Approaches to integrating philosophy into teacher education: critiques and report of a learning experience
Colloque du CRIFPE
Les formations à l’enseignement (initiales et continues)
The decline of philosophy in teacher education is well-documented (Colgan & Maxwell, 2020). Of course, some universities still offer courses in the philosophy of education—sometimes called philosophical foundations—to their B.Ed. students. At McGill University, for example, a philosophical foundations course is mandatory for student-teachers. Such courses are often taught as a historical survey, as a review of a list of available educational theories, as an analysis of a set of ‘current issues’, or a combination thereof. These approaches, however, leave much to be desired, in part because they tend to pay less attention to the practical concerns and contexts of teachers and do not initiate them into the discipline of philosophy. In a neglected paper, Richard Peters (1977) critiqued prevalent approaches to integrating philosophy into teacher education and outlined some principles and practical suggestions. I found his insights helpful when designing and refining my own syllabus for the undergraduate philosophical foundations course at my university, which I have taught three times since 2019. My presentation will 1) lay out Peters’ critiques of prevalent approaches, 2) outline his suggestions, and 3) share my own experience teaching a philosophical foundations course with some of Peters’ insights in mind.
Université McGill - Canada
Ilya Zrudlo is a PhD candidate in educational studies at McGill University. The overarching aim of his research and community activism is to learn about the capacities young people require in order to contribute to the sustainable development of their communities. Closely related to this aim is an ongoing effort to better understand the ideologies shaping modern educational discourse and practice, and how these hamper the capacity-building of youth. Ilya’s research interests include the philosophy of education, hermeneutics, ethics and moral education, modernity, youth studies, the learning sciences, and community development. In recent years, he has authored articles that have appeared in journals such as Educational Theory, Journal of Philosophy of Education, Theory and Research in Education, and Studies in Philosophy and Education. Outside of academia, Ilya has gained significant experience coordinating youth empowerment and community action-research programs, from the local through to the global level.
2023-05-04 9 h 20