A Platonic Theory Of Moral Education

Download or read book A Platonic Theory of Moral Education written by Mark Jonas and published by Routledge. This book was released on 2020-09-30 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discussing Plato’s views on knowledge, recollection, dialogue, and epiphany, this ambitious volume offers a systematic analysis of the ways that Platonic approaches to education can help students navigate today’s increasingly complex moral environment. Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato’s work and highlights the contemporary relevance of Plato’s ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato’s theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato’s educational theory within the pluralistic, democratic classroom setting. A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education. Mark E. Jonas is Professor of Education and Professor of Philosophy (by courtesy) at Wheaton College, US. Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US.

Download or read book Debating Moral Education written by Elizabeth Kiss and published by Duke University Press. This book was released on 2010-01-25 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: After decades of marginalization in the secularized twentieth-century academy, moral education has enjoyed a recent resurgence in American higher education, with the establishment of more than 100 ethics centers and programs on campuses across the country. Yet the idea that the university has a civic responsibility to teach its undergraduate students ethics and morality has been met with skepticism, suspicion, and even outright rejection from both inside and outside the academy. In this collection, renowned scholars of philosophy, politics, and religion debate the role of ethics in the university, investigating whether universities should proactively cultivate morality and ethics, what teaching ethics entails, and what moral education should accomplish. The essays quickly open up to broader questions regarding the very purpose of a university education in modern society. Editors Elizabeth Kiss and J. Peter Euben survey the history of ethics in higher education, then engage with provocative recent writings by Stanley Fish in which he argues that universities should not be involved in moral education. Stanley Hauerwas responds, offering a theological perspective on the university’s purpose. Contributors look at the place of politics in moral education; suggest that increasingly diverse, multicultural student bodies are resources for the teaching of ethics; and show how the debate over civic education in public grade-schools provides valuable lessons for higher education. Others reflect on the virtues and character traits that a moral education should foster in students—such as honesty, tolerance, and integrity—and the ways that ethical training formally and informally happens on campuses today, from the classroom to the basketball court. Debating Moral Education is a critical contribution to the ongoing discussion of the role and evolution of ethics education in the modern liberal arts university. Contributors. Lawrence Blum, Romand Coles, J. Peter Euben, Stanley Fish, Michael Allen Gillespie, Ruth W. Grant, Stanley Hauerwas, David A. Hoekema, Elizabeth Kiss, Patchen Markell, Susan Jane McWilliams, Wilson Carey McWilliams, J. Donald Moon, James Bernard Murphy, Noah Pickus, Julie A. Reuben, George Shulman, Elizabeth V. Spelman

Download or read book The Philosophy of Childhood written by Gareth Matthews and published by Harvard University Press. This book was released on 1994 with total page 152 pages. Available in PDF, EPUB and Kindle. Book excerpt: Adult preconceptions about the mental life of children tend to discourage a child’s philosophical bent. By exposing the underpinnings of adult views of childhood, Matthews clears the way for recognizing the philosophy of childhood as a legitimate field of inquiry and conducts us through influential models for understanding what it is to be a child.

Download or read book Reconceptualizing Plato’s Socrates at the Limit of Education written by James M. Magrini and published by Routledge. This book was released on 2016-11-25 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bridging the gap between interpretations of "Third Way" Platonic scholarship and "phenomenological-ontological" scholarship, this book argues for a unique ontological-hermeneutic interpretation of Plato and Plato’s Socrates. Reconceptualizing Plato’s Socrates at the Limit of Education offers a re-reading of Plato and Plato’s Socrates in terms of interpreting the practice of education as care for the soul through the conceptual lenses of phenomenology, philosophical hermeneutics, and ontological inquiry. Magrini contrasts his re-reading with the views of Plato and Plato’s Socrates that dominate contemporary education, which, for the most part, emerge through the rigid and reductive categorization of Plato as both a "realist" and "idealist" in philosophical foundations texts (teacher education programs). This view also presents what he terms the questionable "Socrates-as-teacher" model, which grounds such contemporary educational movements as the Paideia Project, which claims to incorporate, through a "scripted-curriculum" with "Socratic lesson plans," the so-called "Socratic Method" into the Common Core State Standards Curriculum as a "technical" skill that can be taught and learned as part of the students’ "critical thinking" skills. After a careful reading incorporating what might be termed a "Third Way" of reading Plato and Plato’s Socrates, following scholars from the Continental tradition, Magrini concludes that a so-called "Socratic education" would be nearly impossible to achieve and enact in the current educational milieu of standardization or neo-Taylorism (Social Efficiency). However, despite this, he argues in the affirmative that there is much educators can and must learn from this "non-doctrinal" re-reading and re-characterization of Plato and Plato’s Socrates.

Download or read book Recollection and Experience written by Dominic Scott and published by Cambridge University Press. This book was released on 1995-08-17 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book examines these theories of learning in relation to each other. It presents an entirely different interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed.

Download or read book Plato written by Avi I. Mintz and published by Springer. This book was released on 2018-03-08 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book opens by providing the historical context of Plato’s engagement with education, including an overview of Plato’s life as student and educator. The author organizes his discussion of education in the Platonic Corpus around Plato’s images, both the familiar – the cave, the gadfly, the torpedo fish, and the midwife – and the less familiar – the intellectual aviary, the wax tablet, and the kindled fire. These educational images reveal that, for Plato, philosophizing is inextricably linked to learning; that is, philosophy is fundamentally an educational endeavor. The book concludes by exploring Plato’s legacy in education, discussing the use of the “Socratic method” in schools and the Academy’s foundational place in the history of higher education. The characters in Plato’s dialogues often debate – sometimes with great passion – the purpose of education and the nature of learning. The claims about education in the Platonic corpus are so provocative, nuanced, insightful, and controversial that educational philosophers have reckoned with them for millennia.

Download or read book Platonic Ethics, Old and New written by Julia Annas and published by Cornell University Press. This book was released on 1999 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Julia Annas here offers a fundamental reexamination of Plato's ethical thought by investigating the Middle Platonist perspective, which emerged at the end of Plato's own school, the Academy. She highlights the differences between ancient and modern assumptions about Plato's ethics--and stresses the need to be more critical about our own. One of these modern assumptions is the notion that the dialogues record the development of Plato's thought. Annas shows how the Middle Platonists, by contrast, viewed the dialogues as multiple presentations of a single Platonic ethical philosophy, differing in form and purpose but ultimately coherent. They also read Plato's ethics as consistently defending the view that virtue is sufficient for happiness, and see it as converging in its main points with the ethics of the Stoics. Annas goes on to explore the Platonic idea that humankind's final end is "becoming like God"--an idea that is well known among the ancients but virtually ignored in modern interpretations. She also maintains that modern interpretations, beginning in the nineteenth century, have placed undue emphasis on the Republic, and have treated it too much as a political work, whereas the ancients rightly saw it as a continuation of Plato's ethical writings.