An introduction to the Educational Philosophy Perspectives Series: I currently convene and lecture a course in the Philosophy of Education for undergraduate students. Each week we cover a new philosophical perspective or paradigm. The following series will encompass short pieces written when wearing different “paradigm hats,” the purpose of which is to illustrate differing viewpoints within the Philosophy of Read More
An introduction to the Educational Philosophy Perspectives Series: I currently convene and lecture a course in the Philosophy of Education for undergraduate students. Each week we cover a new philosophical perspective or paradigm. The following series will encompass short pieces written when wearing different “paradigm hats,” the purpose of which is to illustrate differing viewpoints within the Philosophy of Read More
Republished from The Conversation, 8 July 2015. This article is part of a series, On Happiness, examining what it means and how it might be achieved in the 21st century. In The Conversation’s series On Happiness, it has been pointed out that the pursuit of happiness for its own sake might be a futile and even counterproductive enterprise. It has also been pointed out Read More
Thomas W. Nielsen Republished from Character Scotland, 25 Feb 2014. I have often heard it argued that values are subjective, relative, or a construct, and therefore have no place in public education. The modern scientific era of the last 500 years have brought incredible advances to human thought and living, but it has also meant Read More
Republished from The Conversation, 5 May 2013. It’s nothing new to say we have a problem in education. But I’m not here to discuss the usual gripes with teachers and test scores. I believe we have a more fundamental problem with defining what we want education to do. At the moment, our definitions of educational “success” Read More