Although education for intellectual virtues, including the virtue of intellectual humility, has received increasing attention in recent years, less focus has been devoted to specific obstacles that can inhibit the cultivation of intellectual virtue. In this article, Kirsten Welch presents one such impediment to the development of intellectual…

Education is increasingly vocational and structured to serve the ongoing exponential increase in economic growth. Climate change is an outcome of these same economic values and praxes. Attempts to shift these values and our approach to technology are continually absorbed and overcome by the pressing motif of economic growth. In this article, Ruth…

On the occasion of Dewey's sesquicentennial anniversary, Kazuyo Nakamura explores Dewey's aesthetics, which holds the plurality of art and culture in high regard. Nakamura develops a theoretical foundation for art education in the present age of globalization based on educational insights drawn from Dewey's aesthetics. The theme of this essay…

Paper examines in detail the summary account given in the essay What is an Educational Process?'' by R. S. Peters. (Author/CB)

The manner in which individuals hold various nonevidentiary beliefs is critical to making any evaluative claim regarding an individual's autonomy. In this essay, I argue that one may be both justified in holding nonrational beliefs of a nonevidentiary sort while also being capable of leading an autonomous life. I defend the idea that moral…

In education, evaluative data concerning the merit of materials, methods, and programs, are used by the decision maker to project the probable value of consequences of alternative actions from several points of view and then place all of these evaluative data in the context of the normative requirements and constraints of the situation. (JMF)

In this paper the author attempted to give what can be called the traditional definition of rationalism, and to show that rationalism as so described can no longer be seriously maintained. (Author/RK)

Works of A. Schutz, J. L. Austin, R. G. Collingwood, and J. Ortega y Gasset are sources for the philosophy of human action and relevance offered here to fill an alleged gap in educational theory. (GW)