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A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. [ 8 ] [ 5 ] [ 7 ] [ 14 ] This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize ...
A belief is basic if it is justified directly, meaning that its validity does not depend on the support of other beliefs. [l] A belief is non-basic if it is justified by another belief. [131] For example, the belief that it rained last night is a non-basic belief if it is inferred from the observation that the street is wet. [132]
It states that partial beliefs are basic and that full beliefs are to be conceived as partial beliefs above a certain threshold: for example, every belief above 0.9 is a full belief. [ 24 ] [ 29 ] [ 30 ] Defenders of a primitive notion of full belief, on the other hand, have tried to explain partial beliefs as full beliefs about probabilities ...
Education is a social process. According to the creed, it should not be used for the purposes of preparation for living in the future. Dewey said, "I believe that education, therefore, is a process of living and not a preparation for future living." We can build a child's self-esteem in not only the classroom but in all aspects of his or her life.
Educational perennialism is a normative educational philosophy. Perennialists believe that the priority of education should be to teach principles that have persisted for centuries, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal , rather than vocational , topics.
A belief-dependent process uses prior beliefs to produce new beliefs; a belief-independent process does not, using other stimuli instead. Beliefs produced this way are justified because the processes that cause them are reliable; this might be because we have evolved to reach good conclusions when presented with sense-data , meaning the ...
Title page from the first edition of Locke's Some Thoughts Concerning Education (1693) Some Thoughts Concerning Education is a 1693 treatise on the education of gentlemen written by the English philosopher John Locke. For over a century, it was the most important philosophical work on education in England. It was translated into almost all of the major written European languages during the ...
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.