Search results for 'Education Aims and objectives' (try it on Scholar)

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  1. Takayuki Hata & Takuro Endo (1992). Aims and Objectives of Phisical Education in Institutions of Higher Learning. Journal of the Philosophy of Sport and Physical Education 14 (1):25-34.
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  2. Yinmin Wang & Naofumi Masumoto (2007). The Aims and Objectives of Olympic Education in China. Journal of the Philosophy of Sport and Physical Education 29 (2):109-123.
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  3.  97
    Roger Marples (ed.) (1999). The Aims of Education. Routledge.
    In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing autonomy and other key issues including social justice, national identity, curriculum, critical thinking and social practices.
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  4. T. H. B. Hollins (1964). Aims in Education: The Philosophic Approach. [Manchester]Manchester University Press.
  5. Jack Harrington (1974). Aims of Education: Early Twentieth Century. New York,Mss Information Corp..
     
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  6.  19
    Atli Harðarson (2012). Why the Aims of Education Cannot Be Settled. Journal of Philosophy of Education 46 (2):223-235.
    The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding (...)
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  7.  4
    Atli Harðarson (2016). Aims of Education: How to Resist the Temptation of Technocratic Models. Journal of Philosophy of Education 50 (3):n/a-n/a.
    A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought (...)
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  8. Christopher Winch (2006). Education, Autonomy and Critical Thinking. Routledge.
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the (...)
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  9. 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 (...)
     
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  10.  20
    Glen Alan Jones, Patricia L. McCarney & Michael L. Skolnik (eds.) (2005). Creating Knowledge, Strengthening Nations: The Changing Role of Higher Education. University of Toronto Press.
    The essays pay particular attention to tensions associated with attempts to balance the economic with the non-economic objectives of higher education, and ...
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  11. John N. Hawkins & W. James Jacob (eds.) (2011). Policy Debates in Comparative, International, and Development Education. Palgrave Macmillan.
    Machine generated contents note: PART I: OVERVIEW OF KEY INTERNATIONAL EDUCATION POLICY DEBATES * PART II: THE ROLE OF POLICY IN SOCIAL JUSTICE DEBATES * PART III: POLICY DEBATES IN INTERNATIONAL HIGHER EDUCATION * PART IV: EDUCATION POLICY DEBATES WITH LASTING CONSEQUENCES.
     
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  12.  41
    Michael Peters (1995). Education and the Postmodern Condition: Revisiting Jean-François Lyotard. Journal of Philosophy of Education 29 (3):387–400.
  13.  61
    Cornel M. Hamm (1989). Philosophical Issues in Education: An Introduction. Falmer Press.
    No previous experience in formal studies in either philosophy or education is a requirement for a full comprehension of the text.
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  14. James M. Kauffman (2002). Education Deform: Bright People Sometimes Say Stupid Things About Education. Scarecrow Press.
    According to James M. Kauffman, too much of what is said today about educational reform is nonsense that shortchanges students, parents, and taxpayers. This deforms education rather than reforming it. The primary objective of this book is to help teachers, teacher educators, policy makers, and parents think more critically about current rhetoric about education. Reason and science in the enlightenment tradition are more helpful in reforming and improving education than political agendas. Reform should focus on instruction. (...) must address the full range of learners, from those who are mentally retarded to those who are intellectually gifted. Special education, multicultural education, and standardized testing are among the controversial issues explored. Extremes of both left and right ideologies are rejected in favor of careful thinking and sound judgment. (shrink)
     
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  15.  8
    Dennis Carlson (2002). Leaving Safe Harbors: Toward a New Progressivism in American Education and Public Life. Routledge Falmer.
    Leaving Safe Harbors offers radical readings of conventional literature, and makes creative use of philosophy, literature, film and popular culture as it maps out a future for progressive education. Award winning author Dennis Carlson re-scripts the myths embedded in the works of Plato, Hegel, Nietzsche and Heidegger and analyzes them alongside such popular phenomena as Ridley Scott's Bladerunner and the British Punk group, The Sex Pistols. In his fluid writing style, he lucidly illustrates how these modern "myths" may serve (...)
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  16.  15
    Paul Fairfield (2009). Education After Dewey. Continuum International Pub. Group.
    This study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy.
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  17. Andrew B. Gonzalez (2003). Mission Statements and Philosophies of Education in a Philippine Setting. De la Salle University Press.
    From pluralism to consensus on terms of reference for the philosophy of education -- Approaches to a philosophy of education in the Philippine setting -- A philosophy of education based on a hermeneutics of retrieval -- A philosophy of education based on a hermeneutics of retrieval, the immediate past -- A philosophy of education based on a hermeneutics of the present -- A philosophy of education based on a hermeneutics of the potential, the future (...)
     
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  18.  7
    M. L. Jacks (1937). Education as a Social Factor. K. Paul, Trench, Trubner.
    This volume presents a short survey of education at the beginning of the twentieth century.
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  19.  1
    Alexander Meiklejohn (1942). Education Between Two Worlds. Aldinetransaction.
    Written in the midst of World War II, this book makes a strong argument for the crucial importance of education as the solution to the dilemmas with which our ...
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  20.  24
    Nathalie Muller Mirza & Anne Nelly Perret-Clermont (eds.) (2009). Argumentation and Education. Springer.
    Hence, argumentation will have an increasing importance in education, both because it is a critical competence that has to be learned, and because argumentation ...
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  21.  16
    Gordon Tait (2013). Making Sense of Mass Education. Cambridge University Press.
    Provides comprehensive and accessible analysis of the field of mass education, assessing traditional issues and dispelling myths about the classroom.
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  22.  9
    Michael Fielding (2011). Radical Education and the Common School. Routledge.
    The book concludes by examining how we might bring such transformation about.Written by two of the leading experts in the fields of early childhood and ...
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  23.  14
    Melanie Walker (2006). Higher Education Pedagogies: A Capabilities Approach. Open University Press.
    This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.
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  24.  5
    John Halliday (1990). Markets, Managers, and Theory in Education. Falmer Press.
    Introduction During the past ten years or so, there seems to have been a constant supply of statements, policies and arguments that assert or purport to ...
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  25.  1
    Robin Barrow (1978). Radical Education: A Critique of Freeschooling and Deschooling. M. Robertson.
  26. Colin Wringe (1988). Understanding Educational Aims. Allen & Unwin.
     
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  27.  6
    F. C. White (1983). Knowledge and Relativism: An Essay in the Philosophy of Education. Van Gorcum.
  28. Michael Stewart (1938). Bias and Education for Democracy. London, Oxford University Press, H. Milford.
     
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  29. Elizabeth Atkinson, Jerome Satterthwaite & Ken Gale (eds.) (2003). Discourse, Power, and Resistance: Challenging the Rhetoric of Contemporary Education. Trentham Books.
     
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  30. Nikunja Vihari Banerjee (1976). The Future of Education. Progressive Publishers.
     
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  31. William E. Drake (1967). Intellectual Foundations of Modern Education. Columbus, Ohio, C. E. Merrill Books.
     
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  32. Adrian M. Dupuis (1970). Nature, Aims, and Policy. Urbana,University of Illinois Press.
     
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  33.  4
    Abraham Edel (1989). Interpreting Education. Prometheus Books.
    Introduction Ours is an Age of Criticism. Very few institutions, professions or vocations, modes of life, ways of thought have escaped criticism in the ...
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  34.  3
    Paul Kelley (2008). Making Minds: What's Wrong with Education, and What Should We Do About It? Routledge.
    Making Minds is a groundbreaking work that offers parents, educationalists and policy makers an insight into the scientific research that reveals how we can ...
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  35. John Henry Nicholson (1936). Education and Modern Needs. London, I. Nicholson and Watson, Limited.
     
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  36. Michael Peters (2011). The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-First Century. P. Lang.
  37. Peggy A. Pittas & Katherine M. Gray (eds.) (2004). Addressing Education: Purposes, Plans, and Politics. Xlibris Corp..
  38. R. Raman Nayar (1971). Philosophical and Sociological Bases of Education. Trivandrum,College Book House.
     
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  39.  4
    Marjorie Reeves (1942). What is Christian Education? New York, Macmillan.
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  40.  6
    Jerome Satterthwaite, Elizabeth Atkinson & Wendy Martin (eds.) (2004). The Disciplining of Education: New Languages of Power and Resistance. Trentham Books.
    This book is a call to educators everywhere to recognize and resist the global forces which are driving educational policy deeper and deeper into narrow discourses of performance, accountability and e~certaintiese(tm) about what works.
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  41. Uday Shanker (1978). Progressive Education. Indian Publcations.
     
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  42. S. Samuel Shermis (1967). Philosophic Foundations of Education. New York, American Book Co..
     
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  43. M. Siddalingaiya (1975). Democracy and Education. Sharath Prakashana.
  44. Peter M. Smudde (ed.) (2010). Humanistic Critique of Education: Teaching and Learning as Symbolic Action. Parlor Press.
  45. Robert Howard Steinkellner (1974). Do American Teachers Need a Written Philosophy of Education? New York,J. Norton Publishers.
     
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  46. Roger Straughan & John Wilson (eds.) (1987). Philosophers on Education. Barnes & Noble Books.
  47. George M. Wiley (1940). The Redirection of Secondary Education. New York, Macmillan.
     
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  48.  22
    Graham Haydon (2007). Values for Educational Leadership. Sage Publications.
    What are values? Where do our values come from? How do our values make a difference to education? For educational leaders to achieve distinction in their practice, it is vital to establish their own clear sense of values rather than reacting to the implicit values of others. This engaging book guides readers in thinking for themselves about the values they bring to their task and the values they intend to promote. Crucially, the book promotes critical thought and constructive analysis (...)
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  49. R. F. Dearden (1968). The Philosophy of Primary Education. New York, Humanities P..
     
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  50. Yusef Waghid & Berte Van Wyk (eds.) (2005). African(a) Philosophy of Education: Reconstructions and Deconstructions. Dept. Of Education Policy Studies, Stellenbosch University.
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