Advancing Education's Autonomy through Looking Educationally at Philosophy

Autor/in	Yosef-Hassidim, Doron
Titel	Advancing Education's Autonomy through Looking Educationally at Philosophy
Quelle	In: Educational Theory, 71 (2021) 1, S.53-73 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12467
Schlagwörter	Foreign Countries; Educational Philosophy; Public Education; Humanism; Educational Objectives; Israel + Suchen Sie Ihr Suchwort? Ausland; Bildungsphilosophie; Erziehungsphilosophie; Öffentliche Erziehung; Humanismus; Educational objective; Bildungsziel; Erziehungsziel
Abstract	This article offers a general framework for considering education's autonomy and its implications for the relationship between education and philosophy. In it, Doron Yosef-Hassidim examines an initiative in Israel that calls for an autonomous secular public education and uses it as a context to clarify what education's autonomy means and to identify its major characteristics. To enhance the idea of education's autonomy, he further argues that education should not be subordinate to philosophy and that the question about being human must be kept open and educational. In particular, education's autonomy requires resisting the temptation of applying a philosophical framework about being human to education, even if the particular philosopher of education agrees with the philosophical framework. Finally, Yosef-Hassidim proposes a strategy for treating the question about being human as one that involves both the work of philosophers of education and practitioners in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01