Open Mindedness and Education

The language is absolutely clear and free of pretentious jargon, the arguments are rigorous, cogent, and easy to follow, and the organization of the book is truly exemplary." Canadian Journal of Education.

Author: William Hare

Publisher: McGill-Queen's Press - MQUP

ISBN: 0773504117

Category: Foreign Language Study

Page: 166

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Professor Hare provides a systematic and detailed examination of what is meant by calling a person open-minded, and an inquiry into the place and importance of this comparatively neglected idea in education. "[Hare] provides us with a clear concept of open-mindedness and shows why that attitude is central to our view of education ... for those who are interested in the concept of education or values or moral education, and those who want to see how open-mindedness relates to important concepts such as rationality, neutrality, indoctrination ... recommended to all who are concerned with education, not just teachers and teacher educators. The language is absolutely clear and free of pretentious jargon, the arguments are rigorous, cogent, and easy to follow, and the organization of the book is truly exemplary." Canadian Journal of Education.
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Open Mindedness and Education

If open - mindedness is a necessary condition of education , then to say that a person is educated is at once to say that he has an open mind . Let us look immediately at a view , expressed by a wellknown author of a popular book on ...

Author: William Hare

Publisher: McGill-Queen's Press - MQUP

ISBN: 9780773560895

Category: Foreign Language Study

Page: 178

View: 361

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Professor Hare provides a systematic and detailed examination of what is meant by calling a person open-minded, and an inquiry into the place and importance of this comparatively neglected idea in education. "[Hare] provides us with a clear concept of open-mindedness and shows why that attitude is central to our view of education ... for those who are interested in the concept of education or values or moral education, and those who want to see how open-mindedness relates to important concepts such as rationality, neutrality, indoctrination ... recommended to all who are concerned with education, not just teachers and teacher educators. The language is absolutely clear and free of pretentious jargon, the arguments are rigorous, cogent, and easy to follow, and the organization of the book is truly exemplary." Canadian Journal of Education.
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In Defence of Open Mindedness

Preface In Open - mindedness and Education , I set out the main features of the attitude of open - mindedness and showed how this attitude is related to the idea of education and to various methods of teaching and subject areas .

Author: William Hare

Publisher: McGill-Queen's Press - MQUP

ISBN: 0773505814

Category: Foreign Language Study

Page: 121

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William Hare believes that open-mindedness - the disposition to form a belief, and if necessary to revise or reject it, in the light of available evidence and arguement - stands in need of a defence because it is under widespread attack. In this sequel to his highly regarded Open-mindedness and Education [1979], he examines the numerous ways in which opposition to open-mindedness is expressed, and shows how these criticisms can be countered. He argues that the general indictment of open-mindedness as a habit of mind leading to nihilism and scepticism, as well as to neglect of the emotions, is based upon a misunderstanding of the nature of the concept, which in his opinion is by no means incompatible with personal commitment and confidence. Similar confusions are exposed in such areas as elementary schooling, moral education, educational standards, methods of teaching, the administration of schools, and the teaching of science. In each of these areas, examples are taken from the writings of influential critics to illustrate the nature of the doubts concerning open-mindedness - doubts that are carefully analysed and show to rest ultimately upon erroneous assumptions. And since he believes that many who set out to champion open-mindedness manage to confuse this ideal with other notions, Hare undertakes in a concluding chapter to protect the ideal from its would-be friends and supporters.
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Education s Epistemology

The main reason for thinking so is that open-mindedness appears not to have anything to do with the quality of ... Hare's classic account of open-mindedness, OpenMindedness and Education (1979), opens with a very brief gloss: ...

Author: Harvey Siegel

Publisher: Oxford University Press

ISBN: 9780190682682

Category: Philosophy

Page: 304

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Education's Epistemology extends and further defends Harvey Siegel's "reasons conception" of critical thinking. It analyzes and emphasizes both the epistemic quality, and the dispositions and character traits that constitute the "critical spirit," that are central to a proper account of critical thinking; argues that that epistemic quality must be understood ultimately in terms of epistemic rationality; defends a conception of rationality that involves both rules and judgment; and argues that critical thinking has normative value over and above its instrumental tie to truth. Siegel also argues, contrary to currently popular multiculturalist thought, for both transcultural and universal philosophical ideals, including those of multiculturalism and critical thinking themselves.
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A Companion to the Philosophy of Education

To respect liberal education is to allow its traditions to shape, in good part, one's educational judgments. ... The intellectual virtues merit our attention here, and I will focus on open-mindedness because it nicely brings out the ...

Author: Randall Curren

Publisher: John Wiley & Sons

ISBN: 9780470997239

Category: Philosophy

Page: 656

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A Companion to the Philosophy of Education is a comprehensive guide to philosophical thinking about education. Offers a state-of-the-art account of current and controversial issues in education, including issues pertaining to multiculturalism, special education, sex education, and academic freedom. Written by an international team of leading experts, who are directly engaged with these profound and complex educational problems. Serves as an indispensable guide to the field of philosophy of education.
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Giving Voice to Democracy in Music Education

Open-mindedness” has been characterized as an intellectual virtue, argued by Hare (2003) and Spiegel (2012) to be essential to learning. It is also a central component in supporting “the notion of genuine inquiry” (Hare 2003, 3).

Author: Lisa C. DeLorenzo

Publisher: Routledge

ISBN: 9781317534556

Category: Music

Page: 276

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This book examines how music education presents opportunities to shape democratic awareness through political, pedagogical, and humanistic perspectives. Focusing on democracy as a vital dimension in teaching music, the essays in this volume have particular relevance to teaching music as democratic practice in both public schooling and in teacher education. Although music educators have much to learn from others in the educational field, the actual teaching of music involves social and political dimensions unique to the arts. In addition, teaching music as democratic practice demands a pedagogical foundation not often examined in the general teacher education community. Essays include the teaching of the arts as a critical response to democratic participation; exploring democracy in the music classroom with such issues as safe spaces, sexual orientation, music of the Holocaust, improvisation, race and technology; and music teaching/music teacher education as a form of social justice. Engaging with current scholarship, the book not only probes the philosophical nature of music and democracy, but also presents ways of democratizing music curriculum and human interactions within the classroom. This volume offers the collective wisdom of international scholars, teachers, and teacher educators and will be essential reading for those who teach music as a vital force for change and social justice in both local and global contexts.
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Education Canada

Project should certainly be read by all school board decision - makers and all school librarians . ... The final chapter looks at objections to open - mindedness in teaching Education Studies : foundations of policy .

Author:

Publisher:

ISBN: UOM:39015020545110

Category: Education

Page:

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Art s Teachings Teaching s Art

Philosophical, Critical and Educational Musings Tyson Lewis, Megan Laverty. 4.6 Conclusion Can we be relied upon to bring our strong beliefs to the table for open-minded consideration? Not always. Self-deception and perceptual blindness ...

Author: Tyson Lewis

Publisher: Springer

ISBN: 9789401771917

Category: Education

Page: 249

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This volume examines the interface between the teachings of art and the art of teaching, and asserts the centrality of aesthetics for rethinking education. Many of the essays in this collection claim a direct connection between critical thinking, democratic dissensus, and anti-racist pedagogy with aesthetic experiences. They argue that aesthetics should be reconceptualized less as mere art appreciation or the cultivation of aesthetic judgment of taste, and more with the affective disruptions, phenomenological experiences, and the democratic politics of learning, thinking, and teaching. The first set of essays in the volume examines the unique pedagogies of the various arts including literature, poetry, film, and music. The second set addresses questions concerning the art of pedagogy and the relationship between aesthetic experience and teaching and learning. Demonstrating the flexibility and diversity of aesthetic expressions and experiences in education, the book deals with issues such as the connections between racism and affect, curatorship and teaching, aesthetic experience and the common, and studying and poetics. The book explores these topics through a variety of theoretical and philosophical lenses including contemporary post-structuralism, psychoanalysis, phenomenology, critical theory, and pragmatism.
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The Aims of Education

Haldane, J. (1989) 'Metaphysics in the philosophy of education', Journal of Philosophy of Education 23(2): 171–83. Halsey, A.H. (1978) Change in British Society, Oxford: Oxford University Press. Hare, W. (1979) Open-mindedness and ...

Author: Roger Marples

Publisher: Routledge

ISBN: 9781134728251

Category: Education

Page: 224

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Here international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: * social justice * national identity * curriculum * critical thinking * social practices. The contributors write from a variety of standpoints, offering many interpretations of what liberalism might mean in educational terms.
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Values and Music Education

Open-mindedness resists sectarianism, fundamentalism, and authoritarianism and fosters the confidence and ability to confront inhumanity and violence. A crucial aim of music education, as education generally, is the cultivation of ...

Author: Estelle R. Jorgensen

Publisher: Indiana University Press

ISBN: 9780253058195

Category: Education

Page: 328

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What values should form the foundation of music education? And once we decide on those values, how do we ensure we are acting on them? In Values and Music Education, esteemed author Estelle R. Jorgensen explores how values apply to the practice of music education. We may declare values, but they can be hard to see in action. Jorgensen examines nine quartets of related values and offers readers a roadmap for thinking constructively and critically about the values they hold. In doing so, she takes a broad view of both music and education while drawing on a wide sweep of multidisciplinary literature. Not only does Jorgensen demonstrate an analytical and dialectical philosophical approach to examining values, but she also seeks to show how theoretical and practical issues are interconnected. An important addition to the field of music education, Values and Music Education highlights values that have been forgotten or marginalized, underscores those that seem perennial, and illustrates how values can be double-edged swords.
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