- Subject index
This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general “perennial” issues in philosophy and issues of more contemporary concern.
Chapter 21: Concepts of Mind
Concepts of Mind
The term ‘mind’ is common enough in educational discourse: we nurture minds, we open them, we hope not to waste them. Yet when we think about the meaning of the term ‘mind,’ in common usage and in educational discourse, its meaning (or meanings), is surprisingly elusive, so much so that one might wonder if there is any meaning conveyed by the term at all. The casualness of our use of the term ‘mind’ masks a vast conceptual difficulty, and glosses over a process of philosophical inquiry into the nature of mind that has persisted for thousands of years, and yet seems still to be one of the most difficult and intriguing puzzles in philosophy. I shall assume without arguing for ...