Educational Landscape as a Concept of Philosophy of Education
Serhii Terepyshchyi
Katedra Filozofii Społecznej i Filozofii Oświaty, Narodowy Uniwersytet Pedagogiczny im. Michaiła P. Dragomanowa w Kijowie, ul. Pyrogowa 9, 01-601 Kijów, Ukrainahttps://orcid.org/0000-0001-5506-0914
Abstract
The article analyzes the educational landscape in the subject field of the philosophy of education. Characteristics that distinguish this concept from other ways of representing educational reality are described: plasticity, dynamism, anthropology, vitality, spatialily, compositionality, semanticity, symbolism, temporality, rhythmicity, polyscale, hybridity, contextuality, situationalcity. The general paradigm of studying the educational landscape as a social phenomenon is proposed. The three poles are shown, around which the study of educational landscapes is centered: subjective ("individual"), intersubjective ("society"), symbolic ("culture"). Five basic approaches were identified: individual, typological, metaphorical, constructivist, and mythological. Prospects of research in the field of typology and methods of research of educational landscapes are outlined.
Supporting Agencies
philosophy of education, educational landscape, changes at educational landscapes
References
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COMMUNIQUE World Conference on Higher Education: The New Dynamics of Higher Education and Research For Societal Change and Development (2009), UNESCO.
Davis H., Evans T., Hickey C., A knowledge‐based economy landscape: Implications for tertiary education and research training in Australia, Journal of Higher Education Policy and Management 28 (3) (2006), p. 231-244.
DeBray-Pelot E., McGuinn P., The new politics of education: Analyzing the federal education policy landscape in the post-NCLB era, Educational Policy 23 (1) (2009), p. 15-42.
Deem R., Hillyard S., Reed M., Knowledge, higher education, and the new managerialism: The changing management of UK universities, Oxford University Press (2007).
Desai S., Dubey A., Vanneman R., Banerji R., Private schooling in India: A new educational landscape. India Policy Forum 5 (1) (2009), p. 1-38.
El-Hussein M.O.M., Cronje J.C., Defining mobile learning in the higher education landscape, Journal of Educational Technology & Society 13 (3) (2010), p. 12.
Gomilko O., Svyrydenko D., Terepyshchyi S., Hybridity in the higher education of Ukraine: global logic or local idiosyncrasy?, Philosophy and Cosmology 17 (2016), p. 178.
Harrison A., Hutton L., Design for the changing educational landscape: space, place and the future of learning, Routledge (2013).
Johnson D. (ed.), The changing landscape of education in Africa: Quality, equality and democracy, Symposium Books Ltd. (2008).
Johnson L., Adams S., Cummins M., Estrada V., Freeman A., Hall C., NMC horizon report: 2016 higher education edition, The New Media Consortium, Austin (2016).
Kehm B., Pasternack P., The German “excellence initiative” and its role in restructuring the national higher education landscape, Structuring Mass Higher Education, The Role of Elite Institutions, London: Routledge (2009), p. 113-127.
Krauss A., External influences and the educational landscape: Analysis of political, economic, geographic, health and demographic factors in Ghana, 49 (2012) Springer Science & Business Media.
Lawn M., Standardizing the European education policy space, European Educational Research Journal 10 (2) (2011), p. 259-272.
Maor D., Changing relationship: Who is the learner and who is the teacher in the online educational landscape?, Australasian Journal of Educational Technology 24 (5) (2008).
Martin J.R., Changing the educational landscape: Philosophy, women, and curriculum, Psychology Press (1994).
Mattheou D. (ed.), Changing educational landscapes: Educational policies, schooling systems and higher education-a comparative perspective, Springer Science & Business Media (2010).
Mouton J., Waast R., Higher education, research and innovation: changing dynamics: report on the UNESCO forum on higher education, research and knowledge 2001-2009.
Park K., Being Eastern on a Western educational landscape, Doctoral dissertation (2006), University of Houston.
Rassool N., Heugh K., Mansoor S., Global issues in language, education and development: Perspectives from postcolonial countries, Multilingual matters 4 (2007).
Sadler P.M., Advanced Placement in a changing educational landscape, Promise and impact of the Advanced Placement Program (2010), p. 3-16.
Shohamy E., Gorter D. (ed.), Linguistic landscape: Expanding the scenery, Routledge (2008).
Svyrydenko D., Plagiarism challenges at Ukrainian science and education, Studia Warmińskie 53 (2016), p. 68.
Terepiszczy S., Futurology as a subject of social philosophy, Studia Warminskie 52 (2015), p. 64.
Terepyshchyi S., The concept of “knowledge society” in the context of information era, Studia Warmińskie 53 (2016), p. 81.
Митин И., Место как палимпсест: мифогеографический подход в культурной географии, Феномен культуры в российской общественной географии: экспертные мнения, аналитика, концепты (2014), C. 147-156.
Терепищий C., Сучасні освітні ландшафти, Київ (2016), Фенікс.
Terepyshchyi, S. (2017). Educational Landscape as a Concept of Philosophy of Education. Studia Warmińskie, 54, 373–383. https://doi.org/10.31648/sw.78
Serhii Terepyshchyi
Katedra Filozofii Społecznej i Filozofii Oświaty, Narodowy Uniwersytet Pedagogiczny im. Michaiła P. Dragomanowa w Kijowie, ul. Pyrogowa 9, 01-601 Kijów, Ukraina
https://orcid.org/0000-0001-5506-0914
Katedra Filozofii Społecznej i Filozofii Oświaty, Narodowy Uniwersytet Pedagogiczny im. Michaiła P. Dragomanowa w Kijowie, ul. Pyrogowa 9, 01-601 Kijów, Ukraina
https://orcid.org/0000-0001-5506-0914
