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Volume 36 Issue 2
Mar.  2018
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Article Navigation >  Journal of East China Normal University (Educational Sciences)  > 2018  >  36(2): 87-100+156+157
CHIEN Cheng-Hsi. What Educational Issues has the Analytic Philosophy of Education Resolved[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 87-100+156+157. doi: 10.16382/j.cnki.1000-5560.2018.02.010
Citation: CHIEN Cheng-Hsi. What Educational Issues has the Analytic Philosophy of Education Resolved[J]. Journal of East China Normal University (Educational Sciences), 2018, 36(2): 87-100+156+157. doi: 10.16382/j.cnki.1000-5560.2018.02.010
shu

What Educational Issues has the Analytic Philosophy of Education Resolved

doi: 10.16382/j.cnki.1000-5560.2018.02.010

  • Graduate Institute of Educational Administration, National Pingtung University, Taiwan 90003, China

  • Publish Date: 2018-03-20
    Abstract
  • Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.
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