When I think about Aspects one of the things I typically visualize is a suspension bridge, that is: intersecting strands working together to make, hold up, sustain a bridge. So, what is an Aspect? Andrew Basden writes that Dooyeweerd never really gave a definition, rather … Read More →
Category Archives: Doctorate Program
On the Structure of the Family
Many Home-Based Education advocates argue that Educational activity of minor children is properly and uniquely located in the family. They thus imply that School, or any educational entity not family-based, is non-normative. In contrast, some School advocates argue that the School is a product of … Read More →
Toward a Theory of the Structure of Educational Entities
How do we conceive of Educational Entities? When is an entity a School, a College, or a University, and not a business or a charity? Are Educational Entities, the organizations we create to facilitate educational practices, a unique entity? Or are Educational Entities a part, … Read More →
“The Good” in Neo-Pragmatist Thought: Freedom as a Moral Imperative
What does it mean to live “the good life”? This is the quintessential philosophic question. Pragmatism, as a distinctly American philosophy, seeks to provide a distinctly American answer. The late Richard Rorty played a major role in revitalized Pragmatism following the ‘linguistic turn’, becoming perhaps … Read More →
The Implication of a Spiritual Diversity for Educators
What goal is not realistic for the Educator? Can he or she hope to pass on all he or she has learned concerning a certain skill or outlook on life? Perhaps. We have plenty of movies that enforce this impression. Caputo mentions the Star Wars … Read More →
The Teacher’s Moral and Spiritual Responsibility
How can the educator act responsibly toward the student? How can the Teacher and the Student both be true moral agents? It has been my experience that each and every person has a particular viewpoint that he or she thinks is best. Educators do have … Read More →
Love is Recognizing Otherness
The Four authors encountered in class, Capoto, Vollman, Bauman and Appiah, all demonstrated an awareness that one has responsibility for the Other, and that this responsibility can be understood morally and spiritually. I read Caputo as advocating that religion, the spiritual dimension, is the realm … Read More →
Cosmopolitanism’s Affirmation of Diversity
My Spring 2009 Moral and Spiritual Dimensions of Education course Final paper submission (limited to 10 pages). I attempt to synthesis Appiah with Caputo, Vollman and Bauman. I’m thinking about cleaning this up, relating it the implications of the non-reductionist philosophy of Dooyeweerd derived from … Read More →
The Postmodern Switch
The radical Reductionist attempts of the Enlightenment, however, did have a positive affect. It encouraged a larger cultural switch in allegiance. In light of the horrors of Modernity, we began to re-evaluate Knowledge. The Postmodern era may mark a change in Worldview. We are not … Read More →
Schools Logically Qualified
As Basden notes, Dooyeweerd did not elaborate much on learning and education. One problem is that Dooyeweerd himself did not seem to discuss learning. The word ‘Learning’ does not appear in his index, and ‘Education’ only three times, all within the context of his discussion … Read More →