Search results for 'Curriculum change Philosophy' (try it on Scholar)

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  1. George F. Mclean & Council for Research in Values and Philosophy (1994). Tradition, Harmony, and Transcendence. Monograph Collection (Matt - Pseudo).
     
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  2.  53
    Jane Roland Martin (1994). Changing the Educational Landscape: Philosophy, Women, and Curriculum. Routledge.
    Changing the Educational Landscape is a collection of the best-known and best-loved essays by the renowned feminist philosopher of education, Jane Roland Martin. The volume charts the remarkable intellectual development of a thinker who has travelled distinctively across a changing educational landscape. Trained as an analytic philosopher at a time before women or feminist ideas were welcome in the field, Martin brought a philosopher's detached perspective to her earliest efforts to reconstitute the curriculum. Her later essays on women and (...)
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  3.  52
    David Scott (2007). Critical Essays on Major Curriculum Theorists. Routledge.
    This volume offers a critical appreciation of the work of 16 leading curriculum theorists through critical expositions of their writings. Written by a leading name in Curriculum Studies, the book includes a balance of established curriculum thinkers and contemporary curriculum analysts from education as well as philosophy, sociology and psychology. With theorists from the UK, the US and Europe, there is also a spread of political perspectives from radical conservatism through liberalism to socialism and libertarianism. (...)
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  4.  11
    Patrick Slattery (2006). Curriculum Development in the Postmodern Era. Routledge.
    Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child (...)
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  5.  74
    David J. Flinders & Stephen J. Thornton (eds.) (2008). The Curriculum Studies Reader. Routledge.
    This highly anticipated second edition of The Curriculum Studies Reader retains key features of the successful first edition while incorporating an updated introduction and new, timely essays. Grounded in historical essays, the volume provides context for the growing field of curriculum studies, reflects upon the trends that have dominated the field, and samples the best of current scholarship. This thoughtful combination of essays provides a survey of the field coupled with concrete examples of innovative curriculum, and an (...)
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  6. Richard Acland (1967). A Move to the Integrated Curriculum. Exeter, Eng.University of Exeter, Institute of Education.
     
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  7.  7
    Kathryn M. Benson (2006). Conversations of Curriculum Reform: Students' and Teachers' Voices Interpreted Through Autobiographical and Phenomenological Texts. Peter Lang.
  8.  17
    Eduardo Giannetti Fonsecdaa (1991). Beliefs in Action: Economic Philosophy and Social Change. Cambridge University Press.
    This book is concerned with the role of economic philosophy ("ideas") in the processes of belief-formation and social change. Its aim is to further our understanding of the behavior of the individual economic agent by bringing to light and examining the function of non-rational dispositions and motivations ("passions") in the determination of the agent's beliefs and goals. Drawing on the work of David Hume and Adam Smith, the book spells out the particular ways in which the passions come (...)
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  9. Sophie Simec (1953). Philosophical Bases for Human Dignity and Change in Thomistic and American Non-Thomistic Philosophy. Washington, Catholic University of American Press.
     
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  10. Ryland Wesley Crary (1969). Humanizing the School. New York, Knopf.
     
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  11. John Elliott (2006). Reflecting Where the Action Is: The Selected Works. Routledge.
    Professor John Elliott has spent the last 30 years researching, thinking and writing about some of the key and enduring issues in Education Research and Action Research. He has contributed over 25 books and 600 articles to the field. In this book, he brings together over 16 of his key writings, in one place. Starting with a specially written Introduction, which gives an overview of Professor Elliott's career and contextualizes his selection, the chapters cover: · Rethinking Educational Research · Doing (...)
     
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  12.  16
    Donald Nathan Levine (2006). Powers of the Mind: The Reinvention of Liberal Learning in America. University of Chicago Press.
    It is one thing to lament the financial pressures put on universities, quite another to face up to the poverty of resources for thinking about what universities should do when they purport to offer a liberal education. In Powers of the Mind, former University of Chicago dean Donald N. Levine enriches those resources by proposing fresh ways to think about liberal learning with ideas more suited to our times. He does so by defining basic values of modernity and then considering (...)
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  13. Keith Dixon (1972). Philosophy of Education and the Curriculum. New York,Pergamon Press.
  14.  5
    Eleanor M. Rawling (2001). The Politics and Practicalities of Curriculum Change 1991-2000: Issues Arising From a Study of School Geography in England. [REVIEW] British Journal of Educational Studies 49 (2):137 - 158.
    A case study of the changing geography curriculum illuminates the continuing struggles over subject knowledge at national level, and highlights more general issues about ideology and the politics of curriculum change 1991-2000. The investigation focuses on the processes and impacts of two National Curriculum Reviews and the changing policy trends and structures becoming apparent under New Labour. Three phrases of curriculum policy-making are tentatively recognised, raising questions for further research.
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  15. C. Ramaiah (1978). The Problem of Change and Identity in Indian Philosophy. Sri Venkateswara University.
     
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  16.  6
    Karin Murris (2016). The Philosophy for Children Curriculum: Resisting ‘Teacher Proof’ Texts and the Formation of the Ideal Philosopher Child. Studies in Philosophy and Education 35 (1):63-78.
    The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to (...)
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  17.  30
    Charles C. Verharen (2008). A Philosophy Curriculum for Universalized University Education. Proceedings of the Xxii World Congress of Philosophy 37:293-307.
    Focusing on philosophy’s roles in problem solving, this essay proposes a philosophy curriculum for a university “universalized” according to a Cuban model. This model arises from Fidel Castro Ruz’s “dream” that the Cuban nation itself should become a university for its people. The paper’s immediate stimulus was aVenezuelan paper on rural universalized universities at the Havana conference on university education, Universidad 2008. What should be the place of philosophy in a university curriculum for rural students? (...)
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  18.  3
    Jovan Arandjelovic (2003). Can Philosophy Contribute to a Change of Ethos? (The Road From the Law of the Ethos Toward European Law. Filozofija I Društvo 21:117-135.
    The author examines the character of the changes taking place in contemporary Serbian society. He emphasizes at the same time that contemporary Serbian philosophy is facing these crucial questions as well, which without it cannot be even addressed, let alone solved. The key difference between modern West European and contemporary Serbian societies, seen from the perspective of philosophy, is demonstrated most clearly in the manner of constituting institutions and transforming the modern Serbian society. In the process of building (...)
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  19.  2
    Lizzy Lewis & Nick Chandley (eds.) (2012). Philosophy for Children Through the Secondary Curriculum. Continuum International Pub. Group.
    Philosophy for Children (P4C) is an approach to learning and teaching that aims to develop reasoning and judgement. Students learn to listen to and respect their peers' opinions, think creatively and work together to develop a deeper understanding of concepts central to their own lives and the subjects they are studying. With the teacher adopting the role of facilitator, a true community develops in which rich and meaningful dialogue results in enquiry of the highest order. Each chapter is written (...)
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  20.  1
    David J. Stump (2015). Conceptual Change and the Philosophy of Science: Alternative Interpretations of the a Priori. Routledge.
    In this book, David Stump traces alternative conceptions of the a priori in the philosophy of science and defends a unique position in the current debates over conceptual change and the constitutive elements in science. Stump emphasizes the unique epistemological status of the constitutive elements of scientific theories, constitutive elements being the necessary preconditions that must be assumed in order to conduct a particular scientific inquiry. These constitutive elements, such as logic, mathematics, and even some fundamental laws of (...)
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  21.  23
    Kathryn J. Norlock (2012). Gender Perception as a Habit of Moral Perception: Implications for Philosophical Methodology and Introductory Curriculum. Journal of Social Philosophy 43 (3):347-362.
    The inclusion of more women’s works on introductory syllabi in philosophy has been suggested as one possible strategy to increase the proportion of philosophers that are female. Objections to this strategy often reflect the assumption that attention to the identity of authors is irrelevant to philosophy and detrimental to other pedagogical goals such as fairly and accurately representing the canon, and offering selections on the basis of their philosophical quality rather than the identities of their authors. I suggest (...)
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  22.  22
    Roman Frigg, Erica Thompson & Charlotte Werndl (2015). Philosophy of Climate Science Part I: Observing Climate Change. Philosophy Compass 10 (12):953-964.
    This is the first of three parts of an introduction to the philosophy of climate science. In this first part about observing climate change, the topics of definitions of climate and climate change, data sets and data models, detection of climate change, and attribution of climate change will be discussed.
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  23.  15
    Roman Frigg, Erica Thompson & Charlotte Werndl (2015). Philosophy of Climate Science Part II: Modelling Climate Change. Philosophy Compass 10 (12):965-977.
    This is the second of three parts of an introduction to the philosophy of climate science. In this second part about modelling climate change, the topics of climate modelling, confirmation of climate models, the limits of climate projections, uncertainty and finally model ensembles will be discussed.
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  24. Katrina Hutchison & Fiona Jenkins (eds.) (2013). Women in Philosophy: What Needs to Change? OUP USA.
    Why are professional philosophers today still overwhelmingly male? Often it is assumed that women need to change to fit existing institutions. This book instead offers concrete reflections on the way in which philosophy needs to change to benefit from the important contribution women's full participation makes to the discipline.
     
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  25.  19
    Stephen M. Gardiner (2011). Rawls and Climate Change: Does Rawlsian Political Philosophy Pass the Global Test? Critical Review of International Social and Political Philosophy 14 (2):125-151.
    Climate change and other global environmental problems constitute a significant challenge to contemporary political philosophy, especially with respect to complacency. This paper assesses Rawls? theory, and argues for three conclusions. First, Rawls does not already solve such problems, and simple extensions of his theory are unlikely to do so. This is so despite the rich structure of Rawls? philosophy, and the appeal of some of its parts. Second, the most promising areas for extension ? the circumstances of (...)
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  26.  28
    Jon Elster (1983). Explaining Technical Change: A Case Study in the Philosophy of Science. Universitetsforlaget.
    In this volume, first published in 1983, Jon Elster approaches the study of technical change from an epistemological perspective.
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  27.  15
    Bongrae Seok (2007). Change, Contradiction, and Overconfidence: Chinese Philosophy and Cognitive Peculiarities of Asians. Dao: A Journal of Comparative Philosophy 6 (3):221-237.
    This article discusses philosophical influence, especially the influence made by Confucianism and Daoism, on the way Asian people see and understand the world. Recently, Richard Nisbett drew a connection between Chinese philosophy (Confucianism and Daoism) and the cognitive profiles of the people who live in Asian countries where Confucianism and Daoism are strong social and cultural traditions. He argues that there is a peculiar way that Asians think and perceive things and this cognitive pattern is influenced by a group (...)
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  28.  63
    Desh Raj Sirswal (2015). Positive Philosophy, Innovative Method and Present Education System. Intellection : A Bi-Annual Interdisciplinary Research Journal, (II):1-13.
    Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable (...)
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  29. John M. Rogan (2007). How Much Curriculum Change is Appropriate? Defining a Zone of Feasible Innovation. Science Education 91 (3):439-460.
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  30.  19
    Peter Garik & Yann Benétreau-Dupin (2014). Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?'. Science and Education 23 (9):1853-1873.
    This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation to the School of Education at Boston University and the Center for <span class='Hi'>Philosophy</span> and History of Science at Boston University for a conference titled: How Can the History and <span class='Hi'>Philosophy</span> of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged (...)
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  31.  22
    Jouni-Matti Kuukkanen, Meaning Change in the Context of Thomas S. Kuhn's Philosophy.
    Thomas S. Kuhn claimed that the meanings of scientific terms change in theory changes or in scientific revolutions. In philosophy, meaning change has been taken as the source of a group of problems, such as untranslatability, incommensurability, and referential variance. For this reason, the majority of analytic philosophers have sought to deny that there can be meaning change by focusing on developing a theory of reference that would guarantee referential stability. A number of philosophers have also (...)
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  32.  17
    Regina Cochrane (2014). Climate Change, Buen Vivir, and the Dialectic of Enlightenment: Toward a Feminist Critical Philosophy of Climate Justice. Hypatia 29 (3):576-598.
    This paper examines the proposal that the indigenous cosmovision of buen vivir (good living)—the “organizing principle” of Ecuador's 2008 and Bolivia's 2009 constitutional reforms—constitutes an appropriate basis for responding to climate change. Advocates of this approach blame climate change on a “civilizational crisis” that is fundamentally a crisis of modern Enlightenment reason. Certain Latin American feminists and indigenous women, however, question the implications, for women, of any proposed “civilizational shift” seeking to reverse the human separation from nonhuman (...)
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  33.  9
    S. K. Singh (2008). Philosophy of Change Management. Proceedings of the Xxii World Congress of Philosophy 29:157-163.
    The persons who adapt to changes as may be necessary in the course of their existence not only survive in the struggle for existence but also thrive and enjoy their lives in the best possible way under the given circumstances. For, life consists in various relationships, which are in constant movement and change.Therefore dealing with change or change-management has got pivotal importance in all walks of humans’ lives. In order to facilitate smooth change all big and (...)
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  34.  7
    Leigh Duffy (forthcoming). Katrina Hutchison and Fiona Jenkins , Women in Philosophy: What Needs to Change? Journal of Value Inquiry:1-6.
    In the introduction to Women in Philosophy: What Needs to Change?, editors, Fiona Jenkins and Katrina Hutchison, note that women in many fields of study feel frustrated, hurt, or merely annoyed at some of their experiences in academia. However, they also note something unusual about these feelings when it comes to philosophy: the feelings have given way “to careful reflection on how to make sense of such experience, how to find an articulation of its form, structure, causes, (...)
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  35.  11
    C. Lynn Jenks (2004). Missing Links in the Public School Curriculum: Four Dimensions for Change. World Futures 60 (3):195 – 216.
    Our society is changing at a pace hardly imagined a century, even a few decades ago. The role of education is crucial in helping prepare our young people to both cope with and take responsibility for shaping these changes in ways consistent with the values of a free society. To this end, four overarching themes for change in curriculum are examined: the competencies and attitudes needed to understand and engage in systems thinking; the development of self and inter-personal (...)
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  36.  6
    S. K. Singh (2008). Philosophy of Change Management. Proceedings of the Xxii World Congress of Philosophy 29:157-163.
    The persons who adapt to changes as may be necessary in the course of their existence not only survive in the struggle for existence but also thrive and enjoy their lives in the best possible way under the given circumstances. For, life consists in various relationships, which are in constant movement and change.Therefore dealing with change or change-management has got pivotal importance in all walks of humans’ lives. In order to facilitate smooth change all big and (...)
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  37.  4
    J. Wesley Null (2007). Curriculum for Teachers: Four Traditions Within Pedagogical Philosophy. Educational Studies 42 (1):43-63.
    This article draws upon the history of teacher education to provide an introduction to 4 competing pedagogical philosophies. These 4 philosophies battled for control over curriculum for teachers during the period from 1890 to 1930. I begin by defining curriculum for teachers to include the liberal, the professional, and the experiential dimensions. Then, I identify 4 interest groups that sought to gain power over curriculum for teachers. I categorize these interest groups as the traditionalists, the integrationists, the (...)
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  38.  1
    P. T. O'leary (1971). Readings in the Philosophy of Education: A Study of Curriculum. Educational Theory 21 (3):362-368.
    Review Article—Philosophy and the Curriculum* Review of Jane R. Martin , Readings in the Philosophy of Education: A Study of Curriculum.
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  39. Katrina Hutchison & Fiona Jenkins (eds.) (2013). Women in Philosophy: What Needs to Change? Oxford University Press Usa.
    Despite its place in the humanities, the career prospects and numbers of women in philosophy much more closely resemble those found in the sciences and engineering. This book collects a series of critical essays by female philosophers pursuing the question of why philosophy continues to be inhospitable to women and what can be done to change it. By examining the social and institutional conditions of contemporary academic philosophy in the Anglophone world as well as its methods, (...)
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  40.  7
    Mohammad Mahdi Sadrforati (2016). David J. Stump, Conceptual Change and the Philosophy of Science: Alternative Interpretations of the A Priori. Reviewed By. Philosophy in Review 36 (1):33-35.
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  41.  2
    Zeinab Arvandi, Amirhossein Emami, Nazila Zarghi, Seyed Mohammad Alavinia, Mandana Shirazi & Sagar V. Parikh (forthcoming). Linking Medical Faculty Stress/Burnout to Willingness to Implement Medical School Curriculum Change: A Preliminary Investigation. Journal of Evaluation in Clinical Practice:n/a-n/a.
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  42.  9
    Lois Duffee & Glen Aikenhead (1992). Curriculum Change, Student Evaluation, and Teacher Practical Knowledge. Science Education 76 (5):493-506.
  43.  6
    William A. Reid (1979). Schools, Teachers, and Curriculum Change: The Moral Dimension of Theory-Building. Educational Theory 29 (4):325-336.
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  44.  4
    Michael F. D. Young (1975). Curriculum Change: Limits and Possibilities. Educational Studies 1 (2):129-138.
    * This paper was originally given as one of the Doris Lee Lectures on February 20th 1975, at the University of London Institute of Education.
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  45.  2
    Peter Gordon & Denis Lawton (1979). Curriculum Change in the Nineteenth and Twentieth Centuries. British Journal of Educational Studies 27 (3):268-269.
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  46.  8
    Iain Adamson (1972). Teachers' Centres and Curriculum Change. Journal of Moral Education 2 (1):77-80.
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  47. J. R. Webster (1976). Curriculum Change and ‘Crisis’. British Journal of Educational Studies 24 (3):203-218.
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  48.  21
    Neil Levy (2014). Katrina Hutchison and Fiona Jenkins (Eds.) , Women in Philosophy: What Needs to Change? Reviewed By. Philosophy in Review 34 (3-4):132-135.
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  49.  12
    Joerg Chet Tremmel (2013). Climate Change and Political Philosophy: Who Owes What to Whom? Environmental Values 22 (6):725-749.
    Climate change poses a serious problem for established ethical theories. There is no dearth of literature on the subject of climate ethics that break down the complexity of the issue, thereby enabling one to arrive at partial conclusions such as: 'historical justice demands us to do this...' or 'intergenerational justice demands us to do that...'. In contrast, this article attempts to face up to this complexity, that is: to end with a synthesis of the arguments into what can be (...)
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  50. Kathleen Kuiper (ed.) (2010). The Ideas That Change the World: The Essential Guide to Modern Philosophy, Science, Math, and the Arts. Fall River Press/Britannica Educational Pub. In Association with Rosen Educational Services.
    The biological sciences -- Mathematics and the physical sciences -- The arts -- The social sciences, philosophy, and religion -- Politics and the law.
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