Historical Foundations

 

There Are Nowadays Professors of Philosophy, but not Philosophers

The article “There are Nowadys Professor of Philosophy, but not Philosphers” by Pierre Hadort, challenges the idea that being a philosopher is just about thinking or teaching philosophy. He highlights Thoreau's claim that “there are nowadays professors of philosophy, but not philosophers”, meaning that people teach or write about philosophy but do not live it. To truly be a philosopher is to love wisdom enough to live simply and internationally, focusing on what is essential in life rather than chasing status, which some do.

The article connects to my understanding of teaching and learning because it reminds me that education is not only about passing down information but about living the lessons we want to share. Thoreau’s experiment at Walden Pond shows that deep learning can come from reflection, nature and daily pratice, not just books or lectures. This is similar to my definition in my glossary for learning as active and reflexive, and teaching as guiding others through experiences rather than just giving facts.

I also see creativity and innovation in this reading. Thoreau’s choice to live deliberately in the woods was an innovative approach to life itself. Creativity here is about rethinking daily habits a nd seeking new ways to live meaningfully, rather than investing in something materialistic.

Reading this made me reflect on my routines. As a teacher, it is easy to get caught up in tasks and schedules, but this article makes me think about whether I am modelling a reflective, meaningful life for my students or just “delivering” lessons.

How can modern educators bring his idea of living philosophy into their classrooms when the school system often prioritizes efficiency over reflection and simplicity? 

The complexity of intellectual currents: Duncan McArthur and Ontario's progressivist curriculum reforms

The article “Progressive Education and Duncan McArthur in Ontario” explores the rise of progressive education in Ontario between the 1930s and 1940s, focusing on Duncan McArthur, who played a significant role in revising the province's Programme of Studies. The reading explains that McArthur wanted schools to move beyond memorization and structured exams to foster critical thinking, social responsibility, and student choice. The article states: “educators' tendency to treat like authoritative annals of facts to be memorized and rectified in isolation from their relationship to human social life.” (Christou, 2012). He believed school should prepare students not only for work but also for democratic citizenship and meaningful participation in their communities.

I connected this to my understanding of what teaching and learning are from the past few modules. The article emphasizes that learning is active and social, not just memorizing facts from a textbook. Teaching in McArthur's vision involves guiding students to think critically, work together, and make meaningful choices, rather than just “delivering” content.  This connects to my belief that effective teaching helps students apply what they learn to real-life situations, rather than only focusing on test performances. I have used this approach in my classroom during my grade 5 practicum in our social studies unit on local government. Instead of having students memorize facts on municipal roles and responsibilities, I planned and organized a mock city council meeting. Students were assigned roles such as mayor, council member, and citizens with different concerns. They have to research community issues in groups and prepare their position. This activity required them to think critically and apply their knowledge to a real-world scenario rather than just recalling information.

A question I would ask the author is how McArthur's philosophy supports inquiry-based or project-based learning?