Search results for 'Education History' (try it on Scholar)

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  1. Kaya Yilmaz (2010). Postmodernism and its Challenge to the Discipline of History: Implications for History Education. Educational Philosophy and Theory 42 (7):779-795.score: 194.0
    There is a confusion over and inchoate understanding of how the past is made understandable through postmodernist historical orientation. The purpose of the article is to outline the characteristic features of the postmodernist movement in social sciences, to explain its confrontation with history, to document its critique of the conventional practice of history, and to discuss its implications for history education. The postmodernist challenge to the foundations of the discipline of history is elucidated with an (...)
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  2. Immanuel Kant (2007). Anthropology, History, and Education. Cambridge University Press.score: 192.0
    Anthropology, History, and Education contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, have never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical and cultural (...)
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  3. Robert A. Mechikoff (2006). A History and Philosophy of Sport and Physical Education: From Ancient Civilizations to the Modern World. Mcgraw-Hill.score: 192.0
    This engaging and informative text will hold the attention of students and scholars as they take a journey through time to understand the role that history and philosophy have played in shaping the course of sport and physical education in Western and selected non-Western civilizations. Using appropriate theoretical and interpretive frameworks, students will investigate topics such as the historical relationship between mind and body; what philosophers and intellectuals have said about the body as a source of knowledge; educational (...)
     
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  4. Cathy Nutbrown (2008). Early Childhood Education: History, Philosophy, Experience. Sage.score: 186.0
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles and practices to (...)
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  5. Rita Cascle (2004). The Educational Theorists, the Teachers, and Their History of Education. Studies in Philosophy and Education 23 (5-6):393-408.score: 186.0
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  6. Daniel Tröhler (2004). The Establishment Of The Standard History Ofphilosophy of Education and Suppressed Traditions of Education. Studies in Philosophy and Education 23 (5-6):367-391.score: 186.0
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  7. Paula Viterbo (2007). History of Science as Interdisciplinary Education in American Colleges: Its Origins, Advantages, and Pitfalls. Journal of Research Practice 3 (2):Article M16.score: 180.0
    Before 1950, history of science did not exist as an independent academic branch, but was instead pursued by practitioners across various humanities and scientific disciplines. After professionalization, traces of its prehistory as a cross-disciplinary area of interest bound to an interdisciplinary, educational philosophy have remained. This essay outlines the development of history of science as an interdisciplinary academic field, and argues that it constitutes an obvious choice for inclusion in an interdisciplinary academic program, provided faculty and administrators learn (...)
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  8. Lourenco C. Torcato (1970). Education, its History and Philosophy. Research Institute of Education & Philosophy & Religion.score: 180.0
     
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  9. David Kirk (2001). Schooling Bodies Through Physical Education: Insights From Social Epistemology and Curriculum History. Studies in Philosophy and Education 20 (6):475-487.score: 174.0
    Using mainly historical material fromAustralia, the paper seeks to understand earlyforms of school physical training, sport andmedical inspection as specialised means ofschooling bodies. The study adopts a socialepistemological perspective in seeking tounderstand the meaning-in-use of notions suchas physical training. It explores the socialconsequences of the practices carried out inthe name of physical training, particularly inrelation to shifts in the social regulation ofbodies over time from a mass, externalised, andcentralised form to a relatively moreindividualised, internalised and diffuse form.This focus on the (...)
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  10. Marc Depaepe (2004). How Should the History of Education Be Written? Some Reflections About the Nature of the Discipline From the Perspective of Thereception of Our Work. Studies in Philosophy and Education 23 (5-6):333-345.score: 174.0
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  11. Don E. Glines (1995). Year-Round Education: History, Philosophy, Future. Mcnaughton & Gunn.score: 174.0
     
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  12. Jürgen Oelkers (2004). Nohl, Durkheim, and Mead: Three Different Types of “History of Education”. Studies in Philosophy and Education 23 (5-6):347-366.score: 174.0
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  13. Bruno Vanobbergen & Paul Smeyers (2007). On Cioran's Criticism of Utopian Thinking and the History of Education. Educational Philosophy and Theory 39 (1):44–55.score: 170.0
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  14. Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.score: 170.0
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  15. Manuel Ferraz Lorenzo (2007). Revisiting the Local or Regional History of Education: A Particular Vision From Spain. Educational Philosophy and Theory 39 (1):84–104.score: 170.0
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  16. Sheldon Rothblatt (ed.) (2012). Clark Kerr's World of Higher Education Reaches the 21st Century: Chapters in a Special History. Springer.score: 168.0
     
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  17. Catherine Kendig (2013). Integrating History and Philosophy of the Life Sciences in Practice to Enhance Science Education: Swammerdam's Historia Insectorum Generalis and the Case of the Water Flea. Science and Education 22 (8):1939-1961.score: 162.0
    Hasok Chang (Science & Education 20:317–341, 2011) shows how the recovery of past experimental knowledge, the physical replication of historical experiments, and the extension of recovered knowledge can increase scientific understanding. These activities can also play an important role in both science and history and philosophy of science education. In this paper I describe the implementation of an integrated learning project that I initiated, organized, and structured to complement a course in history and philosophy of the (...)
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  18. John L. Rudolph (2011). Science Education: History at the Edge. Studies in History and Philosophy of Science Part C 42 (2):270-273.score: 156.0
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  19. H. U. Jun (2011). A" Physical" Research Approach to Fine Arts Education History: On Diana Korzenik's Fine Arts Education Practice. Journal of Aesthetic Education 2:010.score: 156.0
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  20. Jere T. Humphreys (forthcoming). The Content of Music Education History? It's a Philosophical Question, Really. Philosophy of Music Education Review.score: 156.0
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  21. John White (2009). Why General Education? Peters, Hirst and History. Journal of Philosophy of Education 43 (1):123-141.score: 150.0
    Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical (...)
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  22. Jon A. Levisohn (2010). Negotiating Historical Narratives: An Epistemology of History for History Education. Journal of Philosophy of Education 44 (1):1-21.score: 150.0
    Historians typically tell stories about the past, but how are we to understand the epistemic status of those narratives? This problem is particularly pressing for history education, which seeks guidance not only on the question of which narrative to teach but also more fundamentally on the question of the goals of instruction in history. This article explores the nature of historical narrative, first, by engaging with the seminal work of Hayden White, and second, by developing the critique (...)
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  23. Gary Clemitshaw (2010). Citizenship Without History? Knowledge, Skills and Values in Citizenship Education. Ethics and Education 3 (2):135-147.score: 150.0
    In this article I consider whether there is a process of repression occurring in definitions of citizenship and frameworks of citizenship education, which involves a forgetting of history. By focusing on recently troubled countries I identify how the force of history comes to play, and from that I consider how, in relatively stable liberal democracies such as England, the repression of history is more complete. I suggest that this repression leads to an impoverished definition of citizenship (...)
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  24. Thomas D. Fallace (2010). John Dewey on History Education and the Historical Method. Education and Culture 26 (2):20-35.score: 150.0
    Recent theory and research in historical education has focused attention on the structures, processes, and cognitive acts of professional historians. Proponents of historical thinking argue that authentic teaching in history should move beyond the mere memorization of facts and instead engage students directly in the interpretation of primary sources and the construction of original historical accounts. These scholars argue that by "doing history" through open-ended inquiry, students will discover the contingent nature of historical accounts, which is a (...)
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  25. Abraham Magendzo Kolstrein (2011). Why Are We Involved in Human Rights and Moral Education? Educators as Constructors of Our Own History. Journal of Moral Education 40 (3):289-297.score: 150.0
    My professional interest originally focused on curriculum planning and development, but for the last 30 years I have been researching, publishing and teaching in the field of human rights education. Suddenly, I became a human rights educator. Suddenly? No, nothing in our personal and professional life is the result of an abrupt occurrence. We are subjects of a particular history, a succession of events and narratives, located in time, space and circumstances. I constructed myself, consciously or unconsciously, as (...)
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  26. Clive Jones (1976). The Contribution of History and Literature to Moral Education. Journal of Moral Education 5 (2):127-138.score: 150.0
    Abstract: Certain philosophically inadequate or unclear claims have been made for a connection between moral education and history or literature. These claims have some substance in various rather trite ways to do with factual data, examples of moral codes and situations, and the pursuit of truth, though moral criteria cannot be reduced to historical or literary criteria. However, it is argued that there is a central connection, concerned with the technique of sympathetic imagination, called Verstehen, which is used (...)
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  27. Mary Brabeck, Maureen Kenny, Sonia Stryker, Terry Tollefson & Margot Sternstrom (1994). Human Rights Education Through the 'Facing History and Ourselves' Program. Journal of Moral Education 23 (3):333-347.score: 150.0
    Abstract This study examined the effects of the Facing History and Ourselves (FHAO) human rights program on moral development and psychological functioning. The FHAO curriculum significantly increased 8th grade students? moral reasoning (Rest's 1979 Defining Issues Test) without adversely impacting on their psychological well?being (scores on depression, hopelessness or self?worth inventories). Girls were more empathic and had higher levels of social interest; boys had higher global self?worth scores; there were no differences between boys and girls in their moral reasoning (...)
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  28. Annette Patterson (2013). The Legacy of Ian Hunter's Work on Literature Education and the History of Reading Practices: Some Preliminary Remarks. History of European Ideas 40 (1):1-7.score: 150.0
    Summary Ian Hunter's early work on the history of literature education and the emergence of English as school subject issued a bold challenge to traditional accounts that have in the main focused on English either as knowledge of a particular field or as ideology. The alternative proposal put forward by Hunter and supported by detailed historical analysis is that English exists as a series of historically contingent techniques and practices for shaping the self-managing capacities of children. The challenge (...)
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  29. S. E. Murrow (2006). Situating History So It Counts: Learning From Education History's Shift Toward Marginalization in US Teacher Education. Journal of Thought 41 (2):9.score: 150.0
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  30. Michalinos Zembylas (2013). Pedagogies of Hauntology in History Education: Learning to Live with the Ghosts of Disappeared Victims of War and Dictatorship. Educational Theory 63 (1):69-86.score: 146.0
    Michalinos Zembylas examines how history education can be reconceived in terms of Jacques Derrida's notion of “hauntology,” that is, as an ongoing conversation with the “ghost” — in the case of this essay, the ghosts of disappeared victims of war and dictatorship. Here, Zembylas uses hauntology as both metaphor and pedagogical methodology for deconstructing the orthodoxies of academic history thinking and learning about “the disappeared.” As metaphor, hauntology evokes the figure of the ghost in order both to (...)
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  31. Kyung Eun Jahng (2012). Rethinking the History of Education for Asian-American Children in California in the Second Half of the Nineteenth Century. Educational Philosophy and Theory 45 (3):301-317.score: 146.0
    This article brings to light discourses that constituted the education of Asian-American children in California in the second half of the nineteenth century. Guided by Foucaultian ideas and critical race theory, I analyze California public school laws, speeches of a governor-elect and a superintendent, and a report of the board of supervisors, from the 1860s to the 1880s. During this targeted period, the images and narratives of Asian-American children were inscribed with racism. Racializing politics rendered them to be disqualified (...)
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  32. Dr Connie Titone (2007). Pulling Back the Curtain: Relearning the History of the Philosophy of Education 1. Educational Studies 41 (2):128-147.score: 146.0
    Women have played an undeniable part in shaping the history of philosophy and philosophy of education for at least 1,000 years. Yet, current anthologies, encyclopedias, and textbooks in the field rarely recognize large numbers of women's works as consequential to our understanding of the development of educational topics and debates. This article, using the work of Herrad of Hohenbourg (1100s), Julian of Norwich (1342-c.1429), Christine de Pisan (c.1364-c.1430), and Mary Astell (1666-1731) traces women's early philosophical arguments concerning their (...)
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  33. Valentin Ageyev (2008). Creative Education as a Method of “Production” a Man as Subject of Own History. Proceedings of the Xxii World Congress of Philosophy 37:7-11.score: 144.0
    The cause of contemporary education is a subject-object relation of the society to man. There are two possible types of education constructed on the basis of this relation: cultural-oriented and social-oriented. None of this two types can solve the problem of a man as a subject of own history. Creative type of education based оn a subject-subject relation can solve this problem.
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  34. Edward J. Power (1996). Educational Philosophy: A History From the Ancient World to Modern America. Garland Pub..score: 144.0
    The first step in education's long road to respectability lay in the ability of its proponents to demonstrate that it was worthy of collaborating with traditional disciplines in the syllabus of higher learning. The universities where the infant discipline of education was promoted benefited from scholars who engaged in teaching and research with enthusiasm and preached the gospel of scientific education. These schools-Teachers College/Columbia University, the University of Chicago, and Stanford University-gained a reputation as oases of pedagogical (...)
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  35. Takayuki Hata & Masami Sekine (2010). Philosophy of Sport and Physical Education in Japan: Its History, Characteristics and Prospects. Journal of the Philosophy of Sport 37 (2):215-224.score: 144.0
    In this article, we examine philosophy of sport as a field of study in Japan, its history, characteristics, and future prospects, as part of a contribution to the international development of the discipline of sport philosophy. The Japan Society for the Philosophy of Sport and Physical Education has been holding an annual sport philosophy conference every year since its inception in 1978. Nevertheless, the trends of sport philosophy in Japan have not been conveyed abroad. The language barrier between (...)
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  36. Gary McCulloch (1997). Privatising the Past? History and Education Policy in the 1990s. British Journal of Educational Studies 45 (1):69 - 82.score: 140.0
    A fundamental shift has taken place in the relationship between images of the past and educational policy making. In the 1930s and 1940s, a shared public past was incorporated in State policy to denote gradual evolution towards improvement in education and in the wider society. This consensual image has become fractured and less comforting especially since the 1970s. In particular, it has divided into a largely alienated or estranged public past, and personalised images of a reassuring and nostalgic 'private (...)
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  37. Fredrik Bragesjö, Aant Elzinga & Dick Kasperowski (2012). Continuity or Discontinuity? Scientific Governance in the Pre-History of the 1977 Law of Higher Education and Research in Sweden. Minerva 50 (1):65-96.score: 138.0
    The objective of this paper is to balance two major conceptual tendencies in science policy studies, continuity and discontinuity theory. While the latter argue for fundamental and distinct changes in science policy in the late 20th century, continuity theorists show how changes do occur but not as abrupt and fundamental as discontinuity theorists suggests. As a point of departure, we will elaborate a typology of scientific governance developed by Hagendijk and Irwin ( 2006 ) and apply it to new empirical (...)
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  38. 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.score: 138.0
    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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  39. Michael S. Merry (2009). Patriotism, History and the Legitimate Aims of American Education. Educational Philosophy and Theory 41 (4):378-398.score: 134.0
  40. Graham Giles (2013). The Concept of Practice, Enlightenment Rationality and Education: A Speculative Reading of Michel de Certeau'sTheWriting of History. Educational Philosophy and Theory:1-14.score: 134.0
  41. R. Michael Matthews (1997). Scheffler Revisited on the Role of History and Philosophy of Science in Science Teacher Education. Studies in Philosophy and Education 16 (1/2):159-173.score: 132.0
    Twenty-five years ago Israel Scheffler argued for the inclusion of philosophy of science in the preparation of science teachers. It was part of his wider argument for the inclusion of courses in the philosophy of the discipline in programmes that are preparing people to teach that discipline. For the most part Scheffler's suggestion, at least as far as science education is concerned, went unheeded. Pleasingly, in recent times there has been some rapprochement between these fields. This paper will restate (...)
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  42. J. Christopher Eisele (1980). Defining Education: A Problem for Educational History. Educational Theory 30 (1):25-33.score: 132.0
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  43. Fabio Bevilacqua & Enrico Giannetto (1995). Hermeneutics and Science Education: The Role of History of Science. [REVIEW] Science and Education 4 (2):115-126.score: 132.0
    Eger's contribution towards a reapprochment of Hermeneutics, Science and Science Education is very welcome. His focus on the problem of misconceptions is relevant. All the same in our opinion some not minor points need a clarification. We will try to argue that: a) Hermeneutics cannot be reduced to a semantical interpretation of science texts; its phenomenological aspects have to be taken in account. b) Science has an unavoidable historical dimension; original papers and advanced textbooks are the real depositaries of (...)
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  44. Earle F. Zeigler (1968). Problems in the History and Philosophy of Physical Education and Sport. Englewood Cliffs, N.J.,Prentice-Hall.score: 132.0
  45. Foley, J. John & [From Old Catalog] (1963). Human History: A Race Between Education and Catastrophe. Pittsburgh, Duquesne University Press.score: 132.0
  46. Margaret Gillett (1966). A History of Education: Thought and Practice. New York, Mcgraw-Hill Co. Of Canada.score: 132.0
     
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  47. Alfred G. Gerteiny (2003). The Longest Faculty Strike in the History of U.S. Institutions of Higher Education: Perceptions of the Union President. [REVIEW] Journal of Academic Ethics 1 (3):273-285.score: 126.0
    The president of the AAUP faculty union at University of Bridgeport, from 1987 to 1991, offers a first-hand account of the circumstances leading to the fatal strike there. He refutes accusations that the union and its leadership destroyed the university and provides a dramatic, personal account of a faculty union under attack by union busters. The faculty, he argues, was resisting a concerted onslaught on traditional faculty rights. It fought desperately to stifle a retrograde revolution in higher education seeking (...)
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  48. David Carr (2007). Religious Education, Religious Literacy and Common Schooling: A Philosophy and History of Skewed Reflection. Journal of Philosophy of Education 41 (4):659–673.score: 126.0
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  49. Richard Barnett (2006). Education or Degeneration: E. Ray Lankester, H. G. Wells and The Outline of History. Studies in History and Philosophy of Science Part C 37 (2):203-229.score: 126.0
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  50. Nanyoung Kim (2006). A History of Design Theory in Art Education. Journal of Aesthetic Education 40 (2):12-28.score: 126.0
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