Considering “philosophy of education” in its dimensions and perspective as a science, one can easily realize, especially if taking into account the perpetual needs of school societies, the unceasing necessity of re-testing its methodology, its systematic character and, most of all, its content. This affirmation entails a constant revision of its material as also the development of specific issues that should be -introduced and recommended in both our “school theory” and “school practice”. The id…
Read moreConsidering “philosophy of education” in its dimensions and perspective as a science, one can easily realize, especially if taking into account the perpetual needs of school societies, the unceasing necessity of re-testing its methodology, its systematic character and, most of all, its content. This affirmation entails a constant revision of its material as also the development of specific issues that should be -introduced and recommended in both our “school theory” and “school practice”. The idea of spiritual awareness should be afresh restated as a primary, educational aim and its constituent targets should be resolved. The notions of unceasing exercise, considered predominantly as a nonphysical but spiritual procedure, and of dexterity, measured as an indication of the inward, psychic configuration of both tutors and apprentices are subjects upon which we should anew reflect. The conception of discrete discipline as a revived deliberation of self-restrain and as a presumption for rehabilitating appreciation among the members of the school community is also to be re-introduced. The conversion of the gnosiological into aesthetic, regarding the character of school life, even by re-introducing such disregarded parts of the curriculum as calligraphy, and the invention of ways to avoid gnosiological narcissism are also subjects to be taken into account. The idea of teaching as a worshiping ceremony, which pilots towards the accomplishment of an ultimate excellence, should be well thought out. Freedom should be reevaluated in its dimensions of responsibility, accountability and liability. Finally, the sense of lawfulness and the morals regarding the relations between educator and his pupils, namely the ethos of them, are among the subject matters to be restated and redefined.