Review of Therapeutic Education: Working Alongside Troubled and Troublesome Children (Book Review)

Therapeutic education requires a move from “a punitive, blame-based, unfairly competitive and deviant-defined culture” to “one that celebrates diversity and cultural differences” (p.11), from a deficit model of SEN and deviant model of challenging behaviour to “a more humane and therapeutic approach to education and learning generally (p.12). Therapeutic education is holistic and encourages agency and responsibility. How adults relate to learners is viewed as more important than what is taught. The authors invite this to be a model of whole school change, and indeed of a fundamental review of the values of the whole education system. “This book promotes a bio-psycho-social standpoint” (p.49)

A Sketch of a Humane Education: A Capability Approach Perspective

Poverty, understood as basic capability deprivation, can only be solved through a process of expanding the freedoms that people value and have reason to value. This process can only begin if the capability to imagine and aspire for an altenative lifestyle worthy of human dignity is cultivated by an education program that develops both the capability to reason and to value. These two facets play a major role in the creative exercise of human agency. This program of humane education can only come from an adequate description of the human agent as a persona that seeks to actualize itself based on his/her understanding of the good. Education must therefore seek to cultivate the capability to have an adequate conception of the good (normative) as well as the capability to constantly re-evaluate one’s conception of the good (evaluative) in order to freely and reasonably choose a life that one values and has reason to value. Education must therefore entail not merely the development of skills nor specialization in a particular field but must concentrate on the integration of the human person as a whole which leads to self-creative praxis

Towards humanising creativity?

Within the context of developing creativity discourse and policy, this paper begins by exploring a number of the tensions that emerged from research using an interdisciplinary framework to investigate creativity with English expert specialist dance teachers. The paper then interrogates and articulates the productive dynamics of one of these tensions that occur between individual, collaborative and communal creativity. This tension is discussed within the wider debate of individualised versus collaborative/communal creativity and the encouragement of the former by individualised, marketised creativity policies. It is argued that one constructive product of articulating how dance professionals negotiate this tension within education is a pertinent and helpful example of a more humane framework for creativity than that espoused by the individualised marketisation agenda. In turn the paper draws out the idea of humanising creativity as a productive process that has the potential to challenge aspects of the dominant policy discourse in an emergent way

Philosophical reflection problems of humane education in XXI century

У статті розглядається вплив соціокультурних трансформацій на модернізацію цінностей сучасного суспільства; розкривається роль гуманізму в процесі подолання соціокультурної кризи; визначається та охарактеризовується сучасна освіта як інститут утвердження, збереження та виховання гуманістичних цінностей; розкриваються проблеми та перспективи гуманізації освіти в ХХІ столітті. Обґрунтовується пріоритетність гуманітаризації освіти в контексті соціального розвитку суспільства. Метою даної статті є філософська рефлексія проблеми гуманізації освіти у вирі трансформацій аксіосфери сучасного суспільства в контексті світових процесів глобалізації та інформатизації, а також філософському осмисленню змісту освіти як формотворчого чинника гуманізації та гуманітаризації суспільства в епоху соціокультурної кризи. Показано, що нагальною проблемою сьогодення стає гуманізація та гуманітаризація освіти та формування гуманістичної парадигми філософії освіти.The article examines the impact of social and cultural transformations in the modernization of the values of modern society, addresses the role of humanity in the process of overcoming social and cultural crisis, defined and characterized as a modern education institution approval, conservation and education of humanistic values, revealed the problems and prospects of humanization of education in the XXI century, justified priority humanization of education in the context of social development. The purpose of this article is philosophical reflection problems of humanization of education in the maelstrom axiosphere transformations of modern society in the context of world globalization and information, as well as philosophical understanding of the content of education as a factor shaping liberalization and humanization of society in the era of social and cultural crisis. It is shown that the problem of our time is the humanization of education and formation of humanistic paradigm of philosophy of education

INTRODUCTION: “Toward a Socially Progressive Conception of Art Education”

Given the range and subtlety of our cultural conditioning, art education must, of necessity, become critical. It must place critical cultural literacy in the heart of its theory and practice. Cultural literacy does indeed open the way to personal and social emancipation. It brings in its enlightening wake the preconditions of emancipation, knowledge and freedom: knowledge and freedom to think, feel, and perceive as human individual and not as manipulated social products; knowledge and freedom to experience and create forms of visual culture which are liberating rather than enslaving; knowledge and freedom to conceptualize and build toward a more aesthetic, humane, and democratic culture and society; knowledge and freedom to develop an art education which would be an agent of critical understanding and progressive social change