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Museum for Modern Philosophers
Transcript of Museum for Modern Philosophers
I have tried to be a man of letters in love with ideas in order to be a wiser and more loving person, hoping to leave the world just a little better than I found it. Clever gimmicks of mass distraction yield a cheap soulcraft of addicted and self-medicated narcissists. The problem is we need much more moral content. Never forget that justice is what love looks like in public. You can't lead the people if you don't love the people. You can't save the people if you don't serve the people. For the things we have to learn before we can do them, we learn by doing them. In order to go on living one must try to escape the death involved in perfectionism. To think and to be fully alive are the same. There are no dangerous thoughts; thinking itself is dangerous. The most radical revolutionary will become a conservative the day after the revolution. Portraits of Feminist Foremothers Catherine Macaulay
(1731-1791) Mary Wollstonecraft
(1759-1797) Catherine Beecher
(1800-1878) Charlotte Perkins Gilman
(1860-1935) Adrienne Rich
(1929-March 27, 2012) Margaret Fuller
(1810-1850) [T]he educators here stand in relation to the young as representatives of a world for which they must assume responsibility although they themselves did not make it, and even though they may, secretly or openly, wish it were other than it is. This responsibility is not arbitrarily imposed upon educators; it is implicit in the fact that the young are introduced by adults into a continuously changing world. Anyone who refuses to assume joint responsibility for the world should not have children and must not be allowed to take part in educating them. (Johnson & Reed, 2008, p. 139) Arendt Says... How do you think of this passage? Please write your response below! I think the diffusion and obfuscation of responsibility is the primary cause of bad in our world. Look at corporate behavior, the anonymity of cities and the internet, "private" and "family" issues... gossip is a social mechanism in "primitive" cultures which serves to hold us accountable for our actions. It would be a nice thing if we didn't NEED to be "held" accountable, if we were simply RESPONSIBLE for things. It seems so evident that we, as teachers, must keep our questions open—the thronging questions about particular art forms and about art itself and about the place of art in human life. Aesthetic education focuses on that space and what may happen there as a work of art is realized or fulfilled by a human being, present as “who, not what” he or she is (to quote Hannah Arendt)…And the questions must multiply and not be covered over by the answers. "The first task of education is to destroy the tyranny of the local and immediate over the child's imagination." Matthew Lipman "Education is a contentious and unsatisfactory activity." "One of the unanticipated rewards of bringing women into the educational realm is that the study of the education of the "other" half of the population enables us to see all of education differently." "Locate the questioning child in yourself
and your students." Student “Hope and optimism are different. Optimism tends to be based on the notion that there's enough evidence out there to believe things are gonna be better, much more rational, deeply secular, whereas hope looks at the evidence and says, "It doesn't look good at all. Doesn't look good at all. Gonna go beyond the evidence to create new possibilities based on visions that become contagious to allow people to engage in heroic actions always against the odds, no guarantee whatsoever." That's hope. I'm a prisoner of hope, though. Gonna die a prisoner of hope.”
― Cornell West "Whether one was thinking of women as the subjects or the objects of educational thought, for all intents and purposes we had no place at all: as subjects, women's philosophical works on education were ignored; as objects, works by women and men about women's education and their role as educators of the young were largely neglected. Moreover, the very definition of education and the educational realm adopted implicitly by the standard texts in philosophy of education excludes women. " -Jane Roland Martin, 1999 Come on in! "Welcome to this subversive website, whose purpose is to make schools more effective educational institutions. But the route to be proposed here is not like the usual set of prescriptions for educational improvement." DIVIDING THE SCHOOL IN TWO "When I care, I really hear, see, or feel what the other tries to convey" Philosophy for Children Community of Inquiry Of the modern educational crisis, she writes, "Certainly more is involved here than the puzzling question of why Johnny can't read." "...education must not be about a cathartic quest for identity. It must foster credible sensibilities for an active critical citizenry. READ, HOT AND BLACK Colonial World 1914 critic of progressive education; critic of lapsed standards in teachers and students in the US; critic of child-centered learning models. World Today A little tenderness "Education is a conversation that allows individuals to realize their potential as persons. When any group is excluded from this conversation, our society ceases to learn from each other until we all think alike and reiterate the same old beliefs and opinions." Justice or off with you head The Ideally educated individual is one who functions in the gap between the past and the future and who- like a "pearl diver"- is able to discover the crystallized forms and shapes that have survived the destructive elements of the past and to use these forms and shapes to fashion a future different from and unanticipated by the past.
-Arendt Useful Links
Philosophy for Children by Mount Holyoke College
Northwest Center for Philosophy for Children
Kids Philosophy Slam
http://www.philosophyslam.org/ "A List" from Frog and Toad Together (3:59) Born in New York City in 1917
Graduated from Barnard College and New York University.
Worked as associate professor at various institutions until publication of "Public School and the Private Vision" in 1965
Notable work: The Dialectic of Freedom, published in 1988
Continues to publish educational texts until 2002.
Currently resides in New York City When freedom is the question, it is always the time to begin. http://www.voki.com/pickup.php?scid=5943508&height=267&width=200 Social Studies Language Arts Learning is done in a community of inquiry. Rather than traditional teacher-student interactions, Lipman encouraged students to engage with one another to learn. The teacher helps with philosophical inquiry. She has training in philosophical techniques, and serves as an instigator during discussions. She is also a facilitator of dialog and a guarantor of impartiality. Reasonableness is the highest of all goals for ideal students. Lipman disagreed with some ancient philosophers that philosophy ought be reserved for adults. Some of Lipman's desire to include philosophical reasoning skills in an ideal curriculum emerged after he became disgusted with the level of discourse in the United States during and after the Vietnam War. Watch cable news for 2 minutes, and you may agree. “The greatest disappointment of traditional education has been its failure to produce people approximating the idea of reasonableness.”
-Matthew Lipman Ideal Teacher "Teachers have long been docile. The teacher's
culture is not rebellious, yet that's what we need. This little girl talks about how adults treat her differently with her newfound reasoning abilities.
Many of Lipman's ideas of collaborative inquiry are put into action in this classroom. ... small Lipman means to keep alive the natural inquisitiveness and sense of wonder that children bring with them to kindergarten. Dry, 10 minutes long, but straight from the horse's mouth if you're interested. 1 minute of awesomeness. Lipman used fictional accounts to help children practice the art of thinking. What began in the hopes of happenstance, these books developed into a curriculum designed for children of all ages. LEARNING FROM OUR STUDENTS Metacognition!
Lipman believed students should be aware of their own thinking! LEARNING FROM OUR STUDENTS "Children, in their simple directness,
often bring us adults back to basics." Please hold all questions &
comments until the end of the tour. Thank you! Ideal Classroom? Motivational Displacement Critique of Piaget... Matthews does regard Piaget as a great psychologist but feels like developmental psychology does not leave room for philosophy. Problem finding rather than problem solving! Critique of Aristotle... Aristotle claims the nature of the child is to become a potential adult (in the words of Matthews). Matthews' Ideas of Children
as Philosophers... NEL'S
IDEALS Ideal Student Ideals
Caring Teacher Tenderness Nel's
World (cc) image by rocketboom on Flickr (cc) image by quoimedia on Flickr (cc) photo by medhead on Flickr The Spiral of
Caring (cc) photo by medhead on Flickr MD Plumber Apprentice East High Caring Education should be a conservative enterprise designed to protect the child against the world, and the world against the child Immigrant school children in
America are learning English
in schools rather than at
home. The school assumes
functions which in other
nations are normally performed
at home. Dr. Sara Goering - Philosophy for Kids (10:43) Somatic
Ironic Freedom! High School of Arts, Imagination and Inquiry The vision
Students learn about history and literature by looking at works of art, watching plays or listening to music. mathematics A salon is a gathering of people under the roof of an inspiring host, held partly to amuse one another and partly to refine taste and increase knowledge through conversation. Literary Salon Profoundly Philosophical OR Nonsensical Nonsense?
[This is a translation of a Japanese children's song]
1. A letter from Mr. White Goat arrived.
Mr. Black Goat ate it before reading it.
Feeling helpless, he wrote a letter to Mr. White Goat.
"What was your message in your last letter?"
2. A letter from Mr. Black Goat arrived.
Mr. White Goat ate it before reading it.
Feeling helpless, he wrote a letter to Mr. Black Goat.
"What was your message in your last letter?" 1965: Public School and the Private Vision
1967: Existential Encounters for Teachers
1973: Teacher as Stranger: Educational Philosophy for a Modern Age
1975: Education, Freedom, and Possibility
1978: Landscapes of Learning
1988: Dialectic of Freedom
1994: Composing a Culture: Inside a Summer Writing Program with High School Teachers
1995: Releasing the Imagination
2002: Variations on a Blue Guitar Biography I think therefore I am...able to... I am sure glad we have letters...
Cause if there were no letters,
there would be no sounds...
If there were no sounds,
there would be no words...
If there was no words,
we couldn't think...
If we couldn't think,
there would be no world...
~Kristen, 4 yrs old "The London and Paris literary salons of the 17th and 18th centuries were epic. They had intellectuals, they had drinking, and they had conversation and debate." Why should the arts be central, rather than frivolous, part of the curriculum?
How does a work of art, literature, music, and the like enhance our critical awareness? Questions for Discussion "The details of these changes must be worked out, but I can think of few tasks as important or exciting. Too seldom do we perceive education to be the creative endeavor it really is." Ask The Question Ask The
Question "...how the thought of a child may be a priceless gift to a parent or teacher with ears to hear." Bibliography Maxine Greene