[Reader-list] Two Philosophy of Education Talks @ Tata Institute of Social Sciences, 18 Feb

[Chintan]

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From: jennifer thomas

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From: Padma Sarangapani <psarangapani at hotmail.com>
Date: Fri, Feb 12, 2010 at 3:11 PM
Subject: Two Philosophy of Education Talks 18 Feb
To: padma sarangapani <psarangapani at hotmail.com>


 *TATA INSTITUTE OF SOCIAL SCIENCES*

*SCHOOL OF SOCIAL SCIENCES*

*Centre for Studies in  Sociology of Education*

*M.A. IN EDUCATION (ELEMENTARY) PROGRAMME*



Invites you to



Two Philosophy of Education talks

*  *

Dr. Christopher Winch

*For Philosophy of Education in Teacher Education*

and

Dr. David Carr

*Liberal Education, Art and Emotion*



*February 18, 2010,  3.00-5.30 pm (Tea at 2.30 pm)*

* *

*Class Room No. V, TISS Main Campus*

* *

Dr. G.G. Wankhede

Chairperson, CSSE, will chair the session



Dr. Christopher Winch is Professor of Educational Philosophy and Policy,
Head of Department, Department of Education and Professional Studies, King’s
College, London, and current Chair of the Philosophy of Education Society of
Great Brittain.. His research interests include educational policy, quality
and accountability and vocational knowledge. Recent books: Philosophy and
Educational Policy: A critical introduction, Abingdon: Routledge-Falmer.
2004.

Dr. David Carr is Professor The Moray House of School of, Education,
University of Edinburgh, His research interests include Philosophy of
Education, ethics, virtue ethics and moral education; the nature of
professionalism and professional ethics; knowledge, education and curriculum
theory; aesthetics; arts education (especially dance, music and literature);
education of the emotions. Recent Books: Making Sense of Education: An
Introduction to the Philosophy and Theory of Education and Teaching, London:
Routledge.2003.

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*For Philosophy of Education in Teacher Education*

* *

*Christopher Winch*

*Professor, Kings College, London*

The argument of this talk is that the time has come to re-assess the role
that Philosophy has to play in the education of teachers, both at the
beginning of and during their careers. The argument depends on a view of the
character of teachers’ work that will, inevitably, excite disagreement but
which is also, I hope to show, highly plausible, particularly in the context
in which education currently takes place.  The claim is that the ability to
think philosophically is an indispensable component of a teacher’s capacity
for professional judgment. To substantiate this claim it will be necessary
to explain what is meant by ‘professional judgement’ and why teachers should
have it. Reasons why philosophy of education went into decline within
teacher education are examined and ways of avoiding such a fate in the
future are suggested.

* *

* *

*Liberal Education, Art and Emotion*

* *

*David Carr*

*Professor, University of Edinburgh*

Does literature and other arts have a significant place in education?  Much
depends for an answer to this question, on what one *means* by education –
but also on what one takes the role of literature and arts in human life and
association to be.   The difficulty that educational and other philosophers
have encountered in defining the meaning of ‘education’ is that the term
clearly has (at least in English) diverse senses: the common use of
education refers to the process of schooling as opposed to ‘liberal
education’.  The two need not be incompatible, however  the educational
value of literature and arts may be harder to appreciate on a more
instrumental view of education than on a liberal view.  Central to the
liberal educational tradition is the idea that education is a matter of
initiation into mind-expanding forms of knowledge or enquiry that are
worthwhile in themselves because they assist the personal development of
agents by helping them to understand their world.   One possible problem
with modern liberal educational senses of mind and knowledge – for which
they have frequently been criticised – is that they seem to depend on
somewhat narrow theoretical or ‘intellectual’ senses of mind and knowledge.
However, if we return to an older philosophical conception of mind and moral
development – in the work of the ancient Greek philosopher Aristotle – there
seems more scope to accommodate human development that is more than just
‘intellectual’.