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articles in english
1. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Valentin Ageyev Self-development of Man and Socium as the Creative Education Mission
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The article reveals the adaptive character of modern education. It is illustrated that adaptation is implemented on the basis of two types of psychic mechanisms: causal and purposive determination. The conclusion is drawn that both these mechanisms are incapable of providing the upbringing of the Man capable of self-development. The difference is shown among adaptation, development and self-development. It is alleged that self-development is possible only provided that the student has the ability for creating his own development determinants. Transcending, ensuring historical determination, is suggested as the mechanism, ensuring the training of ability for self-development. The creative approach to education is described, and the internal mechanics of the new meanings genesis is revealed. It is shown that historical determination removes the problem of subject-objective opposition. As soon as the objective genesis is implemented in the subjective form, the historical role of Man in the social and cultural development becomes clear. Thereby, from the psychological point of view the historical role of Man in social and cultural development is grounded.
2. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Jove Jim S. Aguas Teaching: a Dialogical Relation for Continual Learning and Growth
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One of the noblest of all professions is teaching, in fact all the other professions depend on the profession of teaching. Teaching is a channel of knowledge and the teacher acts as an instrumental cause in the acquisition of knowledge of others. At the center of the learning process and teaching profession is not the teacher, but the student – the human person to whom teacher concentrates his entire energy and effort, the reason and end of the learning process. The teacher however is an indispensable agent in the formation of the lives and careers of his students; he helps in cultivating the natural talents and abilities of his students. He plays a critical role in the molding of one’s character and personality. He guides and creates a learning atmosphere for the students to develop their own potentials and talents. The dialogical relation between the student and the teacher is anchored on certain elements: namely, the trusting reciprocation between the student and teacher; the exemplary integrity of the teacher; his concern for the personal well-being of the student and his confirmation of the student’s potentiality for self-fulfillment and personhood. Teaching as a dialogue, provides an opportunity for continual learning and growth.
3. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
N. G. Bagdasaryan New Technological Wave and Appropriate Educational Model
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The paper proves the necessity for matching the system of education to the needs of the new technological cycle. We have attempted to outline the specific requirements of the 6th technological wave for the professional and personal traits of human capital; building an educational system able to fulfill the needs of the modern society is crucial, as these traits can be shaped in no other conditions. Finally, we analyze the reforms the Russian education is going through.
4. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Marina Camejo Manrique For an Aesthetics of Existence: Socratic-Platonic epimeleia heautou
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The primary aim of this paper is to show the relationship from Foucault’s perspective between epimeleia heautou (care of the self) and the aesthetics of existence. We believe it is extremely important to show the connection between these concepts as both refer to how the subject is constituted as such. Foucault returns to and resumes the study of the Greco-Roman culture to illustrate how the notion of aesthetics of the existence implies modes of subjection, in other words, it implies ways in which the individual is related to a set of rules and values (ethics).For this purpose, we will refer to the Laches dialogue, where Socrates, through his parrhesiastic attitude, best exemplifies the harmony between one’s own life and truth-telling. We will see that it is not only a matter of speaking frankly if this frank speech does not have an impact on your way of life. Therefore, truth-telling as a way of taking care of oneself leads to an aesthetics of existence, as men, by assuming the care of themselves, start shaping and modeling their life as a work of aesthetic contemplation.
5. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
John Clark Can Neuroscience and Education Bridge the ‘Is-Ought’ Gap?
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Neuroscience and education is a developing area which has come in for some serious philosophical scrutiny. One of the biggest and most intractable problems concerns the bridging of the ‘is-ought’ gap between the descriptive claims of neuroscience and the prescriptive aims of education. A distinction needs to be drawn between learning and education. Advances in neuroscience might tell us more about learning as a neural process such as where in the brain particular learnings might take place and how such learnings take place. But from this nothing follows about what we ought to do to improve learning until such time as judgements are made about what is to be learned. Education, as a normative activity about what is worthwhile and what it is to be an educated person, cannot be reduced to learning even though learning is required in order to become educated. Neuroscience has a very limited role in education which amounts to no more than providing some empirical evidence which can be drawn upon to inform normative decisions about the educational worth of learning.
6. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Magda Maria Colao, Siqueira Janes Teresinha Fraga Professors Who Study and Work: Challenges to an Emancipatory Consideration
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This text aims at being a theoretical reflection upon working and studying conditions of undergraduate students of pedagogy, in two Brazilian community colleges. The contradiction is manifested between the work and training of teachers-students and influences their social practices in colleges. They express these working and studying conditions when they talk about the available time for studies, and show us there is a diaeresis of social practice. We established the “cultural common” offered by universities or colleges is absorbed in a fragmented and alienated way due to material and academic challenges they face to keep on studying. Teachers-students live an obscure political-social reality, which influences their practices, turning them into naïve professionals, whose approaches are based on short-term objectives. This reality does not help them fight for essential transformations in society and education. We ask: What is the purpose of their work and study? The development of a human consciousness in all dimensions work and study should provide or merely a pursuit of a diploma so they can start working?
7. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Curbelo Pedrousa, Núñez de los Santos, Bianchi Quintana The Construction of a Truthful Individual: Looking at the Cynics, We Think Over Our Education
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Taking time to observe the subject, his construction and his relation with the truth in this sense, is the object of our study. The question about man is that which attempts to bring him closer to critical reflection, appealing for the pursuit and discovery of a true life and happiness, as the answer to the care of the self (Epimeleia Heautou). Our analysis will be focused on the relationship between philosophy and education. With respect to this, we are enriched by tradition, which enables us to broaden our minds by transgressing the current educational conceptions which question our historicity.
8. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Celia Regina de Moura Alves Deus Descartes’ ‘Methodic Doubt’ and Marxism
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Marxism is a field involving passionate debates, sometimes even dogmatic positions. So, the ‘Methodic Doubt’ as established by René Descartes could be a way to quietly start to understand this theory and its implications and get to know other Marxist thinkers who could complete and advance Marx’ work from a rational point of view, for those less passionately involved.
9. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Nina Dmitrenko Needs and Abilities in a Modern System of Education: A Problem Statement
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The paper deals with the interrelation of needs and abilities. The main regularities of their interdependence are presented. There exist three modes: accurate correspondence of needs and abilities; needs are formed prior to abilities; abilities are formed prior to needs. Modern educational technologies and techniques of teaching should balance material and spiritual components in the creative activity of a professional. The ability development of modern professionals takes place in accordance with society’s needs, with society simultaneously reorganizing it and forming a feed-back mechanism thus stimulating their further evolution.
10. Proceedings of the XXIII World Congress of Philosophy: Volume > 50
Nick Eaves The Emergence of Life Story in Adolescence
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The life story as identity is an important concept in the formation of self. Identity, dependent on interaction with others is constantly evolving. Individuals living in modern societies begin to organize their lives in terms of self-stories in late adolescence (McAdams, 2004). Meanings and values attributed to self-stories are interpretative and are therefore highly subjective. Problems arise in clarifying defining moments, due to their subjective, interpretive nature. It could be argued the maturing self can only construe in a limited number of ways, as is dictated by limited life experiences. The evolving story of the self can, paradoxically, be negatively affected by the self-narratives which create the life story. Any event has a number of potential explanations or interpretations. The internalized narrative is not necessarily an accurate reflection of the event, thus the individual. Is moderating of internalized narrative a missing element in the development of the self? As educators could we by moderating internalizations through dialogue, lead to greater clarity in the development of life story?