In this article, we propose a cross-pollination of two prominent lines of educational thought: open education (OE) and threshold concepts (TCs). Open education has gained an increased profile through the growing popularity of open educational resources (OER) and massive online open courses (MOOCs). Educators who create or make use of such…

To understand Nietzsche's pedagogy of self-overcoming and to determine its true import for contemporary education, it is necessary to understand Nietzsche's view of the self that is to be overcome. Nevertheless, previous interpretations of self-overcoming in the journals of the philosophy of education have lacked serious engagement with…

The author argues that Dewey's conception of the lost individual and his proposed solutions for reconstruction can help both schooling and society address problems of depoliticization and individualization. He first examines Dewey's notion of formation of the self, forged through transactions with one's physical and social…

Argues that the heterogeneity of morals and aesthetics in contemporary pluralistic cultures, and the consequent concentration on individual self-interests, is a threat to democratic ways of life. Discusses people's problems appreciating the values of democratic forms of life and accessing public life under the condition of postmodern mass…

This manual contains classroom exercises which can be used to supplement each chapter of the story "Mark," (ED 189 016) designed to help adolescents formulate a philosophy of values. The purpose of both "Mark" and "Social Inquiry" is to identify key social issues in the social sciences and expose students to the conflicting concepts at the heart…

Mark is the central character in this story designed to help adolescents formulate a philosophy of values. The story is well suited for use in high school social studies courses and/or in philosophy or guidance units. Mark's thoughts and actions are reported as he interacts with his family, friends, acquaintances, and individuals of authority…

Defines student empowerment and asserts that the classroom teacher can be a catalyst for that process. Discusses three aspects of classrooms that enable children to become empowered. Provides seven steps for developing democratic classrooms. (CFR)