Education thought

Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education (exemplified through Derrida’s readings of Jean-Jacques Rousseau and G.W.F. Hegel). These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible (notably in his own teaching and through GREPH), these negotiations, though, were not indicative of a belief in any ontologically grounded educational truth. Quite to the contrary, as I will claim, Derrida’s thought is remarkable for its deflation of the myth, stretching at least as far back to Plato’s Republic, that philosophy can discover and prescribe the practical means for its own educational good. The argument presented in this article is that Derrida’s thought is particularly fertile when it comes to educational reflection precisely because it does not close down, presuppose, or prescribe, and that these characteristics also allow for generative contradictions in Derrida's educational and philosophical thought and practice. • Bojesen, E. 2016. Inventing the Educational Subject in the ‘Information Age’. Studies in Philosophy and Education 35...

Education is rooted in forward-thinking ideas and continuous innovation. Looking to trailblazers in the field can be inspiring and motivating, helping you discover new ideas and shape your own perspective. This type of learning can be challenging to fit in during the school year when you have little time for lunch—let alone keeping up with the industry. As you ‍ 1. Marisol Quevedo Rerucha As a former educator and current non-profit leader, Influenced by her own journey, Rerucha embraces Learn more from Rerucha about 2. Henry Turner Newton North High School principal Henry Turner is recognized as a “ Education Dive’s 2021 K-12 Principal of the Year for his inclusive leadership style and dedication to student advocacy. Born and raised in Boston, Hear more from Turner in this 3. Rusul Alrubail A former professor of English composition and literature, Alrubail is active on social media, using it to build networks focused on creating positive change in education. In one of her Read more from Alrubail on her 4. Sheldon L. Eakins, Ph.D. For over a decade in the field of education, Dr. Eakins has dedicated himself to helping educators create more equitable practices in their schools and become better advocates for their students. He founded the Leading Equity podcast to spread the message of cultural awareness for educators. Hear from Dr. Eakins and other thought leaders on the 5. Afrika Afeni Mills From a young age, Mills believes that “to build a better world, we all need to eng...

Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice. Because that practice is ubiquitous in and across human societies, its social and individual manifestations so varied, and its influence so profound, the subject is wide-ranging, involving issues in ethics and social/political philosophy, epistemology, metaphysics, philosophy of mind and language, and other areas of philosophy. Because it looks both inward to the parent discipline and outward to educational practice and the social, legal, and institutional contexts in which it takes place, philosophy of education concerns itself with both sides of the traditional theory/practice divide. Its subject matter includes both basic philosophical issues (e.g., the nature of the knowledge worth teaching, the character of educational equality and justice, etc.) and problems concerning specific educational policies and practices (e.g., the desirability of standardized curricula and testing, the social, economic, legal and moral dimensions of specific funding arrangements, the justification of curriculum decisions, etc.). In all this the philosopher of education prizes conceptual clarity, argumentative rigor, the fair-minded consideration of the interests of all involved in or affected by educational efforts and arrangements, and informed and well-reasoned valuation of educational aims and ...

“The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something. That's the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.” ― T.H. White, “Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: 'You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educat...