#philosophy of education

[nothorses]

Do you have any more info on social-emotional learning?

I can only find versions for kids that include "follow the rules" in a million different words which uhh seems antithetical to the concept of SEL

I don't have as much relevant info as someone who's been formally trained/educated in SEL specifically, but it's definitely a big part of the philosophy of education in my program. My understanding of SEL is that it's about teaching kids to identify, process, and self-regulate their emotions, and to be in community with others.

A lot of the work I see around SEL is very intentionally informed by culturally-responsive education, which is, in a nutshell, about valuing students' individual cultures ("culture" meaning, like, everything from the general understanding of the word, to stuff like family culture and communities students are a part of- like the queer community- to neurodivergence and disability). That manifests as a way of teaching students that directly involves and welcomes their cultures (ex: having students teach each other, inviting community members to teach students, etc.), valuing the unique knowledge that students of different cultures bring to the classroom, helping students develop a positive sense of identity, and teaching students to value the cultures of other students.

This is also why it's under attack from conservatives; SEL necessitates discussions around justice, equity, diversity, and inclusion.

There are a lot of ways this shows up, but tbh, I would avoid SEL resources that emphasize academic performance or adherence to rules/"good behavior". The purpose of SEL is not to serve educators; a happy and healthy student is going to have an easier time in the classroom, but that's for the students, not the educator. Students should also be learning, like, autonomy, confidence, and self-advocacy. And educators should be making an effort to meet students where they are with their needs; we don't demand attention and punish students when they struggle to give it to us, we seek to understand why students struggle with our methods, and adjust them to meet their needs.

I've seen some decent resources floating around, and I think one of the best keywords to look out for is "culturally-responsive"; if you're just seeing resources that stress following rules, maybe try adding that onto your search!

I'm personally just a little hesitant to recommend anything without having time to comb through it more thoroughly first, and a lot of the SEL-related content I've learned through has not actually named SEL itself. 🤷‍♂️ If yall are interested in some readings around cultural responsiveness & supporting student health and happiness, though, I'm happy to provide!

#education #childcare #sel #social emotional learning #philosophy of education #culturally responsive

[sidewalkchemistry]

"Think of the great natural sequences — like learning to walk and learning to talk; the progression of light from sunrise to sunset; the ancient procedures of a farmer, a smithy, or a shoemaker; or the preparation of a Thanksgiving feast. All of the parts are in perfect harmony with each other, each action justifying itself and illuminating the past and the future. School sequences aren’t like that, not inside a single class and not among the total menu of daily classes. School sequences are crazy. There is no particular reason for any of them, nothing that bears close scrutiny...

Look again at the seven lessons of school teaching: confusion, class position, indifference, emotional and intellectual dependency, conditional self-esteem, and surveillance. All of these lessons are prime training for permanent underclasses, people deprived forever of finding the center of their own special genius."

-John Gatto, Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling

#q #john gatto #dumbing us down #Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling #unschooling #philosophy of education #self knowledge #education #intelligence #autodidact #multiple intelligences #true being

[redshift-13]

A book that’s at once both exciting because of the brilliance of its synthesis and vision, but also depressing because of how it clarifies the mental poverty of so much of current existence. 

I’ve dropped almost everything else I’m reading in order to get through this before the 3 week return deadline.

The contrast between the educational philosophy of this book versus what conservative legislators (especially) are doing with education in the US is vast.  (You could say this about any number of books or ideas, of course.)

It’s easy as pie to get large inarticulate numbers worked up about fantasy problems like woke and critical race theory and LGBT-themed library books, but it’s impossible to find an equivalent number with the power to push these postformal education ideas ahead.

Conventional, reactionary, conservative and authoritarian educational practices easily reproduce themselves since they’re mostly operating on low-effort duplication of current practice.  Rote memorization, acquisition of sterile facts, suppression of dissent, etc., are hallmarks of this educational approach - static social reproduction.

Adopting postformal pedagogies on the other hand is in a paradoxical situation.  It would seem to require significant numbers with postformal (or, using an equivalent term, postconventional) psychological and cognitive development to get it going on a mass scale, but this is hugely complicated by the fact that people functioning at postformal levels are generally lacking and might only come into existence if there were significant numbers of them to begin with in teaching positions, but if this were the case then the problem would probably be in some degree of resolution.

Examples of this paradox or dilemma are commonplace in other areas.  For example, if you’re at a low or mid level in terms of your critical thinking ability, you will not be able to imagine what it’s like to have a high level ability.  Thus, you don’t see your current function as necessarily problematic.  Or, if you don’t understand statistics, you won’t grasp whether a given public poll is valid, relevant, significant, or otherwise.

#jennifer gidley #futures studies #postformal #postconventional #education #philosophy of education #human development #stage theories of human development #teaching

[areadersquoteslibrary]

When someone tells you in the general anti-intellectual scene of these end days of the world that college is a bad investment or indoctrinating kids etc etc, just agree with them and give them some version of this quote from Schopenhauer lamenting that college-level education was too focused on his personal nemesis Hegel instead of more worthy minds like Kant.

"Now if it is said that ‘Sound reason teaches this’, or that ‘Reason should rein in the passions’ and the like, then in no way does this mean that reason produces material knowledge from its own means; rather, this points to the results of rational reflection, to logical inferences from principles that abstract knowledge, enriched by experience, has gradually gained, and by virtue of which we can clearly and readily survey not merely that which is empirically necessary and hence to be foreseen, should the occasion arise, but the grounds and consequences of our own deeds as well. ‘Rational’ or ‘reasonable’ is everywhere synonymous with ‘consistent’ or ‘logical’, and the opposite is also true. For indeed, logic is just the natural method of reason itself expressed as a system of rules: these expressions (rational and logical) are related to one another as are practice and theory. A rational way of acting is understood in just this sense as a way of acting that is quite consistent, proceeds from universal concepts, and is intentionally led by abstract thoughts, but not determined by momentary, fleeting impressions; however, nothing is said about the morality of such a way of acting; on the contrary, it could be bad as well as good. Detailed explanations of this can be found in my ‘Critique of  [117] Kantian Philosophy’ 2nd edn, p. 576 ff.,b as well as in The Two Fundamental Problems of Ethics, p. 152 ff.c Finally knowledge from pure reason (knowledge that we can bring to consciousness a priori, i.e., without the aid of experience) is such that its origins lie in the formal part of our cognitive faculty, be it thinking or intuiting. This sort of knowledge is always based on propositions that have transcendental or even metalogical truth.

In contrast, the idea of reason through its own means providing original material knowledge, knowledge therefore beyond all possibility of experience, positively enlightening us – the idea of reason as something that must contain innate ideas – is a pure fiction of philosophy professors, resulting from the anxiety evoked in them by the Critique of Pure Reason. – Are these gentlemen acquainted with a certain Locke, and have they read him? Perhaps once, a long time ago, superficially, in passages, in a poor, hackneyed German translation, looking down on the great man with conscious superiority – for I do not see an increase in knowledge of modern languages in proportion to the decrease in knowledge of ancient languages, no matter how much it is lamented. Of course they have had no time to waste on such old curmudgeons; in fact, even a real and fundamental knowledge of Kantian philosophy is at most to be found in some – very few – old fellows. For the youth of the generation now in manhood must have been expended on the works of that ‘giant intellect, Hegel’, of the ‘great Schleiermacher’ and the ‘discerning Herbart’. Alas! Alas! Alas! For this is just what is pernicious about such university celebrities and about what comes out of the mouths of decent colleagues in office and aspirants hoping to rise to the heroic heights of a university chair: that mere products of the factory of nature are praised as great minds, as the exceptions and ornaments of humankind, to good, faithful, youth of mediocre minds, lacking in judgement, so that these students dedicate themselves, with all their youthful energy, to the sterile study of such people's endless and mindless scribbling and squander the short and valuable time granted to their higher education, instead of devoting their youthful energy to real instruction, offered  [118] by the works of rare, genuine thinkers, the true exceptions among humankind, ‘scattered swimmers in the vast abyss’,a who across the centuries have only now and then emerged, since even nature only occasionally produces their sort and then ‘breaks the mould’. These genuine thinkers would also have been alive for today's youth, had they not been cheated out of their share of these genuine thinkers by the exceeding perniciousness of those who praise the bad, those members of the great fellowship of sponsors of mediocre thinking, who always flourish and hoist their banners high as the regular enemies of the great and genuine, who humble them. Just because of these and their activities, the age has so declined that Kantian philosophy, which our fathers understood only after years of serious study and through great effort, has now become unknown to the current generation, before whom Kant's philosophy is like pearls before swinea and who try to attack it in a kind of crude, awkward, doltish way – as barbarians throw stones at statues of Greek gods unfamiliar to them. Because this is the way it is nowadays, it is incumbent upon me to recommend something new to the advocates of that reason that knows immediately – that comprehends, that intuits, in short, that reason that produces material knowledge from its own means – to recommend the first book of the world-famous, 150-year-old work of Locke, which is expressly directed against all innate knowledge, and especially to recommend the 3rd chapter, §§ 21–26.b For although Locke goes too far in his denial of all innate truths, insofar as he extends that denial to formal knowledge (for which Kant most brilliantly corrected him later), nonetheless he was perfectly and undeniably correct about all material knowledge, i.e., substantial knowledge."

-Arthur Schopenhauer, On the Fourfold Root of the Principle of Sufficient Reason

#philosophy #college #education #quotes #indoctrination #college indoctrination #trolling #copypasta #shitpost #right wing troll #philosophy of education #schopenhauer #hegel #educational indoctrination #college education #philosophy quotes #schopenhauer philosophy #philosophy trolling #amreading

[theabigailthorn]

people sometimes ask if I'd ever consider becoming a university professor and I'm like yeah sure I'd love to do a shit-tonne of unpaid busywork in the sexual harassment factory just so some cis guy can plagiarise my work while my debt-crushed students get arrested for daring to question why their fees are being invested in weapons companies

#sometimes universities sneer at Philosophy Tube for not being 'proper education' #but at least I've never invested my Patrons' money in a weapons manufacturer #and then called the cops on them

[educationmundo]

using the philosophy of "Enlightened Self-Interest" to encourage reluctant learners

Teachers aspire for all of their learners to become intrinsically motivated lifelong learners, but we are aware this is a lofty goal, and if many of our learners seek success due to their enlightened self-interest maybe it's enough?

Few would disagree that the development of intrinsic motivation is crucial for the overall academic success of learners and their personal growth. Intrinsic motivation is the drive to do something because it is personally fulfilling, rather than because of external rewards or pressure. Here are 7 ways we promote intrinsic motivation in the classroom: Empower Learners with Autonomy and Choice:…

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#child psychology #curriculum #Education #educational philosophy #enlightened self interest #international education #international schools #intrinsic motivation #lifelong learners #philosophy of education #psychology

[joebustillos]

Teaching Using Tech: Philosophy of Higher Education, Part 2

Teaching Using Tech: Philosophy of Higher Education, Part 2

I’ve been filling out teaching/education-related job application and I was met with this little gem: Please describe your knowledge of pedagogy associated with various instructional modalities, i.e. face-­to-­face, hybrid, and online gilgamesh-taskmaster-01 Having taught students from Kindergarten to eighth grade, freshmen bachelor’s and second career master’s students, the courses I’ve…

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#curriculum #disruptive edtech #Ed-Tech #edtech #education #online education #online learning #philosophy of education #student needs

[philosophybits]

It is not easy for a man to begin to think; but once he has begun he will never leave off. Once a thinker, always a thinker, and the understanding once practised in reflection will never rest.

Jean-Jacques Rousseau, Emile, or On Education

#philosophy #quotes #Jean-Jacques Rousseau #Emile or On Education #thinking #thought #reflection #understanding #awareness

[radhi4025-blog]

Concept and Philosophy of an Educated Person

Education is a concept that can take many forms and is one of the greatest wealth’s one can attain. To ensure that our young people are educated to fulfil what our society hopes to achieve in the future, we must reflect on our educational practises both globally and within New Zealand. Education can be described as anything that expands our thinking. This information provides us with the knowledge, skills, values, and beliefs needed to shape us into well-educated individuals. In New Zealand, almost everyone in our society is schooled in some way. However, the terms schooling and education tend to be intertwined and can be misinterpreted. Education is a lifelong process of learning as much of the knowledge we acquire is gained through individual experience rather than what is traditionally taught in schools. Schooling is necessary to gain technical skills to work in areas of expertise, however education as a whole is a journey we all experience to grow and become better people. Schooling tends to be the most accepted form of education which refers to a predetermined range of subjects taught across a number of years in a controlled environment. However, problems can occur using this method of educating as learners may be treated as objects to be moulded rather than as participants and creators of their own learning which opposes the true essence of education. This approach takes a less formal stance without the institutional environment of schooling. It is a means to discover new things and increase our knowledge about the world, creating well-rounded individuals who are empowered to maximise their potential and contribute to society. Education has an aim or purpose. It is not simply an activity we undertake for mere pleasure, but because we want to achieve something. Concepts of education are beliefs about what is worth learning and how people should obtain that learning. Two major functions of education are qualification and socialisation. Qualification is traditionally acquired through schooling and provides young people with the knowledge and skills that allow them to achieve something, either specific or general. For example, this could be achieving professional education or preparation for living in today’s society.

#blog article #educational concept #philosophy of education #daily blogs #educational blog

[typhlonectes]

#education #memes #philosophy

[nateconnolly]

Ted Lasso: All right, guys, listen up. The things in the world originate only because of their relation to other things. That means they have no essence or existence of their own. Their true nature is that they are “śūnya" or "empty”.

Coach Beard: Emptiness isn’t their true nature, either.

Ted Lasso: Say what now?

Coach Beard: Emptiness isn’t truer than the false natures of the things that are empty. 

Ted Lasso: Now how the hell does that work? 

Coach Beard: Emptiness did not arise independently, either. Its existence is also dependent upon its relation to other things. If there was nothing to be empty, then there would be no emptiness. 

Dani Rojas [excitedly, like a little kid with a new toy]: if all things are empty, then emptiness itself must be empty, too! 

Ted Lasso: now that right there is what we call “insight beyond insight” back in Kansas 

Higgins: Er, wouldn’t that make nirvana empty as well? And if it’s empty, doesn’t that mean there’s no reason to try to achieve it? 

Jan Maas [unfiltered Dutchman]: Thoughts like those are why you’re still stuck in samsara. 

#ted lasso #nagarjuna #buddhism #commit to the bit #original post #please don’t expect my satirical ted lasso post to give you complete and contextualized information #my educational nonfiction is thoroughly researched #but my bits are just bits #if anyone wants introductory level info about buddhist emptiness #watch the video on nagarjuna by let’s talk religion #you can find intermediate information on the stanford encyclopedia of philosophy #and the nichiren library entry on non-substantiality

[liberatingreality]

More people would learn from their mistakes if they weren't so busy denying them.

Harold J. Smith

#Psychology #Philosophy #Education #Wisdom #Self-Awareness

[redshift-13]

For as long as there have been villages, there have been young people who chafed at their confines. They strike out for the wider world. Having seen something of elsewhere and its strange ways, rejecting some, embracing others, the prodigal returns, and perhaps evangelizes: Instead of hunting and/or gathering this way, why don’t we try it like that?

Think of the elder who responds with a frantic, paranoid horror as history’s first conservative...

...

Public schools are where young people encounter ways of being and thinking that may directly contradict those they were raised to believe; there really is no way around it. Schools are where future adults receive tools to decide which ideas and practices to embrace and which to reject for themselves. Schooling, done properly, is the opposite of conservatism. So is it any wonder it frequently drives conservatives berserk?

...

In the primary literature of the 1970s and ‘80s Christian right, you will rarely find more passion exercised than when the subject is psychologists in schools. That’s why the most fire-breathing partisans of the right-wing school wars kept on introducing versions of a bill that, in its 1978 form introduced by Senator Orrin Hatch, was called the Protection of Pupil Rights Amendment. It sought to ban any actions in any federally funded school that “infringe  upon or usurp the moral or legal rights or responsibilities of parents or guardians with respect to the moral, emotional, or physical development of their young children.” In other words, it sought to kill off any possibility that anyone outside the home might give children the tools to become themselves.

...

More at the link.

Educational theorists and futurists with broad multidisciplinary understanding are rare.

Conservative reactionaries who have education all figured out, are a dime a dozen.

It’s easy as hell to design education systems that favor the social reproduction of conservative consciousness.  Rote learning, religious indoctrination, ideas taken at face value and superficially, obedience to the authority of teachers and cultural and historical icons, avoidance of complexity - all of this is easy, lazy, and a recipe for the kind of stupidity that grinds human prospects into the dirt.  Its qualifications for teachers are relatively low.

It’s much harder to turn out self-actualized people capable of complex thought, compassion, and creativity, people who are widely literate across disciplines, people who value lifelong learning, continual growth, curiosity, ideas and the life of the mind.  However, the furthest reaches of progressive, humanistic education languish in theory and lack of application.  Its achievement takes a lot more work, requires more talented and high functioning people, and higher levels of social and political commitment.

So, the problem we face is that the progressive, cultural evolutionary system some of us desire struggles to exist and come into being, while those who fear knowledge and thought itself are desperate to break down what gains have already been made.

#rick perlstein #education #conservatism #school curricula #teaching #public schools #philosophy of education #the conservative drive to define us all downwards

[mindfulstudyquest]

“ vindica te tibi „ – and what we should learn from an old stoic like Seneca

if you have ever studied latin or philosophy, you will certainly have stumbled upon Seneca, a very problematic dude who, however, occasionally said the right things.

“ vindica te tibi „ is my all-time-favorite latin quote, it litterally means “ vindicate yourself for yourself „, but we can translate it better with “ take control of yourself „. in order to deeply understand this statement, let's take a look at stoic philosophy.

stoicism [ from latin stōicus and ancient greek Στωϊκός ( stōïkós ) ]: it’s a philosophy designed to make us more resilient, happier, more virtuous and more wise and – as a result – better people, better parents and better professionals. it is a philosophical and spiritual current with a rational (human rationality is the basis of everything), pantheistic (everything is God, God is everywere, the whole universe is God), deterministic (nothing happens by chance but everything is regulated by precise logical laws), and dogmatic (all that is, as being, is real and concrete) imprint, with a strong ethical and tendentially optimistic orientation. stoicism was founded in Athens around 300 bc by Zeno of Citium and later it was introduced to rome by Panaetius of Rhodes in the 2nd century bc. stoicism is a tool in the pursuit of self-mastery, perseverance, and wisdom: something one uses to live a great life, rather than some esoteric field of academic inquiry. [ sources wikipedia and dailystoic ]

Seneca was a stoic philosopher who lived in rome in the 1st century ad, and he wrote this quote in a letter addressed to Lucilus, a friend of his much younger than him, interested in philosophy and politics.

in this letter ( the first of his epistolary ) he deals with the theme of time and the brevity of life, a subject that he would often return to in many of his works. basically Seneca claims that life isn't actually that short, as the majority of people complain, we're just very good at waste our time beign slaves of something, instead of using it wisley. there are many ways people waste their time, he calls them " the busy ones ", those people who spend their energies on useless business and relationships, which lead neither to their personal growth nor to an economic, social or psychological advantage, just because they're used to it.

Seneca is saying that we are so used to wasting time, doing certain things just because we have been taught to do so, that we don't realize that we could do much more for ourselves and for our enviroment if we only knew how to use our time correctly.

" vindica te tibi " means that you have to take control of your time, because no one can give it back to you. your future depends on the investment in yourself and in your time, your future and who you are as a person is up to you. take control of yourself.

#college #education #school #academia #note taking #student #study aesthetic #study blog #study inspiration #study motivation #stoicism #stoic philosophy #seneca #lucius annaeus seneca #chaotic academia #academic validation #light academia #dark academia #latin #philosophy #study notes #study tips #studyblr #studyinspo #studyspo #uni life #university life #university

[kafkasapartment]

C. Wright Mills argued that people are often unaware of their connection to broader historical narratives. This can limit their understanding of how their actions impact the world and their potential to shape it. History, with its cycles of wars, revolutions, and personal struggles (education, economic circumstances, health) offers both cautionary tales and opportunities for learning. Whether we engage with these lessons or not, the echoes of the past continue to resonate.

Guernica, 1937. Pablo Picasso. Oil on canvas.

#history #histoire #historia #philosophy #sociology #war #education #health #quotes #excerpts #reading #art

[thesirencult]

The further you go, the lonelier it gets.

The road to the top of the mountain is not made for everyone.

Don't keep around baggage that weighs you down.

Then, after you get to the top be a guiding light for those brave and disciplined enough to get to your level.

Let those strong enough accompany you.

Wolves do not hang around dogs, unless they want to start barking.

#self education #self care #self love #self development #self improvement #seduction #philosophy #personal improvement #personal growth #high value men #high value mindset #high value woman #level up journey #leveling up #level up #sacred feminine #femme fatale #feminine energy