•  20
    Discussing education by means of metaphors
    with Ana Lucia Souza de Freitas
    Educational Philosophy and Theory 50 (10): 947-956. 2018.
    Metaphors help us understand a concept by resorting to the imaginary because it is sometimes difficult to do so through the use of words alone. Thinkers have made use of metaphors to not only describe ‘falling in love’, ‘the pain of losing someone dear to us’, but also to describe particular concepts both in arts and sciences. In fact, the use of metaphors in some disciplines, particularly the sciences, is now regarded as something essential for the development of the field. We note that influen…Read more
  •  31
    Ilan Gur-Ze’ev e o professor improvisador: a import'ncia da educação continuada de educadores na escola pública // DOI: 10.18226/21784612.v22.n3.3 (review)
    with Denise Dalpiaz Antunes and Lucas Rech dos Santos
    Conjectura: Filosofia E Educação 22 (3): 436-457. 2017.
    Neste artigo aponta-se para uma importante contribuição que o Pacto Nacional pelo Fortalecimento do Ensino Médio introduz no campo da educação, quer dizer, a possibilidade de constituição do professor-improvisador, tão defendido por Ilan Gur-Ze’ev. Como resultado desta pesquisa empírica com análise qualitativa de dados mostra-se que, sem o apoio de tais ações, a oportunidade de os indivíduos expandirem suas capacidades críticas é reduzida, comprometendo o potencial para o surgimento e/ou revelaç…Read more
  •  12
    Introduction to the special issue
    Educational Philosophy and Theory 50 (10): 900-902. 2018.
  •  50
    Martin Buber’s Philosophy of Education and its Implications for Non-Formal Education
    with W. John Morgan
    International Journal of Lifelong Learning 28 (5). 2009.
    The Jewish philosopher and educator Martin Buber (1878–1965) is considered one of the twentieth century’s greatest contributors to the philosophy of religion and is also recognized as the pre-eminent scholar of Hasidism. He has also attracted considerable attention as a philosopher of education. However, most commentaries on this aspect of his work have focussed on the implications of his philosophy for formal education and for the education of the child. Given that much of Buber’s philosophy is…Read more
  •  34
    Violence in Schools: Perspectives (and hope) from Galtung and Buber
    with Hilary Cremin
    Educational Philosophy and Theory 48 (11). 2016.
    Research into violence in schools has been growing steadily at an international level, and has shown high degrees of violence at various different levels. Given the seriousness of the problem, finding ways of responding to this issue in schools becomes an imperative for educationists. In this article, we engage with this problem by defending the view that whilst violence might be endemic in schools, there are also real possibilities for working towards different ways of being in relationship in …Read more
  •  19
    Martin Buber et Frantz Fanon. Le politique dans l'éducation : dialogue ou rébellion
    with W. John Morgan and Nicole G. Albert
    Diogène 241 (1): 35. 2013.
  •  38
    There has been a shift from teaching to learning, the so-called process of ‘learnification’, which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of ‘learnification’ has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in …Read more
  •  18
    One issue that is often ignored in political theory is the problem of means and modes of communication affecting dialogue between parties. In this age of hyper communication, this is something particularly relevant. The point here is that, despite the ease with which we have access to both means and modes of communication, there remains the problem of truly communicating and truly dialoguing with the Other. Michel Serres’ work Le Parasite is a seminal work on this issue. According to him, in mea…Read more
  •  28
    A defining aspect of our modern age is our tenacious belief in technology in all walks of life, not least in education. It could be argued that this infatuation with technology or ‘techno-philia’ in education has had a deep impact in the classroom changing the relationship between teacher and student, as well as between students; that is, these relations have become increasingly more I–It than I–Thou based because the capacity to form bonds, the level of connectedness between teacher and student…Read more
  •  17
    Education has two distinct but interconnected layers. There is an outer layer concerned with knowledge transfer and skills and an inner layer concerned with the development of character and relationships with others, both individually and socially. This inner layer provides the individual with the capacity to influence and to change society. In that sense, such an inner layer is ‘political’. In this article we argue that the ‘political’ in education can take two distinct forms: either that of di…Read more
  •  13
    Martin Buber is considered one of the twentieth century’s greatest thinkers, contributing to the fields of philosophy, theology and education. After Buber’s death the appreciation of his considerable legacy became rather muted, but was never completely forgotten. Recently, interest in Buber’s thought has increased and a number of journal articles and books dealing with both general and specific aspects of his philosophy have appeared. However, the number of commentaries on the importance of his …Read more
  •  8
    Language Death: A Freirean solution in the heart of the Amazon
    Educational Philosophy and Theory 45 (1): 63-76. 2013.
    ?Language death? is an undeniable phenomenon of our modern times as languages have started to disappear at an alarming rate. This has led linguists, anthropologists, philosophers and educationists to engage with this issue at various levels in an attempt to try to understand the decline in this rich area of human communication and culture. In this article I refer to some interesting and innovative educational projects in the Amazon region of Brazil, which are revitalizing local languages, cultur…Read more
  •  56
    ‘Prayer’ can be defined as ‘the offering, in public worship or private devotion, of petition, confession, adoration, or thanksgiving to God; also the form of words in which such an offering is made’ (cf. Cohn-Sherbok 2010). In addition to this simple definition it could be said that there are different forms of prayer: some are vocal and articulate and others are only mental in nature; some prayers are communal and liturgical and other prayers are spontaneous or at least composed by the one sayi…Read more
  •  102
    Schelling’s Naturphilosophie Project: Towards a Spinozian Conception of Nature
    South African Journal of Philosophy 29 (3): 373-390. 2010.
    Various commentators have acknowledged the fact that Schelling was influenced by Spinoza’s philosophical views (cf. Bowie 1993, 2003; Copleston 1963; Esposito 1977; White 1983; Lawrence 2003; Hegel 1995; Beiser 2002; Richards 2002). However, these commentators have not spelled out in detail this influence, and this situation is particularly true of the Anglo-American tradition. In this article, I investigate Schelling’s Naturphilosophie project in search of its Spinozistic roots and I argue that…Read more
  •  3
    Martin Buber: Dialogue and the Concept of the Other
    with W. John Morgan
    Pastoral Review. 2010.
    Martin Buber (1878-1965) is one of the most significant existentialist philosophers of the twentieth century and a leading scholar of the Hasidic tradition in Judaism; even more important for this article is that Buber is considered by many to be the philosopher of dialogue par excellence. This article expounds Buber’s conception of dialogue and its implications for our conception of the Other.
  •  50
    I and Thou: The educational lessons of Martin Buber's dialogue with the conflicts of his times
    with W. J. Morgan
    Educational Philosophy and Theory 44 (9): 979-996. 2012.
    Most of what has been written about Buber and education tend to be studies of two kinds: theoretical studies of his philosophical views on education, and specific case studies that aim at putting theory into practice. The perspective taken has always been to hold a dialogue with Buber's works in order to identify and analyse critically Buber's views and, in some cases, to put them into practice; that is, commentators dialogue with the text. In this article our aims are of a different kind. First…Read more
  •  18
    Peace Profile: Martin Buber
    with W. John Morgan
    Peace Review 23 (1): 110-117. 2011.
    Martin Buber (1878–1965) is one of the most significant existentialist philosophers and educationalists of the twentieth century, and a leading scholar of the Hasidic tradition. His philosophical and educational views are dominated by the concept of dialogue and, in virtue of this, he is often called the philosopher of dialogue. Throughout his life, Buber advocated dialogue as a way of establishing peace and resolving conflicts, and therefore he is often referred to in both the academic and gene…Read more
  •  17
    Interculturalism and Non‐formal Education in Brazil: A Buberian Perspective
    with W. J. Morgan and Ida Freire
    Educational Philosophy and Theory 44 (9): 1024-1039. 2012.
    Gilberto Freyre, the great Brazilian historian and sociologist, described Brazil as a ‘racial paradise’, a place where different races and nationalities have come to live together in a sort of ‘racial democracy’. The literature on this topic has become extensive as anthropologists, social scientists and historians felt the need to either prove or disprove such a claim. The argument that Brazil is a racial paradise or democracy is certainly romantic, even utopian; but it is true that Brazil has n…Read more
  •  30
    Schelling's Naturphilosophie Project: Towards a Spinozian Conception of Nature
    South African Journal of Philosophy 29 (4): 373-390. 2010.
    Various commentators have acknowledged the fact that Schelling was influenced by Spinoza’s philosophical views (cf. Bowie 1993, 2003; Copleston 1963; Esposito 1977; White 1983; Lawrence 2003; Hegel 1995; Beiser 2002; Richards 2002). However, these commentators have not spelled out in detail this influence, and this situation is particularly true of the Anglo-American tradition. In this article, I investigate Schelling’s Naturphilosophie project in search of its Spinozistic roots and I argue that…Read more