Mark E Jonas
Biographic Data
| ID | 3450175 |
|---|---|
| NAME | Mark E Jonas |
| GIVEN NAMES | Mark E |
| FAMILY NAME | Jonas |
| SIGNATURE | JONAS M E |
| AFFILIATIONS | Wheaton College |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Unmasking the supposed paradoxes found in epiphanic education
In his article, ‘Epiphanic versus Incremental Routes to Moral Growth,’ Kristján Kristjánsson offers criteria that must be present for an experience to count as epiphanic. Based on these six criteria, Kristjánsson argues that two paradoxes—the ‘psycho-epistemic’ and ‘psycho-moral’ paradox—arise when we attempt to induce epiphanies in the classroom. He considers these paradoxes troubling and perhaps even fatal to the use of epiphanies in the classr…
Phronesis in teacher education
A growing number of researchers have maintained that the Aristotelian-inspired idea of phronesis or ‘practical wisdom’ is indispensable for understanding and cultivating teacher expertise. Phronesis denotes a synthetic and dynamic intellectual disposition that allows practitioners to perceive the ethical complexities of challenging practical situations and consistently act in a way that realises the goods inherent in the practical environment. Al…
Repensando el camino hacia el florecimiento
Cómo puede contribuir la educación al florecimiento humano? En nuestro artículo anterior, argumentamos que los métodos de enseñanza y aprendizaje transformadores son los más eficaces y convincentes para promover el florecimiento de los jóvenes en el aula. Si bien la idea de una educación orientada al florecimiento ha sido objeto de cierta controversia en los últimos años —con algunos académicos defendiéndola enérgicamente y otros rechazándola com…
Plato’s legacy
In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to thes…
Learning from Socrates’ Protreptic
The Use and Abuses of Emulation as a Pedagogical Practice
From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, "emulation" referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for it…
Plato's Anti-Kohlbergian Program for Moral Education
Journal Article Plato's Anti-Kohlbergian Program for Moral Education Get access Mark E Jonas Mark E Jonas Correspondence: Mark E. Jonas, Education Department, Wheaton College, 501 College Ave, Wheaton, IL 60187, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 50, Issue 2, May 2016, Pages 205–217, https://doi.org/10.1111/1467-9752.12201 Published…
Rousseau on Sex-Roles, Education and Happiness
Appetite, Reason, and Education in Socrates’ ‘City of Pigs’
In Book II of the Republic (370c-372d), Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the ‘true city’ and the ‘healthy one’. Nearly all commentators have argued that Socrates’ praise of the city cannot be taken at face value, claiming that it does not represent Socrates’ preferred community. The point of this paper is…
Gratitude, Ressentiment, and Citizenship Education
When Teachers Must Let Education Hurt
Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (use…
A (R)evaluation of Nietzsche’s Anti-democratic Pedagogy
Dewey's Conception of Interest and its Significance for Teacher Education
Many teachers in teacher education programs are cursorily introduced to Dewey's 'epochmaking' ideas on interest and effort through discussions based on the need for child‐centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over‐rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over‐relianc…
Finding Truth in ‘Lies’
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it …
When Teachers Must Let Education Hurt
Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (use…
Dewey's Conception of Interest and its Significance for Teacher Education
Many teachers in teacher education programs are cursorily introduced to Dewey's 'epochmaking' ideas on interest and effort through discussions based on the need for child‐centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over‐rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over‐relianc…
A (R)evaluation of Nietzsche’s Anti-democratic Pedagogy
Appetite, Reason, and Education in Socrates’ ‘City of Pigs’
In Book II of the Republic (370c-372d), Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the ‘true city’ and the ‘healthy one’. Nearly all commentators have argued that Socrates’ praise of the city cannot be taken at face value, claiming that it does not represent Socrates’ preferred community. The point of this paper is…
Finding Truth in ‘Lies’
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it …
Plato’s legacy
In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to thes…
Plato's Anti-Kohlbergian Program for Moral Education
Journal Article Plato's Anti-Kohlbergian Program for Moral Education Get access Mark E Jonas Mark E Jonas Correspondence: Mark E. Jonas, Education Department, Wheaton College, 501 College Ave, Wheaton, IL 60187, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 50, Issue 2, May 2016, Pages 205–217, https://doi.org/10.1111/1467-9752.12201 Published…
Finding Truth in ‘Lies’
In his 2001 article ‘Teaching to Lie and Obey: Nietzsche on Education’, Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the ‘true’ world and the ‘seeming’ world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it …
A (R)evaluation of Nietzsche’s Anti-democratic Pedagogy
Dewey's Conception of Interest and its Significance for Teacher Education
Many teachers in teacher education programs are cursorily introduced to Dewey's 'epochmaking' ideas on interest and effort through discussions based on the need for child‐centered pedagogies that utilize students' interests. Unfortunately, this strategy often tacitly encourages teachers to over‐rely on students' interests. In this paper, I recommend a way of introducing Dewey's conception of interest that avoids the common pitfall of over‐relianc…
When Teachers Must Let Education Hurt
Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (use…
Appetite, Reason, and Education in Socrates’ ‘City of Pigs’
In Book II of the Republic (370c-372d), Socrates briefly depicts a city where each inhabitant contributes to the welfare of all by performing the role for which he or she is naturally suited. Socrates calls this city the ‘true city’ and the ‘healthy one’. Nearly all commentators have argued that Socrates’ praise of the city cannot be taken at face value, claiming that it does not represent Socrates’ preferred community. The point of this paper is…
Gratitude, Ressentiment, and Citizenship Education
Plato's Anti-Kohlbergian Program for Moral Education
Journal Article Plato's Anti-Kohlbergian Program for Moral Education Get access Mark E Jonas Mark E Jonas Correspondence: Mark E. Jonas, Education Department, Wheaton College, 501 College Ave, Wheaton, IL 60187, USA. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 50, Issue 2, May 2016, Pages 205–217, https://doi.org/10.1111/1467-9752.12201 Published…
Rousseau on Sex-Roles, Education and Happiness
The Use and Abuses of Emulation as a Pedagogical Practice
From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, "emulation" referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for it…
Learning from Socrates’ Protreptic
Plato’s legacy
In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to thes…
Unmasking the supposed paradoxes found in epiphanic education
In his article, ‘Epiphanic versus Incremental Routes to Moral Growth,’ Kristján Kristjánsson offers criteria that must be present for an experience to count as epiphanic. Based on these six criteria, Kristjánsson argues that two paradoxes—the ‘psycho-epistemic’ and ‘psycho-moral’ paradox—arise when we attempt to induce epiphanies in the classroom. He considers these paradoxes troubling and perhaps even fatal to the use of epiphanies in the classr…
Phronesis in teacher education
A growing number of researchers have maintained that the Aristotelian-inspired idea of phronesis or ‘practical wisdom’ is indispensable for understanding and cultivating teacher expertise. Phronesis denotes a synthetic and dynamic intellectual disposition that allows practitioners to perceive the ethical complexities of challenging practical situations and consistently act in a way that realises the goods inherent in the practical environment. Al…
Repensando el camino hacia el florecimiento
Cómo puede contribuir la educación al florecimiento humano? En nuestro artículo anterior, argumentamos que los métodos de enseñanza y aprendizaje transformadores son los más eficaces y convincentes para promover el florecimiento de los jóvenes en el aula. Si bien la idea de una educación orientada al florecimiento ha sido objeto de cierta controversia en los últimos años —con algunos académicos defendiéndola enérgicamente y otros rechazándola com…
Epistemology (11 works) · Philosophy (10 works) · Philosophy (10 works) · Sociology (10 works) · Psychology (7 works) · Higher education (6 works) · Law (6 works) · Political science (6 works) · Law (5 works) · Philosophy of education (5 works)