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  1. Kathleen Knight Abowitz (2011). Achieving Public Schools. Educational Theory 61 (4):467-489.
    Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as well as (...)
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  2. O. Adamolekun & I. R. Boyinbode (1986). Prospects for Effective Sex Education in Nigerian Secondary Schools. Journal of Moral Education 15 (3):229-235.
    Abstract Two questionnaires, designated as Teachers? Questionnaire on Sex Education (TQSE) and Student Teachers? Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the (...)
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  3. Mollie Adams (1969). The Concept of Physical Education II. Journal of Philosophy of Education 3 (1):23–35.
  4. Jane Addams (2008). The Public School and the Immigrant Child. In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge
  5. Ramsey Affifi (2014). Biological Pedagogy as Concern for Semiotic Growth. Biosemiotics 7 (1):73-88.
    Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking (...)
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  6. Aldo[from old catalog] Agazzi (1953). Panorama Della Pedagogia D'oggi. Brescia, La Scuola.
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  7. Harold Bernard Alberty (ed.) (1940). Progressive Education: Its Philosophy and Challenge. [New York.
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  8. Jonas E. Alexis (2007). In the Name of Education: How Weird Ideologies Corrupt Our Public Schools, Politics, the Media, Higher Institutions, and History. Xulon Press.
    This book is obviously about much more than education Lyle H. Rossiter, Jr, MD, forensic psychiatrist and author of The Liberal Mind: The Psychological Causes ...
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  9. John Altmann, Why We Need To Take A Socialist Approach In Regards To Information.
    This is an essay discussing the ideal of Information Socialism. Information Socialism is an ideology inspired by Aaron Swartz and is the belief that information should be redistributed freely across the globe. I argue that such a practice would not only strengthen our reins on government here in the U.S., but can also have beneficial economic effects both at home and abroad.
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  10. Mariana Alvarado (2013). La Política Solidaria de Una República Escolar En Carlos Norberto Vergara. Childhood and Philosophy 8 (16):405-420.
    A fines del siglo XIX y principios del XX un pedagogo mendocino C. N. Vergara (Mendoza, 1859-1929) hace experiencia en Buenos Aires, Argentina, de una república escolar animada por una política solidaria. Con este escrito pretendemos situar la experiencia para tensionar las nociones de república-institución educativa-política y solidaridad. Tomamos como pre-texto para acometer la cuestión, incidentes del siglo XXI. Algunos testimonios que dicen sobre la vida que circula hacia fuera y hacia dentro de las instituciones educativas. Incidentes que como ejercicios (...)
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  11. Roger T. Ames & Peter Herschock (eds.) (2007). Educations and Their Purposes: A Conversation Among Cultures. University of Hawai'i Press.
    In this volume, representatives of different cultures and with alternative conceptions of human realization explore themes at the intersection of a changing ...
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  12. Jason Baehr (2013). Educating for Intellectual Virtues: From Theory to Practice. Journal of Philosophy of Education 47 (2):248-262.
    After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
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  13. Khosrow Bagheri & Zohreh Khosravi (2006). The Islamic Concept of Education Reconsidered. AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...)
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  14. Robert Bainbridge (1971). Evolution, Education, and the Destiny of Man. Dissertation.
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  15. Zbigniew Bańkowski & J. Corvera Bernardelli (eds.) (1981). Medical Ethics and Medical Education: Proceedings of the Xivth Round Table Conference, Mexico City, Mexico, 1-3 December 1980. [REVIEW] Who Publications Centre [Distributor].
  16. Gary Chester Banks (1966). The Philosophy of Friedrich Nietzsche as a Foundation for Physical Education.
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  17. Mordecai Bar‐Lev & Yuval Dror (1995). Education for Work in the Kibbutz as a Means Towards Personal, Social and Learning Fulfilment. Journal of Moral Education 24 (3):259-272.
    Abstract This article attempts to present education for work in the kibbutz, with regard to the most up to date international literature in the field. The first part explains how the ideals of the Jewish tradition, of Socialist Zionism and progressive education made education for work so central in the kibbutz. In the second part, the unique philosophical and practical approach to self?realisation in society and in study in the kibbutz is described. In the final part, the success of the (...)
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  18. Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.) (2006). Education, Religion and Society: Essays in Honour of John M. Hull. Routledge.
    Education, Religion and Society celebrates the career of Professor John Hull of the University of Birmingham, UK, the internationally renowned religious educationist who has also achieved worldwide fame for his brilliant writings on his experience, mid-career, of total blindness. In his outstanding career he has been a leading figure in the transformation of religious education in English and Welsh state schools from Christian instruction to multi-faith religious education and was the co-founder of the International Seminar on Religious Education and values. (...)
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  19. Oleg Bazaluk (ed.) (2011). The future human image: Whom and How to educate in younger generation.Book 1. ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  20. Miriam Ben‐Peretz & Lya Kremer (1982). Value Education as Perceived by Parents, Teachers and Pupils in Israel. Journal of Moral Education 11 (4):259-265.
    Abstract The perplexity that characterizes moral education was the motive for undertaking this study. A field selection of terminal and instrumental values served as its frame of reference. Two questions were posed by the investigators: Is there any difference in the degree of importance which parents, teachers and pupils attach to these values? Do different schools rate these values differently? A sample consisting of 531 pupils, 251 parents and 38 teachers, randomly selected from five Israeli high schools, were asked to (...)
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  21. Ylva Bergström (2010). The Universal Right to Education: Freedom, Equality and Fraternity. Studies in Philosophy and Education 29 (2):167-182.
  22. Arthur Eugene Bestor (1953). Educational Wastelands. Urbana, University of Iilinois Press.
  23. Mauro Betti (1998). A Janela de Vidro Esporte, Televisäao E Educaðcäao F'isica. Monograph Collection (Matt - Pseudo).
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  24. Jennifer Bleazby (2006). Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewey and Philosophy for Children’s Rejection of the Individual/ Community Dualism. Analytic Teaching 26 (1):31-52.
  25. Jennifer Bleazby (2004). Practicality and Philosophy for Children. Critical and Creative Thinking 12 (2).
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  26. Lisa Bortolotti & Daniela Cutas (2009). Reproductive and Parental Autonomy: An Argument for Compulsory Parental Education. Reproductive Biomedicine Online 19 (ethics suppl.):5-14.
    In this paper we argue that society should make available reliable information about parenting to everybody from an early age. The reason why parental education is important (when offered in a comprehensive and systematic way) is that it can help young people understand better the responsibilities associated with reproduction, and the skills required for parenting. This would allow them to make more informed life-choices about reproduction and parenting, and exercise their autonomy with respect to these choices. We do not believe (...)
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  27. James S. Bosco, Mary Ann Turner & Physical Education Dance American Alliance for Health (1981). Philosophy, Programs, and History. Monograph Collection (Matt - Pseudo).
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  28. Piotr Bołtuć (2007). Global Learning Environment in Philosophy. Dialogue and Universalism 17 (7-8):149-158.
    In this paper I present my thesis stated numerous times at APA and NACAP meetings, that the current shortage of online programs in philosophy presents adanger to the profession. I also show how this danger could be averted. I give a snapshot of what teaching philosophy online, and doing it well, looks like. I am a very partial spectator in this debate since the example I am referring to is the program at UIS which I designed and, with my colleagues, (...)
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  29. Jan Bransen (2005). Competences. Philosophical Explorations 8 (3):209 – 215.
  30. David Bridges (2010). Education and the Possibility of Outsider Understanding. Ethics and Education 4 (2):105-123.
    In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with elements of 'the self which we share with our fellows' means that we always stand in part as an insider and in part as an outsider in relation to others. I (...)
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  31. Vannevar Bush (1961). Education, Wisdom & Happiness. [Cambridge, Centennial Committee, Massachusetts Insitute of Technology.
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  32. R. Carlisle (1974). Physical Education and Aesthetics. In H. T. A. Whiting & D. W. Masterson (eds.), Readings in the Aesthetics of Sport. [Distributed by] Kimpton 21--31.
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  33. R. Carlisle (1969). The Concept of Physical Education. Journal of Philosophy of Education 3 (1):5–22.
  34. Henry Carr (1969). Henry Carr: Lectures and Speeches. Ibadan, Oxford University Press.
    The requirements of education at Lagos. 15 Apr. 1892.--Primary, elementary, secondary, and supplementary education. 22 Jan. 1902.--Christian marriage. 26 May 1909.--Religious instruction in church schools. 28 May 1909.--Education of women. 18 May 1911.--The Rt. Rev. Bishop James Johnson, M.A., D.D. 1918.--The problems of education in Southern Nigeria. 9 Nov. 1920.--Our religion and our social life. 2 Oct. 1923.--Moral character. 5 July 1924.--The truth about my background and my career. 1924.--Religion as the basis of education. 1934.--Overseas scholarships for deserving Nigerian youths. (...)
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  35. J. Adam Carter & Ben Kotzee (forthcoming). Epistemology of Education. Oxford Bibliographies Online.
  36. Leon Charette & Saul Ross (1988). Persons, Minds and Bodies a Transcultural Dialogue Amongst Physical Education, Philosophy and the Social Sciences. Monograph Collection (Matt - Pseudo).
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  37. John Cheffers & Tom Evaul (1978). Introduction to Physical Education Concepts of Human Movement.
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  38. Jou Ching & Sun-tzu (1991). Sun-Tzu Ping Fa Yü Ching Chi T I Yü Mou Lüeh.
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  39. Michael Cholbi (2013). Ethical Issues in Teaching. International Encyclopedia of Ethics.
    Learning is any process that, by engaging with a person's rational powers, results in an improvement in that person's knowledge, skills, behaviors, or values. Learning can of course occur unaided. Teaching, however, is the deliberate effort to induce learning in another person. The ethics of teaching, then, addresses the ethical standards, values, or traits that govern deliberate efforts to induce learning in others.
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  40. John Clark (2012). Richard Peters 1919–2011. Educational Philosophy and Theory 44 (3):237-237.
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  41. Robert A. Cobb (1973). Contemporary Philosophies of Physical Education and Athletics. Columbus, Ohio,Merrill.
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  42. Maureen Connolly (1995). Phenomenology, Physical Education, and Special Populations. Human Studies 18 (1):25 - 40.
    This paper attempts to show the complementarity between phenomenology and physical education as human sciences, and discusses how a consideration of this relation might inform the questions we ask and the methods we use in our research and teaching. We enter the common ground shared by phenomenology and physical education by way of three sensitizing concepts: lived experience, intersubjectivity, and insiders stories. Using examples from physical education and phenomenology, the paper shows the connections between these two increasingly compatible partners, emphasizes (...)
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  43. Ian Cook & Greg Thompson (2012). Spinning in the NAPLAN Ether: 'Postscript on the Control Societies' and the Seduction of Education in Australia. Deleuze Studies 6 (4):564-584.
    This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship (...)
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  44. Charles Clarence Cowell (1963). Philosophy and Principles of Physical Education. Englewood Cliffs, N.J.,Prentice-Hall.
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  45. Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...)
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  46. Donald J. Cunningham, James B. Schreiber & Connie M. Moss (2005). Belief, Doubt and Reason: C. S. Peirce on Education. Educational Philosophy and Theory 37 (2):177–189.
    In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions (...)
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  47. Bernard Curtis & Wolfe Mays (eds.) (1978). Phenomenology and Education: Self-Consciousness and its Development. Methuen.
    Kierkegaard's theory of subjectivity and education/ louis p. pojman In this paper I shall first locate Kierkegaard's idea of subjectivity within the history ...
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  48. A. S. D. (1919). Reconstruction Problems, 21: The Classics in British Education Reconstruction Problems, 21: The Classics in British Education. London: Published by His Majesty's Stationery Office, Imperial House, Kingsway, W.C. 2, Etc., 1919. Price 2d. Net. [REVIEW] The Classical Review 33 (3-4):83-84.
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  49. Marie-France Daniel (unknown). Teaching Training in Physical Education, Towards a Rationale for a Socio-Constructivist Approach. Analytic Teaching and Philosophical Praxis 16 (2):90-101.
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  50. James A. Darke (1979). The Educational Imagination. Educational Theory 29 (2):153-158.
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