• A Critical Thinking Approach to the Aspects of the Opposing Educational Philosophies of Booker T. Washington and W.E.B. Du Bois

    Author(s):
    llcddsedm (see profile)
    Date:
    2017
    Subject(s):
    Education--Philosophy, Science--Study and teaching, Technology--Study and teaching, Teaching, Philosophy
    Item Type:
    Article
    Tag(s):
    Educational philosophy, Science and technology studies (STS), Pedagogy
    Permanent URL:
    http://dx.doi.org/10.17613/M6599Z19K
    Abstract:
    Against the contextual background that concerned the recently emancipated black population, Booker T. Washington, and W.E.B. Du Bois both rose to prominence as de facto leaders of the black community. Using a critical thinking framework, this paper considers the prescriptive arguments of each man with regard to aspects of his educational philosophy. Concerned not only the manner in which (i.e., the “how”), but also “that” which (i.e., the “what”) both men believed African-Americans should be taught, findings of this study include fallacious reasoning in each philosophy of education. Additionally, based on the results of the analysis the author introduces a theory that explains dichotomous nature of human experience concerning a construct-context duality and proposes an argument for the equivalence of Values and Theoretical Constructs.
    Metadata:
    xml
    Status:
    Published
    Last Updated:
    5 years ago
    License:
    Attribution-NonCommercial-NoDerivatives

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