This paper deals with an analysis of philosophy as intellectual therapeutics for educational (pedagogical) activity. Two interrelated issues are examined: (1) philosophy's role in the construction of cognitive attitudes to all systems of education; (2) philosophy's role in the formation of a definite value attitude to education. A great deal of attention is devoted to the problem of educational goals. It is argued that the assumed dichotomy of the social and the individual (which still occurs in our teaching practice and in some philosophical doctrines) in defining educational goals, is itself mistaken. It is shown that pedagogical activity must be based on a general concept of man as a whole substance who organically includes qualities in himself. Our pressing concern with education in the twenty-first century promotes a new subject for pedagogical activity. This presupposes a modern philosophical mind capable of creating an individual with a broad worldview and with pragmatic capabilities.

I present one specific way of creating problematic situations: generating perplexity. A teacher with a personal history marked by a struggle to conceptualise the words of the professor or of the book, will have paved his way. The teacher develops his subject clearly. When the students say they understand, it is time to show an apparently paradoxical situation. Perplexity appears. The teacher again explains the subject and all accept again that they understand perfectly. But the difficulty doesn't disappear. The debate begins. The discussion creates murmuring, noise. The perfect moment has arrived. A silent classroom would have meant the teacher's failure. Second step: "rewinding". To go back and look for the failure. The students should discover the failure, helped by the teacher. The second step finishes. Perplexities cannot always be solved, especially in the case of philosophy. When they arise from diverse proposals for a solution, it would be bad teaching to present a single way of solving the problem. Students should know that in these cases the debates are open and the discussion continues. In other cases it is just a conceptual failure in construing the corresponding notion, so the discussion should be closed once the failure is found.

Tolerance is one of the most important aims of education in a contemporary pluralist society. On the other hand, there is very wide agreement that some phenomena like violence or indoctrination in school are so bad or wrong that they must not be tolerated. In this context, two problems are discussed. First, the limits of tolerance regarding the right of students in public schools to be excused from the specific parts of Instruction which they or their parents see as a form of indoctrination. Secondly, the respect for individual students and their autonomy as a limitation on tolerance regarding the "right" of parents who are members of certain religious sects to exempt their children from the mandatory education in order to maintain their communal and religious identity.

L'autorite, « une cause perdue », ou « presque perdue » ? Si Ton en croit Hannah Arendt, qui s'exprime en ces termes, la notion d'autorite aurait ete ä la fois passablement obscurcie et fortement compromise par la « Modernite » ; elle aurait meme disparu de notre monde, tant sur le plan politique que prepolitique (qui renvoie ä la sphere de l'education familiale, scolaire). Nous voudrions montrer que cet effacement peut s'entendre avant tout comme une sorte d'eclipse, dans la mesure ou la dimension fondatrice, institutrice de l'autorite est ä reconnaitre, dans le plan politique comme educatif, et que c'est ce qui permet d'etablir selon nous la permanence de sa necessite. Mais la condition pour en prendre la mesure est de proceder ä l'examen critique des confusions qui, «durcissant» et figeant la notion, empechent de penser l'autorite autrement que sous un jour repressif. De ce point de vue l'analyse arendtienne est selon nous ä poursuivre face ä une nouvelle forme de « crise », qui correspond ä un retour de l'autorite invoquee comme force, en des termes qui tendent plus ä la defigurer qu'ä la reinstaller dans sa legitimite.

Multiculturalism, namely the coexistence of different cultural traditions within the framework of a single socio-political structure, is one of the most salient characteristics of western democratic societies. This situation is due mainly to two factors. On the one hand, we find a plurality of historical communities within the State that have different cultural roots, and each one of them defends the right to have its cultural identity recognised. On the other hand, there is a growing exodus of people from less developed countries into western ones. In this paper I analyse from a philosophical point of view the multicultural situation that has its origin in immigration, paying attention to a public debate on this topic that has been held in Spain recently. I also analyse some conditions that must be taken into account by educators if they want to promote an adequate integration of immigrants into society, being respectful both of their cultural identity and the rights of the society of destination.

La educaciön en su nueva faceta mundial y ante el efecto de la globalizaciön, exige un modelo universalmente valido para poder encarar los problemas regionales en funciön a los fines universales de la humanidad. Esta tarea exige una nueva filosofia de la educaciön, como punto de partida para construir los fundamentos de la nueva educaciön. Esta necesidad surge inevitablemente como una respuesta a los grandes cambios que genera la globalizaciön. Una nueva educaciön tiene como finalidad lograr la formaciön integral del ser humano en sus tres dimensiones: biolögico, social y espiritual. Dicha finalidad a la vez estä ligada a un fin mucho mäs elevado, como es la conservaciön de la humanidad.

Higher education restructuring in South Africa has been heavily influenced by policy processes which culminated in the formulation of several documents, including: the National Commission on Higher Education (NCHE) Report (1996), the Education White Paper 3 (EWP, 1997) entitled "A Programme for the Transformation of Higher Education", the Council on Higher Education (CHE) Report entitled "Towards a New Higher Education Laindscape: meeting the Equity, Quality and Social Development Imperatives of South Africa in the 21st Century" (2000) and the National Plan for Higher Education (2001). The National Plan for Higher Education in South Africa (2001) outlines the framework and mechanisms for implementing and realising the policy goals of the Education White Paper 3. With reference to the need of the higjier education system to develop the intellectual capacities of people by inculcating in them high quality skills and competences which, in turn, can lead to a heightened form of political accountability on the part of democratic South African citizens, my contention is that this can best be achieved if "outcomes" announced in the National Plan are implemented along the lines of deliberative democracy and citizenship. It is this position I wish to analyse and explore in this paper with reference to one specific "outcome": enhanced cognitive skills of graduates.

How to understand the "entrepreneurial university"? Three hundred years of popularised economic/philosophical thought, in which conflict/competition has been presented as progressive; lacking a normative context, this becomes warlike. Society presented as a "macro-market", linking people with money and media and frowning on political justice, leads to economism (economic totalitarianism). This instrumentalises universities and motivates bookkeeping rationality and goal rationality; the maximisation thesis guides managerial aims. Scholarship becomes industrialised and leadership managerialised. Empty concepts of "quality" and "competitiveness" become audit measures of "excellence"; this is standardised scholarship, serving hedonistic leisure class values and neglecting perspectivised creative, critical involvement with the suffering world.

Philosophical inquiry and thinking skills are of paramount necessity in our troubled and rapidly changing world. Technological advances provide new methods for teaching philosophy, especially through the computer interface of online education. Online courses can open new opportunities and achieve the same quality of education as more traditional practices. In order to ensure success and quality, online pedagogies require great attention to discussion and collaboration. This paper explores some important elements in developing successful online philosophy courses.

This paper analyses the coevolution of the concept of 'Bildung' (inner-formation, selfcultivation) and the structures of education and society. Although a newcomer to the German language, with a still somewhat obscure meaning, 'Bildung' becomes a key concept in social discourse around 1800. In this paper, I will focus on the concept and its social role in a mainly European context. This paper will deal with the meaning of the concept and with the coevolution of 'Bildung' and societal structures.

L'acüon educative repose sur un double fondement: d'une part, la nature et la vocation de l'etre humain, et d'autre part, la societe humaine ä bätir. L'homme a des traits specifiques qui exigent et en meme temps permettent son education: il est imparfait, inacheve (il ne sait pas tout, il ne se comporte pas for cement bien), il faut done l'amener ä s'ameliorer; il est perfectible e'est-a-dire qu'il peut devenir meilleur; il a la volonte de se depasser, de tendre vers l'ideal, ideal qu'il n'atteint, bien sür, jamais; il est capable materiellement, intellectuellement (grace ä sa formation, ä son experience) d'agir sur autrui, de le mener vers cet ideal; enfln, il est conscient de devoir le faire, car l'homme ne peut et ne doit etre eduque que par l'homme. Et, second justificatif de Taction educative: la societe des hommes et les rapports devant exister entre eux. L'homme, par essence, Vit et est fait pour vivre en collectivite. Celle-ci doit etre harmonieuse, bien organisee, de preference sous forme d'Etat, pour le bonheur de tous les membres, lesquels doivent etre ä meme de concourir ä l'edification d'une societe egalitaire, toutes choses qui necessitent Taction educative.

In this essay, I shall both inquire into the relationship between democracy and education in general and concentr ate on education in philosophy for children in the Turkish cultural context. I argue that education in philosophy for children is useful for teaching the acquisition of knowledge from the information provided, for questioning of rules in different contexts, and for the analysis of facts encountered in daily life. Ethical attitudes can neither be derived from the information provided about the moral rules, nor do they result from a practice of unquestioning obedience. However, during a classroom discussion children can learn to make moral evaluations by taking into account basic rights and values. My experience as a teacher in philosophy for children, which I gained during my time working in childcare institutes, has enabled me to observe the positive effects of this program on children who were awakened to consciousness of their rights by means of it.

Here I seek to define creative teaching in Philosophy. I argue that creative teaching must be distinguished from efforts that are merely novel, offering no gains in student learning or that offer faculty no gain as alternatives to standard methods. I discuss efficiency and productivity in teaching Philosophy and our ability to adopt creative methods.

Este articulo tiene el objetivo de cuestionar los sentidos del aula de filosofia, sobre todo en la educaciön secundaria. Para eso, parte de la definiciön de filosofia expuesta por Deleuze y Guattari en Qu'est-ce que la philosophie?, donde la senala como una actividad de creaciön de conceptos, hace critica a las concepciones del aula de filosofia como momentos de reflexion, de contemplaciön o incluso de diälogos, una vez que ninguna de estas tareas se hace especfficamente filosöfica. Para garantizar esa especificidad, intenta caracterizar el aula de filosofia como un "taller de conceptos", un espacio donde el maestro y los alumnos se hacen creadores de conceptos, alrededor de problemas vividos, tomando como herramientas los conceptos histöricamente producidos.

Divldimos este trabajo en tres partes. A) El momento histörico, para resaltar la importancia de la educaciön para la vlda de la persona. B) El momento antropolögico o explicativo del concepto de autorrealizaciön. C) El momento etico-pedagögico.

The philosophical understanding of moral conscience should constitute one of the most significant concerns of any modern theory of moral education that wishes to be credible and reliable in all morally demanding situations. The purpose of this paper is not to contest the widely accepted notion of conscience as the absolute mark of our moral and spiritual integrity. The purpose of the paper is to postulate and stress the importance of certain "contextual" factors without which modern teaching of moral conscience could very easily lose its certainty and significance. It is argued that unless we make such assumptions, our following the dictates of individual conscience could become a trivial and redundant affair, because nothing could prove that this act is something more than "listening to one's inner voice". In the light of this, the paper proposes a qualified theory that avoids looking at individual conscience as a formal schema and embraces it within the broader framework of the educational demands raised by modern democratic culture.

There are essential differences between the Eastern and Western models of education. The Eastern model of education aims at the perfecting of an individual to reach his moral purity. Therefore it applies teaching and teacher-student relations on the individual scale, and primarily prefers didactics. The Western model of education considers an individual as a product of the social environment. Therefore it aims at the perfection of the environment itself, of the society, and so it concentrates its attention on socio-economic reforms and considers education as a component of society. It is impossible to find pure Eastern or pure Western models of education. Secular education was formed in the new period. Besides the social structure and peculiarities of relationships with society, educational systems are primarily differentiated on the basis of their purposes. The relationship between the Eastern and Western educational systems is not one that obtains between religious and secular schools. Educational systems depend on the characters of relations between science and practice, science and philosophy, science and religion. Therefore the development of education is closely connected with the nature of the development of science.

Informal logic offers a radical new perspective on the evaluation of arguments. But little work has been done on how deep concepts in the logical foundations of argument need to be modified in light of such efforts. This paper offers an indication of what might be done by sketching a new approach to the theory of entailment, truth and relevance.