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Philosophical Education and Global Citizenship: Tapping into the Process Philosophy of Alfred North Whitehead
New Zealand Journal of Educational Studies Pub Date : 2019-02-23 , DOI: 10.1007/s40841-019-00125-4
Felix Okechukwu Ugwuozor

This paper outlines how ethics and democracy can be conceived procedurally within the context of education for global citizenship, using the process philosophy of Alfred North Whitehead as a starting point. Education for global citizenship aims to create active individual consciousness within a community and a commitment to build upon values and practices. As this paper presents, Whitehead’s rejection of systematized, scientific rationalism formed the basis for his theory of internal relatedness. While scientific rationalism promotes the idea that things and individuals are distinct and discreet from each other, Whitehead’s process theory advances the idea that things and persons are internally related to each other. The nature of epistemology in Whitehead’s system of thought shines a spotlight on the immense richness of process theory as well as on the limits of the standard scientific rationalism. The paper, while highlighting the flaws of Kant’s basis for global citizenship, explores Whitehead’s reconstruction of metaphysics and rationality within the framework of process metaphysics. In addition it indicates the sociopolitical and educational implications of process thought. The paper concludes by discussing how Lipman’s Philosophy for Children is related to Whitehead’s process philosophy and, in fact, could actualize Whitehead’s educational philosophy that students should be interactive and creative participants in learning. It also demonstrates how Whitehead’s process thought and Lipman’s Philosophy for Children both share education beliefs that promote the values, skills, culture, and attitude needed for global citizenship.

中文翻译:

哲学教育和全球公民:利用阿尔弗雷德·诺斯·怀特黑德的过程哲学

本文以阿尔弗雷德·诺斯·怀特黑德 (Alfred North Whitehead) 的过程哲学为起点,概述了如何在全球公民教育的背景下从程序上构想道德和民主。全球公民教育旨在在社区内创造积极的个人意识,并致力于建立在价值观和实践的基础上。正如本文所述,怀特海对系统化、科学理性主义的拒绝构成了他的内在关联理论的基础。科学理性主义提倡事物和个人彼此不同且谨慎的观点,而怀特海的过程理论则提出了事物和人彼此内在相关的观点。怀特海思想体系中认识论的本质使人们关注过程理论的巨大丰富性以及标准科学理性主义的局限性。该论文在突出康德全球公民基础的缺陷的同时,探讨了怀特海在过程形而上学框架内对形而上学和理性的重构。此外,它还表明了过程思维的社会政治和教育意义。本文最后讨论了利普曼的儿童哲学如何与怀特海德的过程哲学相关联,事实上,可以实现怀特海德的教育哲学,即学生应该成为学习中互动和创造性的参与者。
更新日期:2019-02-23
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