Tapio Puolimatka
Biographic Data
| ID | 1715933 |
|---|---|
| NAME | Tapio Puolimatka |
| GIVEN NAMES | Tapio |
| FAMILY NAME | Puolimatka |
| SIGNATURE | PUOLIMATKA T |
| AFFILIATIONS | University of Helsinki |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 10 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
A teoria espinosana de ensino e doutrinação
O objetivo deste artigo é investigar os aspectos da teoria espinosana da educação que se relacionam diretamente com a discussão moderna sobre doutrinação. Segundo o autor, se Espinosa, por um lado, entende que o educador deve ajudar os estudantes a deixarem o domínio da imaginação para aquele da razão, defendendo nesse sentido um ensino que promova a autonomia do educando, por outro lado, ele crê ser preciso recorrer à doutrinação quando o estuda…
Max Scheler and the Idea of a Well Rounded Education
The German philosopher Max Scheler defines the human person as a value‐oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all‐round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the…
Moral capacity and its dilemmas
Education for Death
Death is an unavoidable fact of human life, which cannot be totally ignored in education. Children reflect on death and raise questions that deserve serious answers. If an educator completely evades the issue, children will seek other conversation partners. It is possible to find arguments both from secular and religious sources, which alleviate the anguish that death awakens in the mind of a child
Augustine and education in critical thinking
Augustine's concept of the deep self provides a basis for a complex and many‐faceted account of critical thinking. He uncovers the moral sources of thinking in the inner depths of the self and shows that critical thinking presupposes radical self‐reflection ready to face the truth about oneself. Self‐knowledge assumes transparency, consciousness of the corrupt desires and prejudices that distort one's thinking. Unresolved guilt endangers transpar…
Sphere Pluralism and Critical Individuality
Education and the Meaning of Life
All serious discussion about educational problems leads to reflection about educational aims and turns into a consideration about the good life and the alternatives open to human beings. This leads ultimately to the question of the meaning of life. This question is so essential for educational philosophy that it cannot be avoided, although it is vague and equivocal. The meaning of life is a fundamental philosophical concept that has not received …
Democratic Values Education Reconsidered
Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological d…
Spinoza's Theory of Teaching and Indoctrination
The Problem of Democratic Values Education
Journal Article The Problem of Democratic Values Education Get access Tapio Puolimatka Tapio Puolimatka Department of Education, POB 39 (Bulevardi 18), 00014 University of Helsinki, Finland Correspondence: Tapio Puolimatka Department of Education, POB 39 (Bulevardi 18), 00014 University of Helsinki, Finland Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 31, Issue 3, November 199…
Response to James E. McClellan
Education for Death
Death is an unavoidable fact of human life, which cannot be totally ignored in education. Children reflect on death and raise questions that deserve serious answers. If an educator completely evades the issue, children will seek other conversation partners. It is possible to find arguments both from secular and religious sources, which alleviate the anguish that death awakens in the mind of a child
Spinoza's Theory of Teaching and Indoctrination
The Problem of Democratic Values Education
Journal Article The Problem of Democratic Values Education Get access Tapio Puolimatka Tapio Puolimatka Department of Education, POB 39 (Bulevardi 18), 00014 University of Helsinki, Finland Correspondence: Tapio Puolimatka Department of Education, POB 39 (Bulevardi 18), 00014 University of Helsinki, Finland Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 31, Issue 3, November 199…
Max Scheler and the Idea of a Well Rounded Education
The German philosopher Max Scheler defines the human person as a value‐oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all‐round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the…
The Problem of Democratic Values Education
Journal Article The Problem of Democratic Values Education Get access Tapio Puolimatka Tapio Puolimatka Department of Education, POB 39 (Bulevardi 18), 00014 University of Helsinki, Finland Correspondence: Tapio Puolimatka Department of Education, POB 39 (Bulevardi 18), 00014 University of Helsinki, Finland Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 31, Issue 3, November 199…
Response to James E. McClellan
Education and the Meaning of Life
All serious discussion about educational problems leads to reflection about educational aims and turns into a consideration about the good life and the alternatives open to human beings. This leads ultimately to the question of the meaning of life. This question is so essential for educational philosophy that it cannot be avoided, although it is vague and equivocal. The meaning of life is a fundamental philosophical concept that has not received …
Democratic Values Education Reconsidered
Gary Dann criticises my argument that democratic values education requires a moral realist framework. In this paper I argue that Dann's critique contains three basic confusions: (1) He assumes that moral realism necessarily implies evidentialism. (2) He assumes that moral realism gives priority to philosophical thinking as over against common sense reasoning. (3) He forgets that realism is primarily an ontological rather than an epistemological d…
Spinoza's Theory of Teaching and Indoctrination
Sphere Pluralism and Critical Individuality
Augustine and education in critical thinking
Augustine's concept of the deep self provides a basis for a complex and many‐faceted account of critical thinking. He uncovers the moral sources of thinking in the inner depths of the self and shows that critical thinking presupposes radical self‐reflection ready to face the truth about oneself. Self‐knowledge assumes transparency, consciousness of the corrupt desires and prejudices that distort one's thinking. Unresolved guilt endangers transpar…
Moral capacity and its dilemmas
Education for Death
Death is an unavoidable fact of human life, which cannot be totally ignored in education. Children reflect on death and raise questions that deserve serious answers. If an educator completely evades the issue, children will seek other conversation partners. It is possible to find arguments both from secular and religious sources, which alleviate the anguish that death awakens in the mind of a child
Max Scheler and the Idea of a Well Rounded Education
The German philosopher Max Scheler defines the human person as a value‐oriented act structure. Since a person is ideally a free being with open possibilities, the aim of education is to help human beings develop their potential in various directions. At the centre of Scheler's educational philosophy is the idea of all‐round education, which aims towards a developed capacity for assessment, an ability to make choices and an ability to focus on the…
A teoria espinosana de ensino e doutrinação
O objetivo deste artigo é investigar os aspectos da teoria espinosana da educação que se relacionam diretamente com a discussão moderna sobre doutrinação. Segundo o autor, se Espinosa, por um lado, entende que o educador deve ajudar os estudantes a deixarem o domínio da imaginação para aquele da razão, defendendo nesse sentido um ensino que promova a autonomia do educando, por outro lado, ele crê ser preciso recorrer à doutrinação quando o estuda…
Law (9 works) · Philosophy (9 works) · Sociology (9 works) · Epistemology (8 works) · Higher education (8 works) · Philosophy of education (8 works) · Political science (8 works) · Law (6 works) · Philosophy (5 works) · Psychology (5 works)