Concepts
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- This page, located in the commons, is the conceptual pathway page for Concepts on StudyPlace. For an alphabetical list of active concepts, consult the Concepts category.
Concepts draw together fairly specific ideas of use in thinking about what educates. In large part, intellect consists of concepts that people have developed in order to think systematically about one or another phenomenon or problem. In so far as they empower thought, and through thought action, concepts educate and such concepts will be of concern throughout StudyPlace. In addition, some concepts do more than educate; they specifically help people think about what educates and what miseducates. These are of special concern here. As a site early in its development, articles on only a few of these concepts are underway, listed in the first column below, and many others have yet to be started, some of which we list in the second column. Furthermore, we do not yet have a strong conceptual organization for an emerging repertoire of concepts useful in thinking about what educates. Some things started here, probably belong elsewhere on the site, perhaps among essays or as a review. Be that as it may, currently we need more particulars in order to build up a set of sufficient complexity to start attending to its effective organization.
In addition to these lists of concepts, we have a section soliciting questions that we should pose and discuss in order to think well and fully about what educates. People initiate the creation of concepts by posing difficult questions, ones that have vital import. A concept yields meaning and power relative to a problem posed in life. To build a strong repertoire of concepts, we need to pose lots of questions, doing so at the level at which we encounter them in living experience, not at the level of formal research.
People think together about the questions of experience through conversation, dialog. Conversation is the original form of peer production and it is a form of writing that we can use to develop more effective concepts through StudyPlace. A wiki provides means to engage in conversation through written exchange much like an open forum of letters might. Let us engage in diverse conversations about powerful concepts and questions. In conversation, people construct a powerful idea; they explore its limits; they argue out its implications; they assess its possible applications; they link it to other concepts in the network of active thinking. Let us converse. . . .
[edit] Conceptual conversations to hold
- Age educates . . . .
- Books educate . . . .
- Caring educates . . . .
- Challenges educate . . . .
- Communicating educates . . . .
- Contemplation educates . . . .
- Criticizing educates . . . .
- Death educates . . . .
- Deliberation educates . . . .
- Ethos educates . . . .
- Hoping educates . . . .
- Identity educates . . . .
- Ideology educates . . . .
- Justice educates . . . .
- Knowing educates . . . .
- Loving educates . . . .
- Movement educates . . . .
- Museums educate . . . .
- Pain educates . . . .
- Parents educate . . . .
- Pictures educate . . . .
- Popular culture educates . . . .
- Questioning educates . . . .
- Schools educate . . . .
- Software educates . . . .
- Teachers educate . . . .
- Technology educates . . . .
- Time educates . . . .
- University educates . . . .
- Walking educates . . . .
- Wandering educates . . . .
- Wonder educates . . . .
- Work educates . . . .
Add further topics and click on a red link to initiate an exchange of ideas about a topic.
[edit] Conceptual conversations underway
- Apperception educates . . . .
- Assimilation educates . . . .
- Association educates . . . .
- Attention educates . . . .
- Art educates . . . .
- Being human educates . . . .
- Bildung educates . . . .
- Chess educates . . . .
- Common learning educates . . . .
- Comprehensive Education . . . .
- Concentration educates . . . .
- Concepts educate . . . .
- Conversation educates . . . .
- Correlation educates . . . .
- Cultural values]] educate . . . .
- Curiosity educates . . . .
- Curriculum educates . . . .
- Custom educates . . . .
- Domestic life educates . . . .
- Exemplarity educates . . . .
- Experience educates . . . .
- Fear miseducates . . . .
- Form and content educate . . . .
- Formal discipline educates . . . .
- Inequality miseducates . . . .
- Justice educates . . . .
- Injustice miseducates . . . .
- Method educates . . . .
- Morality educates . . . .
- Music educates . . . .
- Pedagogy educates . . . .
- Place educates . . . .
- Running educates . . .
- Schooling educates . . . .
- Siblings educate . . . .
- Social purpose educates . . . .
- Socratic method educates . . . .
- Sophistry educates . . . .
- Sport educates . . . .
- Study educates . . . .
- Terminologies educate . . . .
- Travel educates . . . .
[edit] Questions
- What is to education as disease is to medicine?
- Should the end of educative efforts be social or individual?
- Should the academic study of education, or analysis of the question What educates?, ground itself in a commitment to social progress and reform? Or is the rigorous pursuit of truth a more important priority?
- How should educators be educated?
- What are the ways in which educational practices lead to injustices in human experience?
- Is there a sense for considering the work of revealing the "social facts and laws upon which educational theory and practice...rest" not simply the work of the sociologist of education but also a task for the sociologist of knowledge that concerns himself with education?
- What are the distinctive characteristics of scholarship, research, and criticism and are these balanced appropriately in the contemporary academic world?
- Does the abandonment of a foundationalist epistemology require one to take up extreme, action-oriented epistemological alternatives like relativism, standpoint theory, or instrumentalism?
- Have public schools merely reproduced socio-economic order?
- HAQs Hotly argued questions (hacks)
- Is nature or nurture more significant in determining educational achievement?
- What social or political forces are pedagogically strongest?
- FAQs Frequently asked questions (facts)
- How can parents best guarantee the success of their children in schools and in life?
- LUQs Largely unanswered questions (lucks)
- How should goals of equity and excellence be reconciled in programs of formal instruction?
- At what age does a child become a young person?
- PIQs Profoundly important questions (picks)
- Is death a concept with apolitical, existential pedagogical strength?
- How has the empirical operation of the concept of education changed over time?
Conversation is of three sorts. Men are said to converse with God, with themselves, and with one another. The two first of these have been so liberally and excellently spoken to by others, that I shall at present pass them by and confine myself in this essay to the third only; since it seems to me amazing that this grand business of our lives, the foundation of everything either useful or pleasant, should have been so slightly treated of, that, while there is scarce a profession or handicraft in life, however mean and contemptible, which is not abundantly furnished with proper rules to the attaining its perfection, men should be left almost totally in the dark, and without the least light to direct, or any guide to conduct them, in the proper exerting of those talents which are the noblest privilege of human nature and productive of all rational happiness. . . .
