Whereas most latter-day Aristotelian approaches to moral education highlight the early habituation phase of moral development, they rarely have much to say, beyond truisms from the "Nicomachean ethics," about the ultimate Aristotelian goal of cultivating fully fledged "phronesis." The aim of this article is to repair the dearth…

Teacher action research seeks to bring together action, reflection, theory, and practice; and it is acknowledged as a way to value and honour teachers' practical knowledge. The purpose of this article is to conceptualize teacher action research as "Bildung," applying Gadamer's philosophical hermeneutics as a theoretical…

This article discusses the transition from philosophy to psychology as the main source of inspiration for education during the mid-twentieth century in the Netherlands, situated between Germany in the east and the English-speaking world in the west. Claims have been made that educational theory in the Netherlands was dominated by German philosophy…

Examines how modern ideals of individualism and critical reflection contribute to beliefs associated with nihilism. Argues that emancipatory views of education foster self-directing individualism and critical thought that contribute to nihilism problem. Concludes that emancipatory approaches should be based on the idea of the individual as a…

Offers an overview of the root metaphors and philosophical assumptions associated with formism, mechanism, contextualism, and organicism, the four world views described in Pepper's 1942 philosophical treatise and his presentation of root metaphor theory. Examines recent and historical trends of development in counseling theory and practice within…

An overview of critical realism is provided. This philosophical stance proposes that science is saying something real about the nature of things. (JN)

Discusses various aspects of contructivism, focusing on the work of Karin Knorr-Cetina. Indicates that an internal critique of Knorr's arguments for the relativist program in the sociology highlights the role of shared knowledge in science and that Knorr's analysis produces new insights concerning the necessity and nature of scientific consensus.…

Examines how phenomenology might make a more significant contribution to knowledge and understanding within sport-related research. The paper discusses the philosophical roots of phenomenology; highlights the key contributions of and differences between Husserl and Heidegger; examines phenomenology as philosophy and phenomenology as method; and…

Fifteen National Science Foundation executives and managers met with Arnold Thackray to discuss the historian and the progress of science. Presented are comments by participants of this roundtable discussion (part of a series of roundtables which examined theoretical/practical aspects of how the nature of scientific progress is defined and…

The main points made by Clarke and Mearman about Winch's article, 'The Economic Aims of Education,' are taken up and discussed. My argument is that work is not necessarily a disutility, although paid employment can be when it is undertaken in conditions that are not fulfilling. Life aims are not the same as educational aims, although educational…

Draws parallels concerning the development of the self between recent psychoanalytic theory and earlier formulations found in the sociological tradition of symbolic interactionism. Suggests that a unity of understanding between the two thought systems is useful to the knowledge base of social work practice. (Author/LLL)

Creative thought can be promoted by an attitude of mind, the implications of certain philosophy of science trends notwithstanding. Since such an attitude should obviously be encouraged, various ways of accomplishing this are suggested. (Author/JN)

The author provides a brief introduction to philosophy, including areas of study within this discipline and various schools of thought. He comments on the usefulness of philosophy to teachers of agriculture. (CH)

Discusses (1) what is meant by educational practice and empirically based theory; (2) the mutual dependence and independence of social based scientific theoretical formulations; and (3) the differences between theory and practice on the problem created by their similarities. (SA)

Misunderstanding, conflict, peevishness, and vituperation have typified some of the shifting schools of thought concerning behavioral thinking. Sometimes the "scientist" him/herself has behaved in most unscientific ways. A practitioner of the art looks at some of the conflictual ethics manifested in the exercise of the craft of psychology.…