, (1980); Axelrod P., Anisef P., Lin Z., Against all odds? The enduring value of liberal education in universities, professions, and the labour market, Can. J. High. Educ., 31, pp. 47-77, (2001); The Republic, (1955); Gallagher S., Hermeneutics and Education, (1992); Terence Irwin, (1999); Barnes J., Aristotle, (1982); Jaeger W., Aristotle, (1948); Hisrt P., Liberal education and the nature of knowledge, Education and the Development of Reason, pp. 391-414, (1972); Hirst P., Knowledge and the curriculum, A Collection of Philosophical Papers. Routledge and Kegan Paul, (1974); Hirst P., Education, knowledge, and practices, Philosophy of Education–Major Themes in the Analytic Tradition, 1, pp. 384-395, (1998); Oakeshott M., A place of learning, The Voice of Liberal Learning. Michael Oakeshott on Education, pp. 17-42, (1989); Dewey J., Art as Experience, (1934); Pugh K., Transformative experience: An integrative construct in the spirit of Deweyan pragmatism, Educ. Psychol., 46, pp. 107-121, (2011); Jardine D., Clifford P., Friesen S., Back to the Basics of Teaching and Learning, (2003); Schank R., Making Minds less Well Educated than Our Own, (2004); Hadzigeorgiou Y.R.S., Peters’ notion of cognitive perspective and its implications for science education, Educ. Philos. Theory, 49, pp. 1016-1028, (2017); Oakeshott M., Rationalism in Politics and, Other Essays, (1991); Peters R.S., Education and the Education of Teachers, (1977); Peters R.S., Farewell to aims? Lond, Educ. Rev., 2, pp. 1-4, (1973); Peters R.S., Aims of education–A conceptual enquiry, The Philosophy of Education, pp. 1-35, (1973); Beckett K., John Dewey’s conception of education: Finding common ground with Peters, R.S. and Paulo Freire. Educ. Philos, Theory, 50, pp. 1-10, (2017); Donnelly J., . Humanizing Science Education. Sci. Educ., 88, pp. 762-784, (2004); Martin J., Needed: A New Paradigm for Liberal Education. in Philosophy of Education, 1, pp. 267-283, (1998); Peters R.S., What is an Educational Process? In the Concept of Education, pp. 1-23, (1967); Peters R.S., The Justification of Education. in Philosophy of Education, 1, pp. 207-230, (1998); Calabrese-Barton A., Teaching science with homeless children: Pedagogy, representation, and identity, J. Res. Sci. Teach., 35, pp. 379-394, (1998); Calabrese-Barton A., Osborne M., Urban girls’ participation in formal science settings: Playing with identities and borders, Curric. Teach., 16, pp. 17-38, (2001); Scheffler I., The concept of the educated person, Work, Education, and Leadership, pp. 81-100, (1996); Science, Worldview, and Education: An Introduction. in Science, Worldview, and Education, pp. 1-26, (2009); Schulz R., Philosophy of education and science education: A vital but underdeveloped relationship, International Handbook of Research in History, Philosophy and Science Teaching, pp. 1259-1316, (2014); Zeidler D., Nichols B., Socioscientific isuues: Theory and practice, J. Elem. Sci. Educ., 21, pp. 49-58, (2009); Zeidler D., Sadler T., Simmons M., Howes E., Beyond STS: A research-based framework for socioscientific issues education, Sci. Educ, 89, pp. 357-377, (2005); Hadzigeorgiou Y., On Humanistic Science Education. ERIC DOCUMENT, ED506504, (2005); Hadzigeorgiou Y., Science, personal relevance and social responsibility: Integrating the liberal and the humanistic traditions of science education, Educ. Pract. Theory, 27, pp. 87-103, (2005); Peters R.S., Democratic values and educational aims, Essays on Education, pp. 32-50, (1981); Hadzigeorgiou Y., Konsolas M., Global problems and the curriculum: Toward a humanistic and constructivist science education, Curric. Teach., 16, pp. 29-39, (2001); Kelly A., Education and Democracy, (1995); Fenstermacher G., Soltis J., Approaches to Teaching, (2004); Freire P., Pedagogy of the Oppressed, (1970); Giroux H., Teachers as Intellectuals: Toward a Critical Pedagogy of Learning, (1988); Ladson-Billing G., Foreword, Teaching Science to Every Child, (2007); Hadzigeorgiou Y., A critique of science education as socio-political action from the perspective of liberal education, Sci. Educ., 24, pp. 259-280, (2015); Stefanich G., Hadzigeorgiou Y., Models and applications, Science Teaching in Inclusive Classrooms, pp. 61-90, (2001); Stefanich G., Davison J., Hadzigeorgiou Y., Keller E., Payne C., Paulson J., Science Teaching in Inclusive Classrooms-Models and Applications, (2001); Peters Democratic values and educational aims, Philosophy of Education, pp. 339-357, (1988); Kimball B., Orators and Philosophers. a History of the Idea of Liberal Education, (1986); Kimball B., (Ed.) the Liberal Arts Tradition: A Documentary History, (2010); Gardner H., The years before college, Rethinking Liberal Education, pp. 91-107, (1996); Moulakis A., Beyond Utility, Liberal Education for a Technological Age, (1994); Bloom A., The Closing of the American Mind: How Higher Education has Failed Democracy and Impoverished the Souls of Today’s Students, (2012); Hirsch E.D., The Schools We Need and Why We Don’t have Them, (1996); Hirst P.H., Education, knowledge and practices, Beyond Liberal Education: Essays in Honour of Paul H. Hirst, pp. 184-199, (1993); Phenix P., Promoting personal development through learning, Teach. Coll. Rec., 84, pp. 301-317, (1982); Hadzigeorgiou Y., Fostering a sense of wonder in the science classroom, Res. Sci. Educ., 42, pp. 985-1005, (2012); Gilbert A., Byers C., Wonder as a tool to engage preservice elementary teachers in science learning and teaching, Sci. Educ, 101, pp. 907-928, (2017); Hadzigeorgiou Y., Garganourakis V., Using Nikola Tesla’s life and experiments as presented in the film “The Prestige” to promote scientific inquiry, Interchange, 41, pp. 363-378, (2010); Hadzigeorgiou Y., Kodakos T., Garganourakis V., Using a feature film to promote scientific enquiry, Phys. Educ., 45, pp. 32-36, (2010); Hadzigeorgiou Y., The Role of ‘wonder’ and ‘romance’ in early childhood science education, Int. J. Early Years Educ., 9, pp. 63-69, (2001); Hadzigeorgiou Y., Klassen S., Froese-Klassen C., Encouraging a “Romantic Understanding” of school science: The effect of the Nikola Tesla story, Sci. Educ., 21, pp. 1111-1138, (2012); Hadzigeorgiou Y., Wonder: Why is it important and how can it be evoked in the science classroom?, Proceedings of the 5Th International Conference on Imagination and Education, pp. 14-17, (2007); Hadzigeorgiou Y., Schulz R., What really makes secondary school students “want” to study physics?, Educ. Sci., 7, (2017); Claussen S., Osborne J., Bourdieu’s notion of cultural capital and its implications for the science curriculum, Sci. Educ., 87, pp. 1-169, (2013); Hadzigeorgiou Y., Imaginative Science Education. in the Central Role of Imagination in Science Education, (2016); Hadzigeorgiou Y., Imagination and learning science, Encyclopedia of Science Education, pp. 480-483, (2015); Hadzigeorgiou Y., Fotinos N., Imaginative thinking and the learning of science, Sci. Educ. Rev., 6, pp. 15-23, (2007); Hadzigeorgiou Y., Romantic understanding and science education, Teach. Educ., 16, pp. 23-32, (2005); Hadzigeorgiou Y., Reclaiming The Value of Wonder in Science Education. in Wonder-Full Education: The Centrality of Wonder in Teaching and Learning across The Curriculum, pp. 40-65, (2013); Hadzigeorgiou Y., Stefanich G., Imagination in science education, Contemp. Educ., 71, pp. 23-29, (2001); Hadzigeorgiou Y., Kabouropoulou M., Fokialis P., Thinking about creativity in science education, Creat. Educ., 3, pp. 603-611, (2012); Hadzigeorgiou Y., Schulz R., Romanticism and romantic science: Their contribution to science education, Sci. Educ., 23, pp. 1963-2006, (2014); Lindholm M., Promoting curiosity? Pitfalls and possibilities, Sci. Educ., 27, pp. 987-1002, (2018); Mulcahy D., Physical education, liberal education and the Leaving Certificate Examination, Ir. Educ. Stud., 31, pp. 251-262, (2012); Krevetzakis E., On the centrality of physical/motor activities in primary education, J. Adv. Educ. Res., 4, pp. 24-33, (2019); Osborne J., Simon S., Tytler R., Attitudes Toward Science: an Update. Presented at the Annual Meeting Of, pp. 13-17, (2009); Hadzigeorgiou Y., Relationships, meaning and the science curriculum, Curr. Teach., 12, pp. 83-89, (1997); Dewey J., Experience and Education, (1938); Shamos M., The myth of scientific literacy, Lib. Educ., 82, pp. 44-49, (1996); Young M., Muller J., Truth and truthfulness in the sociology of educational knowledge, Theory Res. Educ., 5, pp. 173-201, (2007); Nussbaum M., Cultivating Humanity. a Classical Defense in Liberal Education, (1998); Kuhn T., The Structure of Scientific Revolutions, (1970); Bereiter C., Scardamalia M., Cassells C., Hewitt J., Postmodernism, knowledge building, and elementary science, Elem. Sch. J., 97, pp. 329-340, (1997); Egan K., The Educated Mind. in How Cognitive Tools Shape Our Understanding, (1997); Egan K., Learning in Depth. a Simple Innovation that Can. Transform. Schooling, (2011); Stivaktakis S., The Learning-in-Depth proposal: Its importance as a science curriculum strand, Int. J. Learn. Teach. Educ. Res., 16, pp. 13-22, (2017); Standish P., Moral education, liberal education and the voice of the individual, Education in the Era of Globalization, pp. 33-50, (2007); Whitehead A., The Aims of Education and Other Essays; (Original Work Published 1929), (1985)
Nơi xuất bản
MDPI AG
Hình thức xuất bản
Article
Open Access
All Open Access; Gold Open Access
Nguồn
Scopus