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Collins, Ashok; Clemens, Manuel – Educational Philosophy and Theory, 2022
The opposition between learning as a process of self-cultivation ("Bildung") and learning as a form of vocational training for the workplace ("Ausbildung") is becoming ever more deeply entrenched in the twenty-first-century university. In language education in particular, the distinction between these two competing aims…
Descriptors: Individual Development, Second Language Learning, Second Language Instruction, Vocational Education
Dufresne, Michael – Educational Philosophy and Theory, 2017
Beginning with an anecdote from the Zhuangzi about a wheelwright who is unable to pass on his knack for wheel-making to his son, this article goes on to argue that the process of teaching and learning in this context should not be understood as one of transmitting knowledge but instead as one of cultivating habits. According to Zhuangzi, learning…
Descriptors: Teaching Methods, Educational Philosophy, Learning Processes, Familiarity
Hankovszky, Tamás – Educational Philosophy and Theory, 2018
According to Fichte's early science of knowledge, man is a free and independent being who becomes somebody not through the power of nature, by developing his innate skills and abilities, or through external influence, but by his own power. Since the essence of human beings is I-hood, the individual, having defeated the not-I or nature living in…
Descriptors: Educational Philosophy, Teacher Role, Individual Development, Teacher Student Relationship
Reichenbach, Roland – Educational Philosophy and Theory, 2016
The contribution focuses on Neo-Confucian texts as collected by Zhu Xi (?? 1130-1200) and Lü Zuqian (1137-1181) and is a look from the "outside", from the perspective of German theories of Bildung ("self-cultivation"). It aims at demonstrating that among other insights that today's readers may gather from Neo-Confucian…
Descriptors: Confucianism, Western Civilization, Educational Philosophy, Learning Processes
McPherson, Ian – Educational Philosophy and Theory, 2005
The Dreyfus (2001) account of seven stages of learning is considered in the context of the Dreyfus (1980s) account of five stages of skill development. The two new stages, Mastery and Practical Wisdom, make more explicit certain themes implicit in the five-stage account. In this way Dreyfus (2001) encourages a more reflexive approach. The themes…
Descriptors: Skill Development, Reflection, Learning Processes, Epistemology