Teaching and Philosophy: Three Reunions.
Saved in:
| Title: | Teaching and Philosophy: Three Reunions. |
|---|---|
| Authors: | Ha-DiMuzio, Samantha1 (AUTHOR) hadimuzs@dickinson.edu, Filatov, Ksenia2 (AUTHOR) filatovk@bc.edu, Higgins, Chris2 (AUTHOR) christopher.higgins@bc.edu |
| Source: | Studies in Philosophy & Education. Apr2025, Vol. 44 Issue 2, p167-186. 20p. |
| Subject Terms: | Praxis (Process), Reflection (Philosophy), Facts (Philosophy), Israel-Palestine relations, Philosophers |
| Abstract: | What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers from the start as collaborators in the production of philosophical work. Of, in, for, with: it seems that every preposition has been proposed to join teaching and philosophy–a perennial dilemma that philosophers of education are far too familiar with. These anxious efforts to close the gap only reinforce our narrow, lopsided images of each endeavor. The teacher turns outward; the philosopher inward. Teaching is mired in the quotidian; philosophy prone to pointless abstraction. Called to act, the teacher works within the constraints of institutions; called to question, the philosopher practices principled withdrawal. While there is a grain of truth here, such contrasts obscure a key fact: philosophy and teaching are deeply kindred practices. The contemporary tragedies unfolding in Gaza and Israel serve as an urgent reminder of the costs of cleaving contemplation from action. Indeed, we will argue that the alienation of teaching (a practical endeavor if ever there was one) and philosophy (the contemplative discipline par excellence) damages the integrity of each. In what follows, we explore three conceptual sites—the posing of questions, the act of walking together, and the effort to discover what is at stake—which demonstrate a welcome return, or reunion, between philosophy and teaching. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 184746043 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Teaching and Philosophy: Three Reunions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ha-DiMuzio%2C+Samantha%22">Ha-DiMuzio, Samantha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hadimuzs@dickinson.edu</i><br /><searchLink fieldCode="AR" term="%22Filatov%2C+Ksenia%22">Filatov, Ksenia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> filatovk@bc.edu</i><br /><searchLink fieldCode="AR" term="%22Higgins%2C+Chris%22">Higgins, Chris</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> christopher.higgins@bc.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studies+in+Philosophy+%26+Education%22">Studies in Philosophy & Education</searchLink>. Apr2025, Vol. 44 Issue 2, p167-186. 20p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Praxis+%28Process%29%22">Praxis (Process)</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection+%28Philosophy%29%22">Reflection (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Facts+%28Philosophy%29%22">Facts (Philosophy)</searchLink><br /><searchLink fieldCode="DE" term="%22Israel-Palestine+relations%22">Israel-Palestine relations</searchLink><br /><searchLink fieldCode="DE" term="%22Philosophers%22">Philosophers</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: What is the relation of philosophy and teaching? Do we start from philosophy and then work to close the gap through a process of application? Do we start from teaching, and work to create a space for philosophical reflection? Is it enough to include philosophical texts and activities in teacher education? Or perhaps we need to include teachers from the start as collaborators in the production of philosophical work. Of, in, for, with: it seems that every preposition has been proposed to join teaching and philosophy–a perennial dilemma that philosophers of education are far too familiar with. These anxious efforts to close the gap only reinforce our narrow, lopsided images of each endeavor. The teacher turns outward; the philosopher inward. Teaching is mired in the quotidian; philosophy prone to pointless abstraction. Called to act, the teacher works within the constraints of institutions; called to question, the philosopher practices principled withdrawal. While there is a grain of truth here, such contrasts obscure a key fact: philosophy and teaching are deeply kindred practices. The contemporary tragedies unfolding in Gaza and Israel serve as an urgent reminder of the costs of cleaving contemplation from action. Indeed, we will argue that the alienation of teaching (a practical endeavor if ever there was one) and philosophy (the contemplative discipline par excellence) damages the integrity of each. In what follows, we explore three conceptual sites—the posing of questions, the act of walking together, and the effort to discover what is at stake—which demonstrate a welcome return, or reunion, between philosophy and teaching. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studies in Philosophy & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=184746043 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11217-024-09975-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 167 Subjects: – SubjectFull: Praxis (Process) Type: general – SubjectFull: Reflection (Philosophy) Type: general – SubjectFull: Facts (Philosophy) Type: general – SubjectFull: Israel-Palestine relations Type: general – SubjectFull: Philosophers Type: general Titles: – TitleFull: Teaching and Philosophy: Three Reunions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ha-DiMuzio, Samantha – PersonEntity: Name: NameFull: Filatov, Ksenia – PersonEntity: Name: NameFull: Higgins, Chris IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00393746 Numbering: – Type: volume Value: 44 – Type: issue Value: 2 Titles: – TitleFull: Studies in Philosophy & Education Type: main |
| ResultId | 1 |
