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Tinkering on Educational Matters Using Philosophical Tools
Focuses on the explanation of academic or theoreical research and philosophizes on educational matters using analytic philosophical tool.
|language || ||english
|wordcount || ||5371 (cca 15 pages)
|contextual quality || ||N/A
|language level || ||N/A
|price || ||free
|sources || ||2
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Preview of the essay: Tinkering on Educational Matters Using Philosophical Tools
TINKERING ON EDUCATIONAL MATTERS USING PHILOSOPHICAL TOOLS. I would like to do two things in this paper. First, to describe briefly what is commonly said to be an academic or theoretical research. This is a broader category which could include quantitative or qualitative research depends, to some extent, on one’s acquaintance with relevant theoretical or academic research. For example, how could one’s research be epistemologically credible if it could be shown that the author is not acquainted with some disciplinary problems relevant to one’s research, say, problems of validation procedures? My second task is to do philosophy, as distinguished from talking and knowing about it, on some educational matters and to describe it in parts. In conclusion, I state some benefits of analytic philosophy of education (used interchangeably in this paper with philosophizing) for school teachers. A College of Education is both an academic unit of a University and a professional school. Its professional commitments and academic requirements are not necessarily incompatible. They are, however, sufficiently distinguishable, one from other, serving different interests. I contend that it is by attending to its academic commitments and responsibilities to a University that a College contributes significantly ...
... appropriate scientific and empirical information. “Unless these normative declarations,” says a professor ”are grounded in conceptual clarity, they would be mere rhetoric.” Or, they would be emotive statements, which could succeed in arousing positive emotional responses from us. But in responding, for example, to the call of Nationalism one could ask: “What is nationalism? Is it love and pride of country? How is love distinguished from love of God? of family? How is it related to patriotism, to civism, to loyalty? How close or distant is it political chauvinism?” To say that nationalism is “intelligent nationalism” does not help for our question is not with the word ‘intelligent,’ but with ‘nationalism.’ What does it mean? This underscores, once more, the crucial and singular importance of doing philosophy. Obviously, there is much work to do and to be done.
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