Educating Judgment: Learning from the didactics of philosophy and sloyd

Birgit Schaffar-Kronqvist, Camilla Kronqvist

Tutkimustuotos: LehtiartikkeliArtikkeliTieteellinenvertaisarvioitu

Abstrakti

Teachers in vocational education face two problems. (1) Learning involves the ability to transcend and modify learned knowledge to new circumstances. How should vocational education prepare students for future, unknown tasks? (2) Students should strive to produce work of good quality. How does vocational education help them develop their faculty of judgment to differentiate between better and worse quality? These two ques- tions are tightly interwoven. The paper compares the didactics of philosophy and sloyd. Both developed independently, but their solutions to how one advances the capacity for reflective judgment are similar. Central to this capacity is not merely devising efficient means to work towards pre-existing aims, but to reflect in practice on what one’s aim are and should be. This implies reflection on what future problems, as well as solutions to them, demand of us cognitively, socially and morally.
AlkuperäiskieliEnglanti
Sivut110–128
JulkaisuRevista Española de Educación Comparada
Numero29
DOI - pysyväislinkit
TilaJulkaistu - 2017
OKM-julkaisutyyppiA1 Julkaistu artikkeli, soviteltu

Keywords

  • Philosophy for Children
  • Sloyd education
  • teacher’s competence
  • competence
  • Faculty of Judgement

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