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  1. Willard Abraham (1964). A Time for Teaching. New York, Harper & Row.
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  2. James A. Baley (1970). Physical Education and the Physical Educator. Boston,Allyn and Bacon.
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  3. Dorit Barchana-lorand & Efrat Galnoor (2009). Philosophy of Art Education in the Visual Culture: Aesthetics for Art Teachers. Journal of Philosophy of Education 43 (1):133-148.
    This paper describes an experimental course in the preparation of art teachers. The goal of the course was to engage final-year art students in thinking about the fundamental questions in aesthetic education and in considering various views of their roles as teachers of art. The classes presented a dialogue between two teachers: a philosopher of art and an artist. We discussed the social justification of art, the place of art in education and more generally the portrayal of visual culture in (...)
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  4. Garth D. Benson (1989). The Misrepresentation of Science by Philosophers and Teachers of Science. Synthese 80 (1):107 - 119.
    In education there is a concern that science teachers misrepresent the nature of science to students. An assumption that is implicit in this concern is that science teachers should be teaching the philosophy of science as it is understood by philosophers. This paper argues that both philosophers and science teachers misrepresent science when they engage in their respective disciplines, and it is evident the two misrepresentations are of different types. In philosophy, the misrepresentation is of a philosophical-epistemological nature where advocates (...)
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  5. Dhanpat Raj Bhandari (2008). Role of Education in Cultivation of Values. Proceedings of the Xxii World Congress of Philosophy 49:31-38.
    The prime concern of education is to evolve the good, the true and the divine in man so as to establish a moral life in the world. It should essentially make a man pious, perfect and truthful. The welfare of humanity lies neither in scientific or technological advancements nor in acquisition of material comforts. The main function of education is to enrich the character. What we need today more than anything else is moral leadership founded on courage, intellectual integrity and (...)
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  6. William Griffiths Black (1936). The Development and Present Status of Teacher Education in Western Canada, with Special Reference to the Curriculum: A Part of a Dissertation Submitted to the Faculty of the Division of the Social Sciences in Candidacy for the Degree of Philosophy. University of Chicago Libraries.
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  7. Piotr Boltuc (2008). Online Philosophy. Proceedings of the Xxii World Congress of Philosophy 52:11-16.
    The trend to engage in online education becomes global allowing for truly international courses and degrees taught by faculty and attended by students from various universities, countries and continents. The traditional worries about quality of online education, and its applicability to the humanities, are the song of the past. Yet, philosophers are reluctant to join online education. This presents a danger to the professions since many potential philosophy classes will be delivered online in other related disciplines. Instead of lamenting the (...)
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  8. Brian Bruya (2007). Education and Responsiveness: On the Agency of Intersubjectivity. In Roger T. Ames & Peter Herschock (eds.), Educations and Their Purposes: A Conversation among Cultures. University of Hawai'i Press.
    In typical monotransitive verbs, such as "to touch," the patient is a passive recipient of action. In this paper, I discuss a special class of monotransitive verbs in which the patient is not, and cannot be, just a passive recipient of action. These verbs, such as "to educate," hinge on intersubjective experience. This intersubjectivity throws a wrench into classical descriptions of grammatical transitivity, transforming the recipient of action from a passive patient receiving the action into an active agent accepting the (...)
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  9. Gilbert Burgh (2008). Professional Development and Training. Proceedings of the Xxii World Congress of Philosophy 27:5-13.
    The task of teaching students how to think well rests formally with schools and the classroom teachers who work within them. The education system has a responsibility to fulfil the need for relevance in the school curriculum. A corollary is that the teaching profession, through collective efforts, needs to transform the ways in which curriculum and teaching are conceived. This is not to say that teachers cannot or should not work with existing curriculum, but rather that we need to reconceptualise (...)
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  10. Philip Cam (ed.) (2007). Philosophy with Young Children: A Classroom Handbook. Acsa.
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  11. Stephanie Chitpin (2013). Should Popper's View of Rationality Be Used for Promoting Teacher Knowledge? Educational Philosophy and Theory 45 (8):833-844.
    Popper?s theory of learning is sometimes met with incredulity because Popper claims that there is no transference of knowledge or knowledge elements from outside the individual, neither from the physical environment nor from others. Instead, he claims that we can improve our present theories by discovering their inadequacies.The intent of this article is not to persuade educators to adopt Popper?s approach uncritically to build their professional knowledge. Rather, it presents a discussion on the need for teachers to adopt a critical (...)
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  12. Venera-Mihaela Cojocariu (2008). Student-Centred Philosophy. Proceedings of the Xxii World Congress of Philosophy 37:35-41.
    The sciences of education have always, but even more at the present moment, felt the need of a paradigmatic “umbrella” that could offer both a real bases as well as a large and adequate covering. The changes on the philosophical level and, at the same time, the dilemmas in the social life and in the educational process have generated simultaneous and interdependent reshapings. This explains the fact that the new exigencies that education faces, especially from the perspective of the work (...)
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  13. Elizabeth Corey (2012). The Aesthetic and Moral Character of Oakeshott's Educational Writings. Journal of Philosophy of Education 46 (4):86-98.
    This article is an investigation of two apparently contradictory impulses in Oakeshott's writings about liberal education. On the one hand, he implied that it was primarily ‘aesthetic’, something undertaken for its own sake with no practical consequences. On the other hand, he often implied that a student might undergo a moral transformation in the process of becoming educated. This article attempts to reconcile both these ideas in Oakeshott's thought, and to show that they are coherent within the German Bildung tradition.
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  14. Edward D'angelo (1977). Teaching Philosophy in the Elementary School: A Curriculum Approach. Journal of Pre-College Philosophy 2 (4):41-45.
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  15. Daniel R. DeNicola (2012). Learning to Flourish: A Philosophical Exploration of Liberal Education. Continuum.
    pt. 1. Toward a theory of liberal education. Mixed messages and false starts -- Liberal education and human flourishing -- pt. 2. Paradigms of liberal education. Transmission of culture -- Self-actualization -- Understanding the world -- Engagement with the world -- The skills of learning -- pt. 3. The values and moral aims of liberal education. Core values of liberal education -- Intrinsic value -- Educating a good person -- pt. 4. Obstacles, threats and prospects. Persistent concerns -- Newfound threats (...)
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  16. Elizabeth Dickson (2012). A Communitarian Theory of the Education Rights of Students with Disabilities. Educational Philosophy and Theory 44 (10):1093-1109.
    There is a lack of writing on the issue of the education rights of people with disabilities by authors of any theoretical persuasion. While the deficiency of theory may be explained by a variety of historical, philosophical and practical considerations, it is a deficiency which must be addressed. Otherwise, any statement of rights rings out as hollow rhetoric unsupported by sound reason and moral rectitude. This paper attempts to address this deficiency in education rights theory by postulating a communitarian theory (...)
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  17. Stephen Dobson (2012). The Pedagogue as Translator in the Classroom. Journal of Philosophy of Education 46 (2):271-286.
    Translation theory has faced criticism from professional translators for adopting an ivory tower stance to the ‘real world’ challenges of translation. This article argues that a case can be made for considering the challenges of translation as it takes place in the school classroom. In support of such an argument the pedagogue as translator is seen to occupy a pivotal position, such that the insights from translation theory, understanding translation as an inter-linguistic act, can be combined and bridged with the (...)
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  18. Nina Bonderup Dohn (2011). On the Epistemological Presuppositions of Reflective Activities. Educational Theory 61 (6):671-708.
    Reflection is an ambiguous buzzword in contemporary educational and professional settings. Work has been done to clarify the concept theoretically, but a gap remains between such clarifications and actual reflective activities in educational and work-related practices. Reflective activities embody epistemological presuppositions about the nature of competence, knowledge, and learning, and about the relation between thinking, communicating, and acting. In this article, Nina Bonderup Dohn identifies the epistemological presuppositions of two paradigm cases of reflection (“solitaire reflection” and “communicative reflection”) and assesses (...)
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  19. Joseph Dunne & Pádraig Hogan (eds.) (2004). Education and Practice: Upholding the Integrity of Teaching and Learning. Blackwell.
  20. Michael Farrell (2013). New Perspectives in Special Education: Contemporary Philosophical Debates. Routledge.
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  21. Lynn Fendler (2012). The Magic of Psychology in Teacher Education. Journal of Philosophy of Education 46 (3):332-351.
    Educational psychology is a curricular requirement for most teacher preparation programs in the world. Knowledge of educational psychology is assessed on examinations for teacher licensure in most jurisdictions, and understanding of psychology is assumed to be indispensible for effective teaching at all levels. Traditional university-based teacher-certification pathways have recently come under attack from various socio-political sectors, and the curriculum for teacher preparation is among the most contested issues. This article examines the lure of psychology for teacher education.
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  22. Brian Findsen (2007). Freirean Philosophy and Pedagogy in the Adult Education Context: The Case of Older Adults' Learning. Studies in Philosophy and Education 26 (6):545-559.
  23. Stephen Finn (2013). Using Psychology Experiments in Introductory Philosophy Courses. Teaching Philosophy 36 (2):125-135.
    In this paper, I describe a variety of psychology experiments that may be used in introductory philosophy courses not only to grab students’ attention, but also to generate philosophical discussion or to make a philosophical point. The experiments attempt to capture students’ interest in two ways: (1) by posing interesting challenges to students, thereby provoking more active thought in class and (2) by doing something different, thereby increasing attention that naturally follows from change. Although the experiments are psychology experiments, they (...)
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  24. Karen François, Kathleen Coessens & Jean Paul Van Bendegem (2012). The Interplay of Psychology and Mathematics Education: From the Attraction of Psychology to the Discovery of the Social. Journal of Philosophy of Education 46 (3):370-385.
    It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. (...)
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  25. Robert Garnett & Kristin Klopfenstein (2004). Critical Thinking as an Interpersonal Experience. Inquiry 23 (3):11-16.
    Students enter the classroom with a variety of perspectives and beliefs, adhering strongly to such beliefs that are most likely acquired from the teachings of certain authorities. Educators seeking to promote critical thinking often encounter resistance from those students who are primarily interested only in dismantling the arguments of others, as opposed to students’ being skeptical of their own beliefs as well. This paper suggests that educators can promote strong-sense critical thinking through the use of joint inquiry, striving to create (...)
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  26. Ilse Geerinck, Jan Masschelein & Maarten Simons (2010). Teaching and Knowledge: A Necessary Combination? An Elaboration of Forms of Teachers' Reflexivity. [REVIEW] Studies in Philosophy and Education 29 (4):379-393.
  27. Teresa N. R. Gonçalves, Elisabete Xavier Gomes, Mariana Gaio Alves & Nair Rios Azevedo (2012). Theory and Texts of Educational Policy: Possibilities and Constraints. [REVIEW] Studies in Philosophy and Education 31 (3):275-288.
    In our paper we aim at reflecting upon the extent to which educational theory may be used as a framework in the analysis of policy documents. As policy texts are ‘heteroglossic in character’ (Lingard and Ozga, in The Routledge Falmer reader in education policy and politics, Routledge, London and New York, 2007 , p. 2) and create “circumstances in which the range of options available in deciding what to do are narrowed or changed” (Ball in, Education policy and social class: (...)
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  28. Maughn Gregory & David Granger (2012). Introduction: John Dewey on Philosophy and Childhood. Education and Culture 28 (2):1-25.
    John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing "philosophy . . . as the general theory of education" (1985, p. 338). Dewey (...)
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  29. Anita Handfas & Alexandre Barbosa Fraga (2014). Estabelecendo os Marcos da história da sociologia como disciplinas escolar. Entrevista com Celso de souza Machado. Saberes Em Perspectiva 4 (8):223-237.
    Celso de Souza Machado publicou, em 1987, um artigo intitulado “O ensino da Sociologia na escola secundária brasileira: levantamento preliminar”, escrito quando ainda era aluno do curso de graduação em Ciências Sociais da USP. Esse artigo se tornou referência na área e talvez seja a primeira iniciativa de trabalho científico de que se tem conhecimento sobre o ensino de sociologia no Brasil. Nesta entrevista, o autor relembra o processo de elaboração dessa pesquisa que ganhou projeção por remontar a trajetória histórica (...)
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  30. Teemu Hanhela (2013). The Problematic Challenges of Misrecognition for Pedagogic Action. Educational Philosophy and Theory 46 (1):1-15.
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  31. William Hare (2004). Open-Minded Inquiry. Inquiry 23 (3):37-41.
    This is a brief guide to the ideal of open-minded inquiry by way of a survey of related notions. Making special reference to the educational context, the aim is to offer teachers an insight into what it wouldmean for their work to be influenced by this ideal, and to lead students to a deeper appredation of open-minded inquiry. From assumptions to zealotry, the glossary provides an account of a wide rangeof concepts in this family of ideas, reflecting a concern and (...)
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  32. Sue Ellen Henry (2013). Bodies at Home and at School: Toward a Theory of Embodied Social Class Status. Educational Theory 63 (1):1-16.
    Sociology has long recognized the centrality of the body in the reciprocal construction of individuals and society, and recent research has explored the influence of a variety of social institutions on the body. Significant research has established the influence of social class, child-rearing practices, and variable language forms in families and children. Less well understood is the influence of children's social class status on their gestures, comportment, and other bodily techniques. In this essay Sue Ellen Henry brings these two areas (...)
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  33. Elizabeth Hoult (2011). Adult Learning and la Recherche Féminine: Reading Resilience and Hélène Cixous. Palgrave Macmillan.
    Machine generated contents note: -- PART I: THEORETICAL FRAMEWORK AND INTRODUCTION * Introduction * PART II: ANALYSIS OF LITERARY TEXTS * Pygmalion as allegory for transformational adult learning: Ovid, Shaw and Hughes * Educating Rita and Oleanna * The Winter's Tale * PART III: BIOGRAPHICAL DATA * Interview with Joe * Interview with Jane * Interview with Sarah * SECTION IV: AUTO/BIOGRAPHICAL DATA * Interview with Lilian * Autobiographical Writing * Final thoughts.
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  34. Kenneth R. Howe (1988). An Evaluation Primer for Philosophy Teachers. Teaching Philosophy 11 (4):315-328.
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  35. B. P. Johri (1964). Basic Principles of Education. Agra, Vinod Pustak Mandir.
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  36. Arthur Valentine Judges (1959). The Function of Teaching. London, Faber and Faber.
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  37. Herbert Kalthoff & Tobias Roehl (2011). Interobjectivity and Interactivity: Material Objects and Discourse in Class. [REVIEW] Human Studies 34 (4):451-469.
    In classroom teaching, material objects like the blackboard play an important role. Yet qualitative research on education has largely ignored this material dimension of education and focused on interaction and discourse. Both dimensions are, however, closely related to each other. Material objects are embedded in classroom discourse and are transformed into knowledge objects by speech acts, and in turn structure discussions and constitute a point of reference for school lessons. Drawing on ethnographic research on classroom lessons in mathematics and science (...)
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  38. James S. Kaminsky (1975). C/PBTE: An Investigation in the Philosophy of Social Science and Competency/Performance Based Teacher Education. Educational Theory 25 (3):303-313.
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  39. Howard Evans Kiefer (1956). A Study of the Place of Instruction in General Philosophy in the General Education of Teachers. [Buffalo.
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  40. Bruce A. Kimball (1986). The Training of Teachers, the Study of Education, and the Liberal Disciplines. Educational Theory 36 (1):15-21.
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  41. John Kleinig (1986). Passmore's Philosophy of Teaching. Educational Philosophy and Theory 18 (1):37–46.
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  42. James S. Leming (2000). Tell Me a Story: An Evaluation of a Literature-Based Character Education Programme. Journal of Moral Education 29 (4):413-427.
    This article reports the results of an evaluation of a popular literature-based character education programme. The sample consisted of 965 first to sixth graders at two geographically remote school districts in the United States. A quasi-experimental research design was utilised. It was found that the curriculum had a positive effect on cognitive outcomes, but more mixed results were found on affective and behavioural outcomes. Regression analyses on selected classroom dimensions found that an emphasis on matters of character throughout the curriculum (...)
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  43. Fabrizio Macagno & Aikaterini Konstantinidou (2013). What Students' Arguments Can Tell Us: Using Argumentation Schemes in Science Education. [REVIEW] Argumentation 27 (3):225-243.
    The relationship between teaching and argumentation is becoming a crucial issue in the field of education and, in particular, science education. Teaching has been analyzed as a dialogue aimed at persuading the interlocutors, introducing a conceptual change that needs to be grounded on the audience’s background knowledge. This paper addresses this issue from a perspective of argumentation studies. Our claim is that argumentation schemes, namely abstract patterns of argument, can be an instrument for reconstructing the tacit premises in students’ argumentative (...)
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  44. Mary Helen Mayer (1929). The Philosophy of Teaching of St. Thomas Aquinas. Milwaukee, Wis.,The Bruce Publishing Company.
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  45. Hunter Mcewan (2011). Narrative Reflection in the Philosophy of Teaching: Genealogies and Portraits. Journal of Philosophy of Education 45 (1):125-140.
    How has philosophical reflection contributed to the ways that we think about teaching? In this paper I explore two forms of narrative reflection on teaching—genealogies and portraits. Genealogies tell a story about the origins of teaching; portraits find expression in myths and other narrative forms. I explore two genealogies of teaching—one deriving from the sophist, Protagoras, in which teaching is viewed as a technical skill employing methods of instruction; the other, deriving from Plato, in which teaching is seen fundamentally in (...)
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  46. Jan-Werner Müller (2003). The Politics of Pedagogy. European Journal of Political Theory 2 (1):101-106.
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  47. Charles J. O'Neil (1955). The McAuley Lectures, 1953: Truth and the Philosophy of Teaching. New Scholasticism 29 (2):240-240.
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  48. Elmer John Ortman (1962). Philosophy of Teaching. New York, Philosophical Library.
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  49. John Arthur Passmore (1980). The Philosophy of Teaching. Harvard University Press.
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  50. Michael Peters, Paulo Ghiraldelli, Berislav Žarnić, Andrew Gibbons & Tina Besley (eds.) (1999). Encyclopaedia of Educational Philosophy and Theory. University of Split and PESA.
    The Encyclopaedia of Philosophy of Education contains surveys of philosophical theories of education and philosophical analyses of educational issues. The Encyclopaedia of Philosophy of Education is a dynamic study space for students, teachers, researchers and professionals in the field of education, philosophy and social sciences offering theoretically concurrent expositions of the topics of theoretical and practical interest in philosophy and education.
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