Philosophy of Education and History of Philosophy: Transformation of the Dialogue between Educators and Philosophers in the 21st Century

The paper examines the problem of transformation of the dialogue between educators and philosophers (within the framework of the scientific dialogue between the philosophy of education and the history of philosophy) in the 21st century. The work implements a perspectivist approach, exploring the interdisciplinary field of philosophy of education and history of philosophy from the position of an actor of science in measuring the dialogue between educators and philosophers. Monographs and scientific papers of 1990–2021 serve as a source material for the study. In the course of the study, the author’s approach to the study of the current state and discussions of the philosophy of education in the perspective of the dialogue between teachers and historians of philosophy has been substantiated. The article generalizes the features of the transformation of the field of philosophy of education in 1990–2021, identifies the periods of change in the dialogue between the philosophy of education and the history of philosophy, highlights the general directions of modern discussions. It is demonstrated that in modern research the dialogue between educators and historians of philosophy occurs at all levels of philosophy of education: the level of methodology; practical developments of thinkers of the past; cultural, social, value context. At the same time, the role of the historian of philosophy is to deepen criticism and interpretation of the pedagogical discourse of the past in response to a specific request from specialist educators, in clarifying certain aspects of philosophy and contextualizing them within the framework of the situation of education. The article shows the importance of studying the historical and philosophical layer of modern problems, indicates the continuing relevance of the study of the philosophy of the past and the work of the historian of philosophy for specialists in various branches of the humanities.

1. Zakutnov, O.I., Chizhma, N.V. (2015). History of the Philosophy of Education in World Practice and in Russia. Astrakhanskii vestnik ekologicheskogo obrazovaniya = Astrakhan Bulletin of Environmental Education. No. 2 (32), pp. 156-161. (In Russ., abstract in Eng.).

2. Bibikova, L.V. (2011). From the History of Philosophy of Education. Istoricheskie, filosofskie, politicheskie i yuridicheskie nauki, kul’turologiya i iskusstvovedenie. Voprosy teorii i praktiki = Historical, Philosophical, Political and Legal Sciences, Cultural Studies and Art History. Questions of Theory and Practice. No. 1, pp. 39-41. (In Russ., abstract in Eng.).

3. Lapshina, V.S. (2013). Philosophy of Education: On the Way to the Formation of a New Field of Knowledge. Filosofiya i obshchestvo = Philosophy and Society. No. 4, pp. 135-147. (In Russ., abstract in Eng.).

4. Bazaluk, O.A. (2015). Modern Understanding of the Philosophy of Education. Filosofskaya mysl’ = Philosophical Thought. Vol. 4, pp. 248-271, doi: 10.7256/2409-8728.2015.4.15321 (In Russ., abstract in Eng.).

5. Power, E.J. (1996). Educational Philosophy: A History from the Ancient World to Modern America. Taylor & Francis, 242 p.

6. Rorty, A. (Ed.) (1998). Philosophers on Education: Historical Perspective. London : Routledge, 480 p.

7. Murphy, M. (2006). The History and Philosophy of Education: Voices of Educational Pioneers. Upper Saddle River, N.J. : Pearson/Merrill Prentice Hall, 402 p.

8. Curren, R. (2008). A Companion to the Philosophy of Education. New York : Wiley, 656 p.

9. Allen, A., Goddard, R. (2017) Education and Philosophy: An Introduction. London; New York : Sage, 240 p.

10. Ergas, O., Todd, Sh. (Eds.) (2016). Philosophy East-West: Exploring Intersections Between Educational and Contemplative Practices. West Sussex, UK : Wiley, Blackwell, 198 p.

11. Hoyt, M. (2014). Engaging Bodhisattva Compassion in Pedagogical Aporias. Paideusis. 2014. Vol. 21, no. 2, pp. 24-31, doi: https://doi.org/10.7202/1071563ar

12. Blom, R., Lu, Ch. (2016). Contextualising Postmodernity in Daoist Symbolism: Toward a Mindful Education Embracing Eastern Wisdom. Educational Philosophy and Theory. Vol. 48, no. 12, pp. 1266-1283, doi: https://doi.org/10.1080/00131857.2016.1190266

13. Kristjánsson, K. (2007). Aristotle, Emotions, and Education. Aldershot, Hants, England; Burlington, VT : Ashgate, 194 p.

14. Caranfa, A. (2013). Socrates, Augustine, and Paul Gauguin on the Reciprocity between Speech and Silence in Education. Journal of Philosophy of Education. Vol. 47, no. 3, pp. 577-604, doi: https://doi.org/10.1111/1467-9752.12042

15. Besley, A.C. (2013). Philosophy, Education and the Corruption of Youth – From Socrates to Islamic Extremists. Educational Philosophy and Theory. Vol. 45, no. 1, pp. 6-19, doi: https://doi.org/10.1111/j.1469-5812.2011.00790.x

16. Gill, N. (2010). Educational Philosophy in the French Enlightenment: From Nature to Second Nature. London : Routledge, 314 p.

17. Dyakov, A.V. (2020). The Phenomenon of the French Enlightenment as a Dialectical Unity of Didactic Practice and Philosophical Theory. Science for Education Today. Vol. 10, no. 4, pp. 125-137, doi: http://dx.doi.org/10.15293/2658-6762.2004.08 (In Russ., abstract in Eng.).

18. Schapira, M. (2019) Kant Versus the Managers: Historical Reconstruction and the Modern University. Journal of Philosophy of Education. Vol. 53, no. 1, pp. 111-126, doi: https://doi.org/10.1111/1467-9752.12316

19. Munzel, G.F. (2012). Kant’s Conception of Pedagogy. Toward Education for Freedom. Evanston, Illinois : Northwestern University Press, 438 p.

20. Hodge, S. (2012). Martin Heidegger: Challenge to Education. Cham : Springer, 113 p.

21. Koskela, J., Siljander, P. (2014). What is Existential Educational Encounter? Paideusis. Vol. 21, no. 2, pp. 71-80, doi: https://doi.org/10.7202/1071567ar

22. Roder,J., Naughton, Ch. (2015) Heidegger’s Reinscription of Paideia in the Context of Online Learning. Educational Philosophy and Theory. Vol. 47, no. 9, pp. 949-957, doi: https://doi.org/10.1080/00131857.2015.1047166

23. Zembylas, M. (2020). On the Unrepresentability of Affect in Lyotard’s Work: Towards Pedagogies of Ineffability. Educational Philosophy and Theory. Vol. 52, no. 2, pp. 180-191, doi: https://doi.org/10.1080/00131857.2019.1619172

24. Lewis, T.E. (2013). On Study: Giorgio Agamben and Educational Potentiality. New York : Routledge, 174 p.

25. Bingham, Ch., Biesta, G. (2010). Jacques Rancière: Education, Truth, Emancipation. London; New York : Continuum, 170 p.

26. Semetsky, I. (Ed.) (2013). Deleuze and Education. Edinburg : Edinburgh University Press, 288 p.

27. Raaen, F.D. (2011). Autonomy, Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault. Journal of Philosophy of Education. Vol. 45, no. 4, pp. 627-641, doi: https://doi.org/10.1111/j.1467-9752.2011.00824.x

28. Peters, M.A., Besley, T. (Eds.) (2007). Why Foucault? New Directions in Educational Research. New York : Peter Lang, 243 p.

29. Schwimmer, M. (2017). Poststructuralisme et éducation: l’apport de Foucault et Derrida. Philosophical Inquiry in Education. Vol. 24, no. 2, pp. 159-170, doi: https://doi.org/10.7202/1070603ar

30. Vlasova, O.A. (2019). The Status of the History of Philosophy in the Humanitarian Field and the University System: The Perspective of Self-Consciousness. Science for Education Today. Vol. 9, no. 4, pp. 93-105, doi: http://dx.doi.org/10.15293/2658-6762.1904.06 (In Russ., abstract in Eng.).