چکیده:
This dialogue presents an engaging discussion on the role of philosophers of education in relation to pedagogy, scholarship, and broader societal concerns like world peace. It highlights key tensions: the extent to which educators should cultivate particular dispositions or virtues, the nature of good teaching, and whether philosophers of education have a duty beyond their discipline to engage in political or moral advocacy. Working from different philosophical traditions and sensibilities, the authors take opposing positions with respect to the role of philosophy of education in addressing world peace. We focus on both teaching and scholarship. We use a dialogue format to examine some of the values and assumptions at issue in our disagreements.
خلاصه ماشینی:
ir Open Access Should Educational Philosophers Contribute to World Peace?: A Dialogue between Harvey Siegel and Adri Thompson Harvey Siegel Distinguished Professor of Philosophy, University of Miami, USA.
This conversation highlights key tensions: to what extent educators should cultivate specific inclinations or virtues, what the nature of good teaching is, and whether educational philosophers have a duty beyond their discipline to act in political or ethical spheres.
Keywords: Philosophy of Education, World Peace, Political and Ethical Responsibility, Educational Activism, Philosophical Dialogue 69 Journal of Foundations of Education, Ferdowsi University of Mashhad Volume 14, Number 2, Year 1403 Introduction As two old friends and colleagues in the American Philosophical Association (Philosophy of Education division), we respect each other's approaches to the philosophy of education, utilize them, and fundamentally challenge them.
Of course, as global citizens, they should do everything in their power to promote peace; but as educational philosophers, their duties are to advance research in their field and provide good teaching to students.
70 Journal of Foundations of Education, Ferdowsi University of Mashhad Volume 14, Number 2, Year 1403 Adri Thompson: As long as "promoting peace" is interpreted as "persuading people," I agree; I do not see the work of educational philosophers as advancing persuasive arguments in the position of a teacher or even teaching students how to evaluate arguments (although both of these tasks can be important).
72 Journal of Foundations of Education, Ferdowsi University of Mashhad Volume 14, Number 2, Year 1403 I agree that in certain forms, critical thinking will be a desirable inclination, but you and I have different approaches regarding this concept.
(
, 
, 
)
