Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

经验与教育 = Experience and education

After virtue, a study in moral theory

Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

Virtues and Vices and Other Essays in Moral Philosophy

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A Virtue Epistemology: Apt Belief and Reflective Knowledge

In the Republic, Plato developed an educational program through which he trained young Athenians in desiring truth, without offering them any knowledge-education. This is not because he refused to ...

/pdf/what-can-we-learn-from-plato-about-intellectual-character-3xnb0s7cfv.pdf

What can we learn from Plato about intellectual character education

The vast majority of contemporary scholars working in intellectual character education endeavor to identify those elements that render an educational program reliably successful at fostering the gr...

/pdf/safeguarding-against-failure-in-intellectual-character-17rzyasbut.pdf

Safeguarding against failure in intellectual character education: The case of the eristic agent:

My aim in this paper is to challenge the neo-Aristotelian tradition, currently dominant in contemporary theories of virtue education, by proposing the Platonic pedagogical methodology for virtue cu...

On the Platonic pedagogical methodology: an alternative to the Aristotelian theory of education

My aim in this paper is to examine the epistemic habits that agents develop through frequent social media usage. I point out that extensive social media usage is conducive to the development of clo...

Social media as inadvertent educators

Several contemporary virtue scholars (e.g. Zagzebski in Virtues of the mind: an inquiry into the nature of virtue and the ethical foundations of knowledge, Cambridge University Press, Cambridge, 1996; Kvanvig in The intellectual virtues and the life of the mind, Rowman & Littlefield, Lanham, 1992) trace the origin of the concept of intellectual virtues back to Aristotle. In contrast, my aim in this paper is to highlight the strong indications showing that Plato had already conceived of and had begun developing the concept of intellectual virtues in his discussion of the ideal city-state in the Republic. I argue that the Platonic conception of rational desires satisfies the motivational component of intellectual virtues while his dialectical method satisfies the success component. In addition, I show that Plato considers episteme as the primary intellectual virtue. Episteme, which is quite similar to Pritchard’s (in: Pritchard, Millar, Haddock (eds) The nature and value of knowledge: three investigations, Oxford University Press, Oxford, 2010) conception of understanding, is a cognitive achievement that cannot be attained by luck or testimony. The realization that Plato was the first to conceive of and develop the concept of intellectual excellences is not merely of historic significance. I illustrate, through the example of Zagzebski’s (1996) virtue theory, how the Platonic conception of intellectual virtues could prove promising in contemporary debates on virtue epistemology theories.

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Alkis Kotsonis

Papers

What can we learn from Plato about intellectual character education

Safeguarding against failure in intellectual character education: The case of the eristic agent:

On the Platonic pedagogical methodology: an alternative to the Aristotelian theory of education

Social media as inadvertent educators

The Platonic conception of intellectual virtues: its significance for virtue epistemology