The people I shall be discussing do not think that there is something called ‘wisdom’ in any sense of the term which Plato would have recognised. So the term ‘lover of wisdom’ seems inappropriate. But theoria suggests taking a view of a ...
Valuable as this may be, however, it is only a part of the conception of education that Plato imparts. In certain respects Plato’s philosophy can seem highly fanciful to modern readers, not least in its metaphysical and cosmological ...
... philosophies of education both because later key thinkers treat him as such, and because, while Plato's methods are autocratic and his motives meritocratic, he nonetheless prefigures much later democratic philosophy of education. ...
In fact Plato himself did not contribute directly to science and mathematics but he stress on these subjects, his philosophy of education influenced the developments of these subjects in centuries to come. In the philosophy of Plato we ...
Instead I think that at this point the youths have learned the mathematics prescribed as the propaideutic education - they get those subjects in childhood - and in this stage they’re being asked to begin to engage in philosophy, ...
Finally, I find it hard to believe that an academic like Plato seemed to distrust the written word as reliable. Plato held that philosophy was to be done in the form of debate, like in arenas where interlocutors could be cross-examined. ...
“The current sad state of ‘arts and education’ as a specialty in philosophy of education, a discipline itself shrinking and potentially extinct on this continent”—This seldom considered circumstance “in the era of No Child Left Behind” ...
They all specialise in standing back from, and taking a large view of, what Heidegger called the ‘tradition of Western metaphysics’ – what I have been calling the ‘Plato-Kant canon.’ (Richard Rorty, Contingency, Irony, Solidarity 96) ...
Philosophy of education has concerned itself with the adequacy of conceptions of knowledge in the curriculum that see it in terms of competences and in turn with a possible outcome of this where competences are seen as specifiable types ...
An important tradition within modern philosophy of education has been the analytical approach sometimes referred to as the London School . This name, however, is misleading in two respects: first, while key figures in this development ...
