Philosophy in Practical Domain; from Intellectual Skills to Philosophical Life

Document Type : Research Paper

Authors

1 PhD Student, Islamic Philosophy and Theology(KALAM), Faculty of Theology and Islamic Studies, University of Tehran

2 , Professor, Islamic Philosophy and Theology (KALAM), Faculty of Theology and Islamic Studies, University of Tehran

3 Professor, Planning in Higher Education, Institute for Research & Planning in Higher Education

10.22061/orj.2023.2157

Abstract

The ancient Greeks distinguished between two types or two meanings of education by using the metaphor of filling a vessel and lighting a flame. The acceptance of this distinction and the priority of education in the second sense has directed the attention of thinkers to different fields of education (especially the field of practice) and providing appropriate models. This article tries to find and explain the field of practice in philosophy education. For this purpose, after a brief overview of contemporary researchers' re-attention to the practical domain of philosophy, we will examine the factors affecting this flow and its consequences. In the following, "philosophical skills" and "philosophical life" are proposed and analyzed as the implications of the practical field of philosophy. In the first implication, we will study two suggested lists for philosophical skills and try to organize the differences of opinion, and in the second implication, we will explain the idea of philosophy as a way of life and the currents arising from it, such as philosophical counseling and philosophical therapy. At the end, the practical field of philosophy is drawn as a pyramid consisting of philosophical skills at the lower level, bio-philosophical skills at the upper level and other activities related to philosophizing at the middle levels.

Keywords


 

Cooper, J. M., & Hutchinson, D. S. Plato: complete works. Hackett Publishing. 1997.
Hacker, P., Biletzki, A. & Matar, A. The Story of Analytic Philosophy. In: Plot and Heroes, Ed. Anat Biletzki and Anat Matar, USA and Canada, Taylor; 2002.
Hadot, P. Philosophy as a way of life: Spiritual exercises from Socrates to Foucault; 1995.
King, J., & CICERO, H. S. The Loeb Classical Library. Cambridge, Mass. and London: Harvard; 1927.
Overgaard, S., Gilbert, P., & Burwood, S. An introduction to metaphilosophy. Cambridge University Press; 2013.
Roark, D. M. An Introduction to Philosophy. Dalmor Pub; 1982.
Russell, B. Wisdom of the West a Historical Survey of Western Philosophy in its Social and Political Setting. Editor: Paul Foulkes. Designer: Edward Wright. With ten Compositions by John Piper; 1959.
Van Frances, S. T. Affective teacher education: Exploring connections among knowledge, skills, and dispositions. R&L Education; 2009.  
Baartman, L. K., & De Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational research review, 6(2), 125-134.
Beyer, B. K. (1990). What Philosophy Offers to the Teaching of Thinking. Educational leadership, 47(5), 55-60.
Boella, L. (2015). Ágnes Heller’s philosophical life. Revue internationale de philosophie(3), 321-331.
Boyles, T. (2012). 21st century knowledge, skills, and abilities and entrepreneurial competencies: A model for undergraduate entrepreneurship education. Journal of Entrepreneurship Education, 15, 41.
Bøyum, S. (2010). The concept of philosophical education. Educational Theory, 60(5), 543-559.
Carrington, S., Deppeler, J., & Moss, J. (2010). Cultivating teachers' beliefs, knowledge and skills for leading change in schools. Australian journal of teacher education, 35(1), 1-13.
Collins, P. M. (1973). The philosophy of teaching philosophy. Improving College and University Teaching, 21(4), 282-283.
Cooper, N. (1991). The Art of Philosophy. Philosophy, 66(256), 169-175.
Estarellas, P. (2007). Teaching philosophy vs teaching to philosophise. Philosophy Now, 63, 12-15.
From, J. (2017). Pedagogical Digital Competence--Between Values, Knowledge and Skills. Higher Education Studies, 7(2), 43-50.
Guerin, B. (2020). From “Behavior & Philosophy” to “The Behavior of Philosophers”. University of South Australia.
Holba, A. M. (2015). Leisure as a philosophical act. Academic Quarter, 11, 10-23.
Janning, F. (2015). Philosophy for everyday life. Journal of Philosophy of Life, 5(1), 1-18.
Kienstra, N., Imants, J., Karskens, M., & van der Heijden, P. G. (2015). Doing philosophy effectively: Student learning in classroom teaching. PLoS One, 10(9), e0137590
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory into practice, 41(4), 212-218.
Kristjánsson, K., Fowers, B., Darnell, C., & Pollard, D. (2021). Phronesis (practical wisdom) as a type of contextual integrative thinking. Review of General Psychology, 25(3), 239-257.
Labrousse, E. (1957). " A Modern Introduction to Philosophy. Readings from classical and contemporary sources." Edit. by Paul Edwards and Arthur Pap.
Lahav, R. (1996). What is philosophical in philosophical counselling? Journal of applied philosophy, 13(3), 259-278.
Makaiau, A. S., & Miller, C. (2012). The Philosopher's Pedagogy. Educational Perspectives, 44, 8-19.
Prepotenska, M. (2017). From Café-Philo – to the Horizons of Practical Philosophy. Філософія Освіти, 21(2), 276-288.
Rochelle, G. (2020). Doing philosophy. Routledge.
Rudisill, J. (2011). The transition from studying philosophy to doing philosophy. Teaching Philosophy, 34(3), 241-271.
Tozzi, M., & Pfister, J. (2020). A Compentency-Based Approach in Philosophy? Translated from French by Jonas Pfister. Journal of Didactics of Philosophy, 4(2), 85-107.
Pileggi, F. (2022). The Practice of Café-Philo: A Proposal for Teaching and Evaluating Transversal Skills in Secondary Schools.