Describe the implications Stanley Cavell’s ordinary language philosophy has on democracy and education. Provide an example of ordinary language philosophy.
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Philosophy of Education Prepare: Read the articles “.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEZP&url=http%253A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=a9h%2526AN=26253173%2526site=ehost-live”>Philosophy as Translation: Democracy and Education from Dewey to Cavell” and “.next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEZP&url=http%253A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=a9h%2526AN=23415224%2526site=ehost-live”>Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell”by Saitofrom the EBSCOhost database in the Ashford University Library.
Reflect: As you take notes on the two articles, think about the importance of understanding the philosophy behind taking general education courses and how your courses have taught you academic integrity, global citizenship, and cultural sensitivity.
Write: For this discussion, respond to the following prompts:
Describe the implications Stanley Cavell’s ordinary language philosophy has on democracy and education. Provide an example of ordinary language philosophy. Examine the ideas of mutual reflection and mutual understanding as it relates to cultural differences. Share a learning experience of an ethical or moral lesson based on John Dewey’s quote: “democracy must begin at home.” Explain how that experience has influenced your level of integrity while receiving your education. Support your claims with examples from required material(s) and/or other scholarly sources, and properly cite any references. Your initial post should be at least 250 words in length. Required Resources
Articles Noaparast, K. B. (2013). .next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEZP&url=http%253A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=a9h%2526AN=92672955%2526site=ehost-live”>Celebrating moderate dualism in the philosophy of education: A reflection on the Hirst-Carr debate. Journal of Philosophy of Education, 47 (4), 564-576. doi:10.1111/1467-9752.12039The full-text version of this article can be accessed through the Academic Search Complete (EBSCOhost ) database in the Ashford University Library. In this article, the author discusses the debate of Paul Hirst and Wilfred Carr in relation to their ideas on the philosophy of education, arguing that we should embrace the idea of modern dualism in regards to theory and practical application of these opposing views. Saito, N. (2006). .next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEZP&url=http%253A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=a9h%2526AN=23415224%2526site=ehost-live”>Philosophy as education and education as philosophy: Democracy and education from Dewey to Cavell. Journal of Philosophy of Education, 40 (3), 345-356. doi: 10.1111/j.1467-9752.2006.00527.xThe full-text version of this article can be accessed through the Academic Search Complete (EBSCOhost ) database in the Ashford University Library. In this article, the author focuses on the comparison of Dewey’s idea of pragmatism to Cavell’s thoughts of democracy as a way of life regarding the relationship between education and philosophy as a form of problem-solving. Saito, N. (2007). .next.ecollege.com/default/launchWithoutCache.ed?ssoType=AULibraryEZP&url=http%253A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=a9h%2526AN=26253173%2526site=ehost-live”>Philosophy as translation: Democracy and education from Dewey to Cavell. Educational Theory, 57 (3), 261-275. doi: 10.1111/j.1741-5446.2007.00256.xThe full-text version of this article can be accessed through the Academic Search Complete (EBSCOhost ) database in the Ashford University Library. In this article, the author addresses the challenges of Dewey’s idea of “mutual national understanding” when it comes to education of global citizenship, proposing an approach to teach global citizenship based on the ideas of Cavell.
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