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In this paper I explore the prospects of a Neo-Aristotelian position—according to which the difference between the human species and non-human animals is a difference in ‘form’—in the context of the question of how the human form of life is related to the idea of education.
- Andrea Kern
- 2020
Nov 29, 2020 · Whereas non-human animals are conceived as prey or game, it is our fellow human beings that can be thought of as enemy, rival, usurper, insubordinate, traitor, etc. Thus, if the sorts of acts covered by Article 4 and 5 depend on a recognition of shared humanity, then an education that aims at facilitating this recognition may be utterly pointless.
- Klas Roth, Lia Mollvik, Rama Alshoufani, Rebecca Adami, Katy Dineen, Fariba Majlesi, Michael A. Pete...
- 2020
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Does not an educated being have beliefs? If so, it is highly problematic that a computer can be a subject of education. What would it mean for a computer to believe something?
Because an educated entity is prone to decide on actions, freely and rationally, on the basis of a beneficent way of life, it must have beliefs as to what are the principles, practices, and technology of that life form and what are the right decisions grounded on that form. A belief presupposes the entertainment, or awareness, of a statement. While...
In the English-language world, speakers and writers widely hold that education involves reflective intelligence. To be sure, the heuristic idea explicitly allows that education includes such intelligence; for it overtly maintains that an educated being tends to make rational decisions in view of the framework of its agency. But that is first-order,...
There are two reasons why the working idea does not take second-order reflective intelligence as a criterial feature of an educated entity. First, to require such intelligence as an essential condition of education is to be too restrictive; for it is to exclude many groups of people whom users of everyday English often refer to as educated. Such pe...
The expressions, “living in an ivory tower,” “an intellectual,” and “an educated fool,” usually carry with them the idea that academic learning falls short of being educational when it fails to prepare the learner to engage in practical thinking. While the heuristic notion of education includes reasoning as a trait of an educated existent, it does ...
Indeed, our working idea of education, as previously discussed, did not specify that an educated being must be able to participate in practical thinking. Nevertheless, the idea did specify that such an entity is prepared, by virtue of the comprehensive set of principles derived from its mode of existence, to make rational decisions in all the situa...
As Peters, Hirst, and others have indicated, speakers of ordinary English tend to speak of the shaping of the behavior of a non-human animal with the word “training” or “conditioning” but never with “educating.” Those speakers also are quite likely to refer to the encoding of instructions in a computer with the word “programming” but never with “ed...
While we do currently refer to some non-human learning as training or conditioning and not as educating and while we do presently refer to computer encoding as programming and not as educating, we do not necessarily separate training, conditioning, and programming from educating. Hence, it is a simple historical fact that the first text to bear the...
From Plato and Aristotle to Dewey, Piaget, Maslow, and Martin, educational theorists, as well as parents, have taken feelings as a major component of education. But because our working notion of education allows that machines, which do not have feelings, may be educable subjects, the notion runs counter to that long-standing tradition of what is im...
In truth, neither super computers nor other bright appliances have feelings despite the occasional emotional tones of the computer-character, Hal, in the movie “Space Odyssey 2001,” and the simulation of emotions by some robots.Footnote 7Only organisms with central nervous systems have them. But that there is a highly respected tradition of emphasi...
- Robert D. Heslep
- rheslep@uga.edu
- 2009
Jun 2, 2008 · Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice.
- Harvey Siegel, D.C. Phillips, Eamonn Callan
- 1997
Nov 29, 2017 · In Kant’s view, we need education in order to become human and to achieve our humanity: “The human being can only become human through education” (LP 9:443). A third distinguishing feature of Kant’s educational theory is what I have elsewhere called its “species perfectionism.”
- Robert B. Louden
- louden@maine.edu
- 2017
Mar 1, 2015 · Abstract. This paper sees education as primarily concerned with the humanization of the human person. It posits that a truly educated person is humane, cultured, moral, tolerant,...
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5 days ago · JERRY LEE ROSIEK is a professor of education studies at the University of Oregon and has affiliated appointments in the Department of Philosophy and the Department of Indigenous, Race, and Ethnic Studies. His methodological scholarship examines the relation between knowing and being in educational practice, and his substantive scholarship examines the way teachers work against racism ...
