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Welcome — Barry Smith. Intro — Armen Marsoobian. Abstract Terrell Ward Bynum Southern Connecticut State : Previous scientific and technological revolutions changed our understanding of human nature, the nature of society, and the nature of the universe. The impact upon philosophy was profound.

Physicists have recently argued, for example, that the universe is made of information and that human beings are exquisitely complex information objects. In addition new kinds of decision-making agents — such as, robots, softbots, and artificial companions — now can be found in homes, schools, hospitals, workplaces, entertainment centers.

Instead of being utterly different from human beings, many computerized devices can be viewed as entities very much like ourselves — fellow information objects journeying together through an informational world. This radically different understanding of human nature and our role in the universe offers exciting, powerful — and to some people, threatening — answers to some of the deepest questions of philosophy and psychology: Who am I?

Philosophical Freud. Foucault on Power.

Towards an Educational Philosophy for the Twenty-first Century Classroom

The Creative Life. Does Reputation Matter? Anti-Semitism The Wrong Abortion Question. How MeToo Helps Men. Can Reason Save Us? The Philosophy of Westworld. Do They Believe in God? The Psychology of Cruelty. Lessons from Lobsters. Athletics and the Philosophical Life. The Ethics of Algorithms. Failing Successfully. FrancisOnFilm: Mission Impossible. Does Science Overreach?

Why Does Philosophy Matter In The 21st Century?

The Truly Beautiful Game. Enlightenment Peddlers. Self-Reliance and the Ethics of Homeschooling. One Person, One Vote? Puppet Philosophers. Why America is not a Nation. Distortion in Philosophy. Philosophers and the Meaning of Life. The Ethics of Care. Should Robots Be Caregivers? How a Glitch Caused a Crisis. An Antidote to Bullshit. Repugnant Markets. Is Kanye a Philosopher? The Twilight Zone and the Human Condition.

What is it Like to Lose Your Identity? Against Marriage. The Morality of Big Business.


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On Deepities and Bullshit. Consciousness Deniers? Faith and Humility. Happy th, Karl Marx! May the Fourth Be With You. Are We Alone? Toppling the Dehumanization Thesis. Are We Really All Equals? Stop Silencing Sex Workers. The Not-So-Goodness of Liberalism? Trolling, Bullying, and Flame Wars. A Case for Conservative Universities. Self Help, Nietzsche, and the Patriarchy. Can Technologies Be Monstrous?

What is the role of Philosophy in the 21st Century? - Big Think

The End of Privacy. Technology Ethics. The Irreverent Peter Sloterdijk. Is Every Idea Worth Engaging? Adorno and the Culture Industry. From Pessimism to Nihilism. Is Alexa a Setback for Feminism? Racist Algorithms and Fair Sentencing. Humble Disagreement. Philosophy for Prisoners. Moral Philosophy and The Good Place. Stories To Think With. Is Killmonger to Blame? Is Punishment Wrong? Robot Rights? Misogyny and Gender Inequality. What Makes a Monster? Sexism Versus Misogyny. What Makes a Film Philosophical?

The Temptation to Feel Baffled. Is Yoda a Stoic? James Baldwin and Racial Justice. Millennials and Social Media, a Deadly Mix? A Comic Book for 17th-Century Philosophy. FrancisOnFilm: Three Billboards. Fatal Attraction. The Urbanist Delusion. Reasons to Donate to Philosophy. Stranger Feelings. Fanon, Violence, and the Struggle Against Colonialism.

Is there a real you? Fractured Identities. Do Victims Have Obligations? The Art of Non-Violence. The Puzzle of Possibility. How to Keep Your Resolutions. Thoughts on Retirement. December In Praise of Affirmative Consent. Lethal Speech. An Argument for Regulating Automation. Can Words Kill? Buddhism, Science, and the West. Of Philosophy and Basketball. The Midlife Crisis. The Odyssey in Plain English. Scrap Thanksgiving?

FrancisOnFilm: Thor Ragnarok. Feminism and Philosophy's Future. Two Models of Hypocrisy. Favorites in Continental Philosophy. The Curious Lives of Octopuses. When Democracy Runs Wild. Basketball: Myths and Puzzles. Achieving a Measure of Insanity. Philosophy of Trash. Compromise and Slavery. Philosophy and Shelley's Frankenstein.

Race Matters. To Retract or Not to Retract. A Moral Case for Meat. FrancisOnFilm: Battle of the Sexes. Decolonizing Philosophy. The Internet of Things. Harmful Jobs, Net Impact. Frege: The Invisible Anti-Semite. How does Consciousness Happen? On Our Cosmic Insignificance.

Getting Rid of "Racism". Should Hate Speech be Protected? The Limits of Free Speech. A World Without Work. How Will Racism Be Eradicated? Social Status. Should You Fear AI? Women in Philosophy. Transitions in Philosophy Talk. Credibility and Gender. Are Bosses Like Dictators? Your Question: Changing Physical Laws. The Best of Analytic and Continental Philosophy. Creativity and Character. Which Statues Should Go? Dennett vs. Papineau on Consciousness.

Is James Franco Rescuing Philosophy? Mental Health and Assisted Suicide. FrancisOnFilm: Dunkirk. Philosophy of the Midlife Crisis. Robots and Sexthics. Superpredators Old and New. Driverless Cars at the Moral Crossroads. Fast Lane Ethics. Rumor, Suspicion, and Misinformation. The Offensive Peter Singer. In Praise of Reading. Sex and Global Consequences. Cognitive Bias. Philosophy in The Simpsons. To Game or Not to Game. Philosophy Majors: Unexpectedly Employable. Your Question: Habermas and Factions. Habermas, Rationality, and Democracy.

The Unnatural is the Political. Pawns of ISIS. Habermas and the Fate of Democracy. Racial Profiling and Implicit Bias. FrancisOnFilm: Guardians of the Galaxy 2. Psychopathy and Evil. Conceptual Penises and Failed Hoaxes. Should Philosophers Get Political? Truth and Progress in Philosophy. Ai Weiwei: How Censorship Works.

A Deep Dive into Democracy. Nietzsche, Schmitt, and the Alt-Right. The Lifespan of a Genre. Envisioning Eastern Hegemony. Because You Are, I Am. Watered-down Philosophy for Tech Bros. Nozick, Libertarianism, and Philosophy. The Limits of Medical Consent. Defense of Transracialism Goes Awry. Is Human Monogamy Genetic? All Machine and No Ghost. Slower Reading for Better Philosophy. Why We Need Public Philosophy. FrancisOnFilm: Cezanne et Moi. Art, Origins, and the Fearless Girl.

Why Vote? Tricks for Political Persuasion. A Virtual Walden's Pond. Transcending Intersectionality. Foucault's Concept of Power. Aesthetics for Dogs? Muscles and Marxism. Some Thoughts on Problematic Arguments. FrancisOnFilm: Get Out. Getting from Space and Time to Space-time. Space, Time, and Space-time. Cruelty in American Politics.


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Descartes, Elisabeth, and My Left Foot. Take the Mirror Test. Queer and Christian?

The Future of Philosophy: Towards the Twenty First Century

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    Dialogues on the Present and Future of Education

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    Social media, knowledge of others, and self-knoweldge. Bioethics — Myths and Realities. Dance as a Way of Knowing. Technological Immortality. What is a Culture of Victimhood? The Changing Face of Feminism. Ashley Madison, accommodation, and silencing. The Ethics of Drone Warfare. The former group, on the other hand, allows thinking to become the instrument for solving real-world problems, anchoring this learning or discussion in the community where the individual and his or her society should be considered as a whole.

    This practical philosophical approach will create a society of free individuals whose capacity to think independently will blossom. Teaching in the classroom is not to do what the student or teacher likes, but it should include critique and evaluation. A Deweyan teacher may be an English language teacher in a primary school who guides his or her students in a group project on environmental protection Tan, The teacher could introduce the project topic using videos, newspaper articles and songs on the environment, or even invite representatives from environmental groups to speak to students.

    Students are encouraged to take the initiative in researching into the topic and presenting the project in creative ways, mediated by the teacher acting as a resource facilitator. Democratic processes are maintained throughout with students working collaboratively in groups, sharing ideas and resolving differences through dialogue and with guidance from the teacher. It will provide teachers with some fundamental understanding of how to guide learners through the complexities of issues by solving real-world problems. The critical inquiry process in solving such problems allows students to deal with current issues and contingencies in handling tasks which are required by future employers.

    Dewey's perspective on education has inspired teachers to focus more on the quality of student interaction and its dynamics, spawning new teaching methods such as problem-based learning, cooperative learning and the use of case studies. Teachers become more aware of their role as facilitators, who stimulate new discussions in class rather than imposing ideas on learners. Critical thinking is promoted, which entails engaging in reflective thought and adopting an open mind.

    Students are encouraged to raise questions, examine critical issues and ponder solutions in the learning process. The emphasis on learners' critical thinking in teaching will also correct teachers' indiscriminate use of technological tools such as computer presentations, blogs, podcasts, Web sites, forums, tag-boards and wikis as substitutes for classroom teaching.

    The review of Dewey's educational philosophy with reference to the needs of the New Economy has made us better educators not just in terms of the design of pedagogy but also with regard to the renewed emphasis on intellectual development and higher-order thinking, which have been neglected in our current content-focused curriculum and assessment systems. Ultimately, as educators, we should not be so much interested in how well we have taught and delivered the subject matter but in nurturing individuals with thinking minds in the process of learning. Dewey's perspective on education is especially applicable in today's postmodern world, where the process of inquiry and analysis can be rather non-linear.

    It is not the direct rejection of the modernist concepts of science, ethics, language and reason but the reluctance to believe prescribed answers to issues that distinguishes the postmodern perspective from the rest of the dispositions Lyotard, Deconstructionism is also regarded as synonymous with postmodernism Sarup, An intellectual trend that is characterised by discursive explanations about phenomena, postmodernism is not just a philosophical movement but can also be found in arts, music, dance and literature Hutcheon, Dewey's educational philosophy encourages teachers and students to explore the postmodern perspectives of questioning prescribed answers and considering multiple realities.

    Under Dewey's interpretation, if knowledge is active and a social product of interaction between our ideas and our experience of the world, then students have to deconstruct the realities hidden within the issues, which may be masked by political, sociocultural and media agendas, traditions and prejudices. The exploration and discovery of new realities will surprise us in ways that will make us change our mind and position Frye, As such, knowledge is transient and changes over time, continually bringing new impacts to the communities we live in.

    Dewey's approach positions the learner as the centre of the learning experience, and the postmodern perspectives prompt the learner to question the authenticity of the realities represented by highlighting important reference points for scrutiny. The constant questioning, observing and theorising of life and its realities creates new knowledge in the learner's very own distinctive situation. In the postmodern age, students can learn to refute generalised accounts of what realities are, reject singular explanations, and decipher ideological bias and hegemonic influences from their investigation of issues.

    Tan illustrates how a teacher can apply the Deweyan emphasis of student-centred learning in a postmodern classroom. A history teacher could get students to read two primary sources that present contrasting accounts of World War II in Asia—one from the Japanese government and the other from the Chinese government. The teacher could explore with students the different versions of this history and how the identities and experiences of the Chinese people are interpreted differently owing to different historical and social conditions. Since a key postmodern perspective is that no single narrative based on a specific source should be presented as the foundation of ideas, beliefs and values, a variety of narratives should be employed for students to see the plurality of voices from those in power and those who are marginalised.

    Through this approach, students will be able to recognise the different constructions of reason and knowledge in specific historical contexts and learn to reflect on, reinterpret, reformulate and construct their own identities and histories. A new educational philosophy for the twenty-first century classroom is born when we synergise Dewey's philosophical insights and the postmodern views in classroom teaching and learning.

    By applying this philosophy, we are acknowledging that many issues require ongoing discussions, being plagued by complexities that can never be fully resolved. Existing issues such as national sovereignty conflicts, terrorism and environmental problems can never be fully eradicated. Teachers and students should realise that there are no perfect solutions and no singular perspective that should dominate these discussions. Such an attitude will help us reject simplistic responses and avoid complacency and entrenched interpretations.

    Eventually, new dialogues will take place and fresh perspectives can be generated. Although this new integrated educational philosophy encourages deeper questioning and active discussion in our classrooms, the inquiry must be approached pragmatically Rorty, Students are advised not to deconstruct all existing social structures, as the complexity, scope and intensity of issues can be overwhelming, creating unnecessary confusion and distress.

    Teachers have a significant role to play in systematically mediating these discussions to give students some sense of direction with salient points provided for their consideration. Specific learning materials should also be provided at appropriate moments to support students in their learning. Schools need to be the innovation centres for students to prepare themselves for the workplace. In the new century, where knowledge is seen as a new form of capital, schools and educators have to rethink the purpose and value of the school experience.

    The knowledge worker will have to make radical changes and change fast to meet the demands of the knowledge economy see Drucker, Schools need to revisit their educational philosophy and promote critical inquiry as part of this philosophy so as to deepen students' understanding of the subject matter and enhance their capacity for independent and purposeful learning. The discussion in this essay, it is hoped, will encourage teachers to adopt Dewey's educational philosophy and the postmodern insights in their daily teaching or their long-term strategic framework in teaching.

    Beck, C. Postmodernism, pedagogy and philosophy of education. HTM fn1. Borich, G. An overview. Singapore: McGraw-Hill. Dewey, J. Pedagogy as a university discipline. Boydston Ed. The school and society. The Child and the Curriculum.