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Global educational philosophy: traditions united for a new future!
The University of Dortmund is funding a project on global educational philosophy that combines different traditions with 307,000 euros.
Global educational philosophy: traditions united for a new future!
Since ancient times, philosophers have examined profound questions about upbringing and education. The discipline of “Philosophy of Education” deals with the goals, methods and social significance of these areas. Prof. Johannes Drerup notes that the research field is strongly influenced by Western traditions, which, however, have been enriched by a global exchange process. Together with Prof. Anders Schinkel, he leads the project “Expanding Consciousness in Education – East, West, North and South. Towards a Global Philosophy of Education” (GlobalPhilEd) at the Technical University of Dortmund. This innovative project aims to develop a Global Philosophy of Education that incorporates different philosophical traditions to provide a broader perspective on education.
Funding for the project by the Volkswagen Foundation, which will provide around 307,000 euros from April, enables international philosophers to work on both theoretical and practical questions together. A particular focus is on the challenges and limitations of a Global Philosophy of Education, especially regarding methodological problems that can arise when translating and adapting concepts. The scientists want to use the potential of different traditions, such as Buddhist approaches, to rethink the existing problems in educational philosophy.
Diverse philosophies of education
The philosophy of education is a branch of philosophy that deals with the nature and goals of education. She examines the philosophical problems that arise from educational theory and practice. Topics such as educational inequality, justice and the content of knowledge worth teaching are of central importance. Important areas within this discipline include:
- Ethik in der Bildung
- Philosophische Grundlagen der Curriculumgestaltung
- Soziale und politische Implikationen von Bildungspraktiken
- Theorien des Wissens und die Natur des Lernens
- Chancengleichheit, Vielfalt und Inklusion in der Bildung
Historically, important thinkers such as Socrates, Søren Kierkegaard, Friedrich Nietzsche and John Dewey have integrated educational questions into their philosophical reflections. Their work is essential for understanding the development of educational theories.
Core approaches of educational philosophy
Different approaches are in the foreground in the philosophy of education. Important educational philosophies are:
- Perennialismus: Fokus auf zeitlose, universelle Wissensaspekte.
- Essentialismus: Betonung eines Kernwissens, das alle Schüler erwerben sollten.
- Progressivismus: Bildung als Mittel zur Förderung sozialen Fortschritts und individueller Entwicklung.
- Rekonstruktionismus: Ziel der Bildung ist die gesellschaftliche Transformation.
- Eklektizismus: Kombination verschiedener Bildungsansätze.
- Existentialismus: Betonung individueller Erfahrung und persönlicher Freiheit.
These approaches offer different perspectives on the role of education in society and its influence on the individual. Philosophers of education place particular emphasis on conceptual clarity and fair consideration of the interests of all stakeholders, leading to informed decisions in education.
The GlobalPhilEd project helps combine this diversity of perspectives into an integrated, global view of education that meets the needs and challenges of a rapidly changing world. Through philosophical debate, educators can reflect on their own beliefs and actively shape the educational landscape.
An example of the connection between theory and practice in educational philosophy is the publication “Education and Upbringing in the Context of Global Transformations”. This study addresses current topics and is available under ISBN 978-3-8474-2174-0.
In summary, it shows that the philosophy of education not only arouses academic interest, but also has practical implications for educational reality and can contribute to the development of fairer and more effective education systems.