Part 1: Demonstrate a critical understanding of the critical debates and
traditions discussed in the course material within the philosophy of education .
1. Introduction and rationale
Throughout this course, we have looked at several traditions and controversies
concerning philosophers of education. Philosophers of education have highlighted a
variety of questions, many of which are still debated today. One of the first issues I will
discuss is governance and the government’s authority, and how it affects the society as a
whole and people in particular. Second, what exactly is peace education, and how does it
change among cultures and countries? James Page (2004) has also examined five distinct
forms of peace education, which is extremely important in this context. The third section
will focus on children and childhood. I will also discuss rethinking childhood (Pufall and
Unsworth, 2004). The fourth topic emphasised during this course is the importance of
justice and freedom in education and the formation of our personalities. The fifth point
shall demonstrate how art and culture may be essential elements of the educational
process. The last point will be on family, home, and identity and how these concepts
have evolved through time.
2. Research aims and research questions
To comprehend how government authority may affect individuals, society,
and education.
Investigate several philosophers' perspectives on peace education.
What are James Page's peace education fundamentals?
Understand developmental psychology through recognising the several
phases of children's development and how they must be analysed?
What is childhood? To demonstrate the distinction between what the first
generation concentrated on and what the second generation concentrated
on?
Why is it essential for students to live in a free and equal world?
Why is it that a person's culture and upbringing have a tremendous impact
on how they see the world and absorb information?
Demonstrate the significance of home, family, and identity from a
philosophical standpoint
2. Methodology
Reading relevant materials on the following:
Stanford Encyclopedia of Philosophy
Researchgate
ProQuest Ebook
Then snowballing to get more resources.
Inclusion Criteria
Type of publication (books, thesis, journals)
Mentioned in my course material
Number of citations
Author’s popularity and credibility
Resources must be relevant to the research objectives
Exclusion Criteria
Type of publication (blogs, websites, newspaper)
Irrelevant resources
Not written in English
3. 4. References
Naughton, C. and Cole, D. (2017). PHILOSOPHY AND PEDAGOGY IN ARTS
EDUCATION.
Pufall, P.B. and Unsworth, R.P. (2004). Rethinking childhood. New
Brunswick, N.J.: Rutgers University Press.
Wolff, J. (2015). Social Equality, Relative Poverty and Marginalised Groups.
Part 2: Evaluate the relative usefulness of various philosophical
perspectives on a range of contemporary educational issues.
1. Introduction and rationale
I will be evaluating the effectiveness of various philosophical perspectives
on a range of contemporary educational issues.
We must employ critical thinking in order to confront and resolve
difficulties in education, society, and even economics. This section will
discuss Paulo Freire's (1968) book Pedagogy of the Oppressed and relate it
to how education systems nowadays incorporate critical thinking into the
learning process. I will also evaluate Michael Foucault's theory of
governmentality and the issue of peace education. Another issue that I will
evaluate in this part is childhood.
2. Research aims and research questions
To employ critical thinking
Importance of implementing critical thinking
What is the relation between Paulo Freire's theory and critical
thinking?
To show the importance of peace education
Relate peace education with Facualt’s and Freire's theories
What is childhood?
Why is it important to understand childhood?
How childhood is related to all of the above points?
3. Methodology
Read the Pedagogy of the Oppressed book (Course material)
Searched for contemporary educational issues on google
Read the Pedagogy of the Oppressed book
4. References
Part 3: Outline your own critical response to issues in education,
globalisation and social justice, from a philosophical perspective.
I would like more clarification about this part. Before proceeding as I am
afraid to be a bit lost.
Should I be talking about several issues or one issue?
Can I talk about education equality and related issues in higher education
as well?
I see the above issue as an educational issue due to globalisation in
developing countries that affect social justice. Do you think this will be
relevant or not? Do I need to add more issues?
From a philosophical perspective: I can mention Kant’s ideas about freedom
then explain why freedom is important in education. Also, I can relate to
Smeyers, Freire, peters and other philosophers who wrote about social justice and
equality in education
1. Introduction and rationale
2. Research aims and research questions
3. Methodology
4. References
Pring, R, (2005), The Philosophy of Education, ProQuest Ebook – Chapter 7:
Political education: relevance of the humanities, pages 119 - 143
There is widespread concern that political education might be used to teach certain political views and
customs, and hence instructors are prohibited from using the classroom as a vehicle for transferring
their political preferences to their pupils. As Richard Pring (2004) argues in his book Philosophy of
Education: Aims, Theory, Common Sense, and Research, '- shaping students' attitudes toward authority
and implicitly forming students' values on politically significant issues such as social justice, racial and
gender equality, or national loyalty.
It occurs much too frequently in nations where the government dictates what history is taught
in schools. They can, for example, conceal unpleasant historical events or educate future
generations about wholly fabricated occurrences.
