Plato, Dewey, and the Problem of the Teacher's Authority
Datos Bibliográficos
| ID | 11952182 |
|---|---|
| Autores | Eliyahu Rosenow (autor de correspondencia) |
| Año | 1993 |
| Volumen | 27 |
| Número | 2 |
| Páginas | 209-220 |
| Fecha de publicación | 1993-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Philosophy of Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Editorial | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.1993.tb00656.x |
| OpenAlex | W2050413427 |
| Idioma | EN |
| Referencias citadas | 9 |
An examination of contemporary publications in the philosophy of education reveals that the authority of the teacher is being eroded. As teachers derive their authority from the democratic state and its compulsory education laws, the undermining of their authority indicates the undermining of the authority of the democratic state and its laws. A comparison between Plato and Dewey from this point of view reveals that this state of affairs is the upshot of the collision between the principle of authority and the principle of liberty, and that this collision constitutes the basic problem of democracy as well as of education for democracy. The challenge to contemporary education is consequently that of exploring ways leading to the rehabilitation of the authority of the teacher
Democracy · Higher education · Philosophy of education · Political science · Politics · Sociology · State (computer science · Education and Critical Thinking Development · Educational Philosophies and Pedagogies · Law · Pragmatism in Philosophy and Education
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |