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Enlightenment Education for Progressive Human Interest
Personal Philosophical Investigations of the World and Its Social Acts
Series: - Education, Culture, and Society, Volume: 10
Enlightenment Education for Progressive Human Interest draws upon key features of the European Enlightenment and Renaissance to support progressive institutionalised education in many countries around the world today. While these key features of intellectual awakening, of human reason, scientific experimentation, open-mindedness and civil liberties remain frustratingly incomplete for current generations of ordinary people, they also provide a framework for critiquing and changing conservative and dominant economic systems that restrict independent thought about the world and prospects for peaceful social advancement. They suggest an alternative to dogma, prejudice and injustice such that meaning, freedom and satisfaction may be possible through individual and community discussion and action.
Neil Hooley is Honorary Fellow in the College of Arts, Business, Education, Law and Information Technology, Victoria University, Melbourne and is an experienced academic, researcher and author. Within a pragmatist and inquiry paradigm, he has experience with qualitative methodologies including narrative inquiry, case writing and case study and participatory action research.
Oksana Razoumova is Lecturer in Work Integrated Learning role at Swinburne University and Honorary Fellow in the College of Arts, Business, Education, Law and Information Technology, Victoria University, Melbourne. As a linguist and an experienced academic, she has had extensive teaching and research experience regarding the nature of language teaching and learning and its application in educational, employment and community settings.
Oksana Razoumova is Lecturer in Work Integrated Learning role at Swinburne University and Honorary Fellow in the College of Arts, Business, Education, Law and Information Technology, Victoria University, Melbourne. As a linguist and an experienced academic, she has had extensive teaching and research experience regarding the nature of language teaching and learning and its application in educational, employment and community settings.
Preface
Acknowledgements
List of Figures and Tables
About the Authors
1 Learning from Principles of Renaissance and Enlightenment
â1 Rebirth of Inquiry
â2 Opening the Door to Enlightenment
â3 Concepts of Modern Science
â4 Prospects for Human Reason
â5 Wonders of Sunset
â6 Authentic Case 1: Organising Learning Circles in School Mathematics
â7 Personal Investigation 1
2 Confronting the Neoliberal Behemoth
â1 Neoliberalism, an Overwhelming Ideology
â2 Tension between Dialogue and Identity Politics
â3 Market Forces and Mass Testing
â4 Beyond the Neoliberal
â5 Corruption
â6 Authentic Case 2: Attempting to Support Indigenous Voice
â7 Personal Investigation 2
3 Bridging the Philosophical Gap
â1 Thinking about Philosophy
â2 Pragmatism, of Knowing and Doing
â3 Concerning Philosophy of Education
â4 Tenderness
â5 Authentic Case 3: Confusions of Time
â6 Personal Investigation 3
4 Engaging the Physical and Metaphysical
â1 Physics and Metaphysics
â2 Consciousness, What It Means to Be
â3 Knowledge Comprising Religion, Arts, Mathematics
â4 Living Well, Philosophically
â5 In Formation
â6 Authentic Case 4: Entanglements of the Bush Rose
â7 Personal Investigation 4
5 Praxis Knowledge for Changing Reality
â1 Praxis throughout History
â2 Praxis Inquiry
â3 Philosophical Expectations
â4 Authentic Case 5: Imagining the External
â5 Personal Investigation 5
6 Praxis Learning for All Citizens
â1 Education as Field Rather Than Discipline
â2 Knowledge and Qualitative Research
â3 Meaning of Qualitative: Two Examples
â4 Praxis Inquiry: Education as Integrated Field of Qualitative Practice
â5 Threshold of Truth
â6 Authentic Case 6: Thinking about the World
â7 Personal Investigation 6
7 Praxis as Educational Field of Experience
â1 Praxis and Social Justice Education
â2 Integrating Theory and Practice
â3 Practice, There Is Nothing Else
â4 Connected Feelings
â5 Authentic Case 7: Searching for Meaning
â6 Personal Investigation 7
8 Perplexities of Contemporary Society
â1 Embracing the Active Life
â2 Meaningful/Less Existence with Artificial Intelligence
â3 Trends of Mental Health, Well-Being and Social Media
â4 Cultural Significance of Indigenous Peoples
â5 Reason and Practice/Praxis/Participation
â6 Nascent Truth
â7 Authentic Case 8: Thinking Machines
â8 Personal Investigation 8
9 Scaffolding Educational Virtue Ethics
â1 Meaning of Virtue
â2 Sketching an Outline of Educational Virtue Ethics
â3 Living Philosophically, Virtuously
â4 Love and Virtue
â5 Authentic Case 9: Challenging Direct Instruction
â6 Personal Investigation 9
10 Approaching Truth, Freedom and Happiness
â1 Pragmatism, Praxis Inquiry and Enlightenment
â2 Thoughtful Practice Rather Than Happiness
â3 Education and Other Challenges
â4 Becoming Human, Describing the World
â5 How We Think
â6 Authentic Case 10: Poetry, Unconventional, Expressive
â7 Personal Investigation 10
Glossary
Reference
Index
Acknowledgements
List of Figures and Tables
About the Authors
1 Learning from Principles of Renaissance and Enlightenment
â1 Rebirth of Inquiry
â2 Opening the Door to Enlightenment
â3 Concepts of Modern Science
â4 Prospects for Human Reason
â5 Wonders of Sunset
â6 Authentic Case 1: Organising Learning Circles in School Mathematics
â7 Personal Investigation 1
2 Confronting the Neoliberal Behemoth
â1 Neoliberalism, an Overwhelming Ideology
â2 Tension between Dialogue and Identity Politics
â3 Market Forces and Mass Testing
â4 Beyond the Neoliberal
â5 Corruption
â6 Authentic Case 2: Attempting to Support Indigenous Voice
â7 Personal Investigation 2
3 Bridging the Philosophical Gap
â1 Thinking about Philosophy
â2 Pragmatism, of Knowing and Doing
â3 Concerning Philosophy of Education
â4 Tenderness
â5 Authentic Case 3: Confusions of Time
â6 Personal Investigation 3
4 Engaging the Physical and Metaphysical
â1 Physics and Metaphysics
â2 Consciousness, What It Means to Be
â3 Knowledge Comprising Religion, Arts, Mathematics
â4 Living Well, Philosophically
â5 In Formation
â6 Authentic Case 4: Entanglements of the Bush Rose
â7 Personal Investigation 4
5 Praxis Knowledge for Changing Reality
â1 Praxis throughout History
â2 Praxis Inquiry
â3 Philosophical Expectations
â4 Authentic Case 5: Imagining the External
â5 Personal Investigation 5
6 Praxis Learning for All Citizens
â1 Education as Field Rather Than Discipline
â2 Knowledge and Qualitative Research
â3 Meaning of Qualitative: Two Examples
â4 Praxis Inquiry: Education as Integrated Field of Qualitative Practice
â5 Threshold of Truth
â6 Authentic Case 6: Thinking about the World
â7 Personal Investigation 6
7 Praxis as Educational Field of Experience
â1 Praxis and Social Justice Education
â2 Integrating Theory and Practice
â3 Practice, There Is Nothing Else
â4 Connected Feelings
â5 Authentic Case 7: Searching for Meaning
â6 Personal Investigation 7
8 Perplexities of Contemporary Society
â1 Embracing the Active Life
â2 Meaningful/Less Existence with Artificial Intelligence
â3 Trends of Mental Health, Well-Being and Social Media
â4 Cultural Significance of Indigenous Peoples
â5 Reason and Practice/Praxis/Participation
â6 Nascent Truth
â7 Authentic Case 8: Thinking Machines
â8 Personal Investigation 8
9 Scaffolding Educational Virtue Ethics
â1 Meaning of Virtue
â2 Sketching an Outline of Educational Virtue Ethics
â3 Living Philosophically, Virtuously
â4 Love and Virtue
â5 Authentic Case 9: Challenging Direct Instruction
â6 Personal Investigation 9
10 Approaching Truth, Freedom and Happiness
â1 Pragmatism, Praxis Inquiry and Enlightenment
â2 Thoughtful Practice Rather Than Happiness
â3 Education and Other Challenges
â4 Becoming Human, Describing the World
â5 How We Think
â6 Authentic Case 10: Poetry, Unconventional, Expressive
â7 Personal Investigation 10
Glossary
Reference
Index
Teachers, researchers, policy makers, practitioners. general interested public. Subject areas of education, philosophy, teaching and learning in different fields.