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This ambiguity is also reflected on the level of the philosophy of education, which encompasses the study of the philosophical presuppositions and issues both of education as a process and as a discipline. [10] Many works in the philosophy of education focus explicitly or implicitly on the education happening in schools.
Practical philosophy is also the use of philosophy and philosophical techniques in everyday life. This can take a number of forms including reflective practice, personal philosophical thinking, and philosophical counseling. Examples of philosophical counseling subjects include: Philosophical counseling; Philosophy of education; Philosophy of law
School pedagogy is dynamic, continuously evolving to embrace new developments in education and incorporating technology and innovative teaching practices. It acknowledges the multifaceted role of the teacher as an organizer, leader, and motivator in the learning process, while also recognizing students as active participants in their own learning.
Education Otherwise; Education outreach; Educational essentialism; Educational perennialism; Educational Philosophy and Theory; Electracy; Emergent curriculum; Emerson and Self-Culture; Emile, or On Education; Encyclopaedistics; Evolving capacities; Experience and Education (book) Experiential education
Diairesis (Ancient Greek: διαίρεσις, romanized: diaíresis, "division") is a form of classification used in ancient (especially Platonic) logic that serves to systematize concepts and come to definitions. When defining a concept using diairesis, one starts with a broad concept, then divides this into two or more specific sub-concepts ...
Philosophy education has a long tradition in some of the Arab states. According to a UNESCO-led poll, philosophy is taught at secondary level in Algeria, Bahrain, Egypt, Kuwait, Lebanon, Morocco, Mauritania, Qatar, the Syrian Arab Republic, Tunisia and Yemen. In most Arab countries the subject is taught at university (higher education) level.
The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation [1] is a 1987 book by philosopher Jacques Rancière on the role of the teacher and individual towards individual liberation.
An influential example is found in the early philosophy of R. S. Peters. In it, he considers education to be the transmission of knowledge and skills while emphasizing that teachers should achieve this in a morally appropriate manner that reflects the student's interests.