Version 1
: Received: 19 July 2023 / Approved: 19 July 2023 / Online: 20 July 2023 (09:53:07 CEST)
How to cite:
Eslit, E. Philosophical Horizons: Navigating the Frontiers of 21st Century Arts and Sciences Education. Preprints2023, 2023071368. https://doi.org/10.20944/preprints202307.1368.v1
Eslit, E. Philosophical Horizons: Navigating the Frontiers of 21st Century Arts and Sciences Education. Preprints 2023, 2023071368. https://doi.org/10.20944/preprints202307.1368.v1
Eslit, E. Philosophical Horizons: Navigating the Frontiers of 21st Century Arts and Sciences Education. Preprints2023, 2023071368. https://doi.org/10.20944/preprints202307.1368.v1
APA Style
Eslit, E. (2023). <strong>Philosophical Horizons: Navigating the Frontiers of 21st Century Arts and Sciences Education</strong>. Preprints. https://doi.org/10.20944/preprints202307.1368.v1
Chicago/Turabian Style
Eslit, E. 2023 "<strong>Philosophical Horizons: Navigating the Frontiers of 21st Century Arts and Sciences Education</strong>" Preprints. https://doi.org/10.20944/preprints202307.1368.v1
Abstract
This qualitative study conducted at St. Michael's College explores the integration of philosophical dimensions in arts and sciences education and its implications for pedagogy and student learning. Drawing on three theoretical framework informed by Piaget, Sartre, and Vigotsky, the study examines the perspectives of 30 participants, including teachers and students, through semi-structured interviews. The findings reveal diverse viewpoints, with some participants emphasizing disciplinary specialization for focused skill development, while others advocate for integrating philosophical dimensions to enhance critical thinking, interdisciplinary connections, and ethical awareness. The implications highlight the importance of balancing disciplinary depth with interdisciplinary exploration in arts and sciences education. Educators are encouraged to recognize the value of disciplinary specialization while integrating philosophical dimensions to foster critical thinking skills, interdisciplinary connections, and ethical awareness among students. Recommendations include providing professional development opportunities for educators, incorporating philosophical perspectives in curriculum frameworks, and exploring the long-term impact of integrating philosophical dimensions on student learning outcomes. Future research should investigate specific pedagogical approaches, consider cultural and contextual factors, and further explore the impact of integrating philosophical horizons to advance educational practices. By embracing the integration of philosophical dimensions, educators can create meaningful learning experiences that promote critical thinking, interdisciplinary connections, and ethical awareness in arts and sciences education.
Keywords
21st Century; Arts and Sciences education; navigating the frontiers; Philosophical horizons
Subject
Arts and Humanities, Philosophy
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
