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"Kazepides, A. C"
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Education as dialogue : its prerequisites and its enemies
Although talk about dialogue is common, nothing clear, significant, and educationally useful has been written about the nature of dialogue and the principles and conditions that support or undermine it. This book argues that true dialogue and education require beliefs, rules, virtues, and habits that facilitate learning while preventing the acquisition of doctrines. The author shows that the prerequisites for dialogue and education are similar to Ludwig Wittgenstein's concept of \"river-bed propositions\"- propositions that are the foundation of our ability to think and act reasonably. He argues that understanding education as genuine dialogue ought to become central to educational theory and practice because it is the most appropriate and effective way to motivate and engage students, and also the best way to guard against indoctrination. The pivotal importance of education as dialogue is emphasized for its capacity to encourage critical thought, in contrast to indoctrination, which arrests, limits, or frustrates thought. Taking a unique approach to thinking about education, this book provides a welcome and instructive work that stresses the importance of seeing education as dialogue. -- from Back Cover
Book
The Logic of Values Clarification
The author traces the origin of the Values Clarification movement in education in Carl Roger's client-centered therapy and exposes its unwarranted extreme ethical stance. He then examines an examplar episode of values clarification and shows how the theoretical confusions of the Values Clarification proponents are reflected in their actual teaching strategies.
Journal Article
On the Nature of Philosophical Questions and the Function of Philosophy in Education
The author clarifies some misunderstandings about thefunctionof Linguistic Philosophy and t hen attempts toinvestigate the nature of philosophical quest ions. Heargues that philosophical questions are questions aboutthe logical behavior of linguistic expressions and providesa method of philosophical clarification (which is commonamong contemporary linguistic philosophers) for theanalysis of the concept of education.
Journal Article
The Logic of Values Clarification
The author traces the origin of the Values Clarification movement in education in Carl Roger's client-centered therapy and exposes its unwarranted extreme ethical stance. He then examines an examplar episode of values clarification and shows how the theoretical confusions of the Values Clarification proponents are reflected in their actual teaching strategies. L'auteur trace les origines du mouvement de la clarification des valeurs en éducation, dans les travaux de Carl Rogers consacrés aux centres de thérapie pour clients et expose son attitude éthique outrée. Il examine ensuite, à titre d'exemple, un épisode de clarification des valeurs et montre comment la confusion des théories par les défenseurs de cette clarification (des valeurs) se reflète dans leurs propres stratégies d'enseignement.
Journal Article
On the Nature of Philosophical Questions and the Function of Philosophy in Education
The author clarifies some misunderstandings about the function of Linguistic Philosophy and then attempts to investigate the nature of philosophical questions. He argues that philosophical questions are questions about the logical behavior of linguistic expressions and provides a method of philosophical clarification (which is common among contemporary linguistic philosophers) for the analysis of the concept of education.
Journal Article