Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche (1844-1900), in his book Daybreak (1881), wrote: “On Education. – I have gradually seen the light as to the most universal deficiency in our kind of cultivation and education: no one learns, no one strives after, no one… Read more ›
Friedrich Nietzsche What is the purpose of education? Some common answers come to mind: education is a means to gaining more income, finding one’s calling, cultivating an enriched inner life, being a productive citizen, or becoming a life-long learner. These… Read more ›
John Locke (1632-1704), in Book II of his Essay Concerning Human Understanding (1689) writes: “Our observation employed either about external sensible objects, or about the internal operations of our minds perceived and reflected upon by ourselves, is that which supplies our… Read more ›
The last two posts I looked at the interactive models of education proposed by Socrates (470-399) and John Dewey (1859-1952). Now it is time to briefly compare the two models and draw some conclusions for individual and political growth. Similarities… Read more ›
Anyone who studies the philosophy of education will quickly discover that there are two central models of how knowledge comes to be acquired: on one hand, we have an ignorant and passive pupil who receives information from an active and… Read more ›
Anyone who studies the philosophy of education will quickly discover that there are two central models of how knowledge comes to be acquired: on one hand, we have an ignorant and passive pupil who receives information from an active and… Read more ›
In part one of this series we saw how aesthetics can play a role in global education (see here). Let’s continue by looking at some other ways aesthetics can help us learn. In his book The Aesthetic Understanding, Roger Scruton points… Read more ›
Many Enlightenment philosophers, such as G.W. Leibniz (1646-1716) and Christian Wolff (1679-1754), had argued aesthetic experience was potentially intellectual. They argued that the sole difference between sensation and thought is that thought is distinct and sensation is confused. In order… Read more ›
One of the ancient Greek philosopher Aristotle’s (384-322 BC) most enduring contributions is his analysis of eudaimonia, a word that can be variously translated as happiness, fulfillment, flourishing, or well-being. His analysis appears to have lost none of its power… Read more ›
“The unexamined life is not worth living for humans” – Socrates in Plato’s Apology What role should ChatGPT (for an overview of Chat go here) play in education? Many people are currently debating answers to this question. I very often… Read more ›
J.S. Mill (1806-1873) John Stuart Mill, in his classic book On Liberty (1859), offers one of the most enduring principles in political philosophy. This principle has come to be known as the harm principle and it is a widely embraced principle in… Read more ›