THE PARADOX OF DOING AND WRITING PHILOSOPHICALLY IN EDUCATION: AN EXPLORATION OF THE TENSION AND IMPLICATIONS
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Date
2024-12
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Abstract
The hallmark of philosophy of education is generally centered on the clarification of concepts,
logical connections between ideas, and critical analysis of arguments. This study explores the
paradox of doing and writing philosophically in education, examining how critical pedagogy can
help resolve this paradox. The paradox raises important questions about the nature of
philosophical inquiry in education, which are addressed through a critical analysis of
philosophical pedagogical approaches and their implications. This study enables stakeholders to
understand the role of philosophy in teacher education programs, highlighting the need for a
more balanced understanding of the complex relationship between philosophical thinking,
methodological approaches, and educational practice globally. By exploring the paradox of doing
and writing philosophically in education, this paper aims to inform and revitalize philosophical
approaches that foster critical thinking, creativity, and intellectual growth. Philosophical
reasoning is closely related to scientific experimentation, both involving hypothesis testing and
evidence-based truth-seeking. Philosophy and science share common ground, starting with facts
and seeking broad, compatible explanations. This paper argues that education programs should
emphasize philosophical approaches to cultivate rationality in all areas of educational
endeavours.