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»Philosophy […] Is the Theory of Education in Its Most General Phases«

Kritische Anmerkungen zu einigen Verhältnisbestimmungen von Philosophie und Pädagogik im Anschluss an John Dewey

In: Vierteljahrsschrift für wissenschaftliche Pädagogik
Author:
Johannes Bellmann Allgemeine Erziehungswissenschaft, Institut für Erziehungswissenschaft, Westfälische Wilhelms-Universität Münster Münster Deutschland

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Abstract

»Philosophy […] Is the Theory of Education in Its Most General Phases«. Critical Remarks On Some Relationships between Philosophy and Education Following John Dewey

In contrast to the widespread view that education is a subfield and field of application of practical philosophy, John Dewey understood philosophy altogether as a general theory of education. The article reconstructs this perspective in Dewey’s main pedagogical work »Democracy and Education« as well as in his 1929 paper »The Sources of a Science of Education«. Afterwards, two other relationships between philosophy and education will be contrasted, the so-called Isms approach and the configuration in which philosophy is one of the so-called ›foundation disciplines‹ dealing with education as an applied field. In an outlook, current changes in the relationship between philosophy and education will be discussed.

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