Search results for 'Education, Higher Philosophy' (try it on Scholar)

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  1. John Seiler Brubacher (1982). On the Philosophy of Higher Education. Jossey-Bass.score: 585.0
     
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  2. Samuel Schneider (1998). An Identification, Analysis, and Critique of Thorstein B. Veblen's Philosophy of Higher Education. E. Mellen Press.score: 585.0
  3. Anthony Pike Cavendish (1971). Philosophy in Higher Education: An Inaugural Lecture Delivered at St. David's College, Lampeter, on Founder's Day, 17 November 1970. Cardiff,University of Wales Press.score: 579.0
     
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  4. A. V. Rezaev (1996). Reflections on the Three "Ps" of Russian Higher Education: Philosophy, Practice, Prospects. Isact.score: 579.0
     
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  5. Thaddeus Metz (2013). Philosophy of Higher Education. In Duncan Pritchard (ed.), Oxford Bibliographies Online: Philosophy. Oxford University Press.score: 495.0
    A lengthy annotated bibliography of the most central work from the past 25 years on various aspects of the philosophy of higher education.
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  6. Alexander W. Astin (1990/1993). Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education. Oryx Press.score: 489.0
    To find more information on Rowman & Littlefield titles, please visit us at www.rowmanlittlefield.com.
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  7. Virgil George Michel (1981). Liberal Education: Essays on the Philosophy of Higher Education. Office of Academic Affairs, Saint John's University.score: 489.0
     
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  8. Louis Wildman (1974). A Philosophy of Higher Education: The University Community. Institute for Quality in Human Life.score: 489.0
     
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  9. John Paul von Grueningen (1957). Toward a Christian Philosophy of Higher Education. Westminster Press.score: 477.0
     
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  10. Robert G. Turnbull (1979). The Role of Philosophy in Higher Education. Teaching Philosophy 3 (1):23-35.score: 414.0
  11. George H. Knibbs (1926). The Place of Philosophy in the Higher Education of Australia. Australasian Journal of Philosophy 4 (4):286 – 290.score: 414.0
  12. Matthew C. Altman (2004). What's the Use of Philosophy? Democratic Citizenship and the Direction of Higher Education. Educational Theory 54 (2):143-155.score: 408.0
  13. J. W. McAllister, The Integration of European Higher Education and the Nature of Philosophy.score: 405.0
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  14. Edward A. Fitzpatrick (1937). Fundamentals of a Philosophy for Higher Education. Proceedings of the American Catholic Philosophical Association 13:65-84.score: 405.0
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  15. 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.score: 396.0
    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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  16. Parker J. Palmer (2010). The Heart of Higher Education: A Call to Renewal: Transforming the Academy Through Collegial Conversations. Jossey-Bass.score: 396.0
    Machine generated contents note: Foreword (Mark Nepo). -- Gratitudes. -- The Authors. -- Introduction. -- 1 Toward a Philosophy of Integrative Education. -- 2 When Philosophy Is Put into Practice. -- 3 Beyond the Divided Academic Life. -- 4 Attending to Interconnection, Living the Questions. -- 5 Experience, Contemplation and Transformation. -- 6 Transformative Conversations on Campus. -- Afterword. -- About the Appendices: Experiments in Integrative Education. -- Appendix A In the Classroom. -- Appendix B Beyond the Classroom. (...)
     
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  17. Melanie Walker (2006). Higher Education Pedagogies: A Capabilities Approach. Open University Press.score: 390.0
    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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  18. Roger P. Mourad (1997). Postmodern Philosophical Critique and the Pursuit of Knowledge in Higher Education. Bergin & Garvey.score: 369.0
    What is the significance of postmodern philosophy for the pursuit of knowledge generally?
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  19. Parker J. Palmer (2010). The Heart of Higher Education: A Call to Renewal. Jossey-Bass.score: 360.0
    This book should and will inspire debate about our larger purpose, about how we can go beyond the traditional silos in which we work for the sake of individual ...
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  20. Ronald Barnett (1997). Higher Education: A Critical Business. Open University Press.score: 360.0
     
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  21. William W. May (ed.) (1998). Ethics and Higher Education. Oryx Press.score: 360.0
     
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  22. Sheldon Rothblatt (ed.) (2012). Clark Kerr's World of Higher Education Reaches the 21st Century: Chapters in a Special History. Springer.score: 360.0
     
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  23. Yusef Waghid & Berte Van Wyk (eds.) (2005). African(a) Philosophy of Education: Reconstructions and Deconstructions. Dept. Of Education Policy Studies, Stellenbosch University.score: 360.0
  24. Sinclair Goodlad (1995). The Quest for Quality: Sixteen Forms of Heresy in Higher Education. Society for Research Into Higher Education & Open University Press.score: 354.0
  25. Antonio T. De Nicolás (ed.) (1989). Habits of Mind: An Introduction to the Philosophy of Education. Paragon House.score: 354.0
     
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  26. Carolin Kreber (2013). Authenticity in and Through Teaching in Higher Education: The Transformative Potential of the Scholarship of Teaching. Routledge.score: 354.0
     
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  27. Marek Kwiek (2004). Intellectuals, Power, and Knowledge: Studies in the Philosophy of Culture and Education. Peter Lang.score: 354.0
  28. Bernard Eugene Meland (1953). Higher Education and the Human Spirit. [Chicago]University of Chicago Press.score: 354.0
     
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  29. Scott J. Peters (2010). Democracy and Higher Education: Traditions and Stories of Civic Engagement. Michigan State University Press.score: 354.0
  30. James F. Rogers (1969). Higher Education as a Field of Study at the Doctoral Level. American Association for Higher Education, Nea.score: 354.0
     
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  31. Thaddeus Metz (2009). Higher Education, Knowledge For Its Own Sake, and an African Moral Theory. Studies in Philosophy and Education 28 (6):517-536.score: 339.0
    I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, actions (...)
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  32. Rui Santiago & Teresa Carvalho (2012). Managerialism Rhetorics in Portuguese Higher Education. Minerva 50 (4):511-532.score: 333.0
    In Portugal, as elsewhere, the rhetoric of managerialism in higher education is becoming firmly entrenched in the governmental policymakers’ discourse and has been widely disseminated across the institutional landscape. Managerialism is an important ideological support of New Public Management policies and can be classified as a narrative of strategic change. In this paper, we analyse how far the managerialism narrative has been injected into the discursive repertory of Portuguese academics in their role as the co-ordinators of the higher (...)
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  33. Tomas Englund (2002). Higher Education, Democracy and Citizenship €“ the Democratic Potential of the University? Studies in Philosophy and Education 21 (4/5):281-287.score: 324.0
    From a historical point of view, theuniversity as an institution has had the roleof educating an elite, rather than any obvioustask of enforcing democracy. But what kind ofexpectations regarding citizenship anddemocracy can we justifiably have when it comesto the role of higher education and ouruniversities today when higher education isundergoing a process of massification. Couldthe university eventually become a place fordeliberative communication, developingdeliberative qualities among its many students?According to the contributions presented here –stemming from a conference on the (...)
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  34. Xiaoping Jiang (2010). A Probe Into the Internationalisation of Higher Education in the New Zealand Context. Educational Philosophy and Theory 42 (8):881-897.score: 306.0
    This paper presents a model of practice for analysing the internationalisation of higher education, and for better providing teaching service and support to both the internal and external other. It is derived from the theoretical analysis of the rationales, concepts and developments of the internationalisation of higher education, and from a New Zealand case study that exemplifies the current trend in the internationalisation of higher education—a shift from aid to trade. In the paper, the author examines the (...)
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  35. Xiaoping Jiang (2011). Why Interculturalisation? A Neo-Marxist Approach to Accommodate Cultural Diversity in Higher Education. Educational Philosophy and Theory 43 (4):387-399.score: 306.0
    The paper offers a neo-Marxist framework of interculturalisation to accommodate the increasing cultural diversity in the internationalisation of higher education with specific reference to Chinese students in New Zealand. At present, there are few official strategies in place to provide for the needs of international students in New Zealand universities. Tolerance is often promoted to cope with differences in general, but this notion is not sufficient to embrace and encourage cultural diversity in higher education. The paper reviews neoliberal (...)
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  36. Adrian Jones (2011). Philosophical and Socio-Cognitive Foundations for Teaching in Higher Education Through Collaborative Approaches to Student Learning. Educational Philosophy and Theory 43 (9):997-1011.score: 306.0
    This paper considers the implications for higher education of recent work on narrative theory, distributed cognition and artificial intelligence. These perspectives are contrasted with the educational implications of Heidegger's ontological phenomenology [being-there and being-aware (Da-sein)] and with the classic and classical foundations of education which Heidegger and Gadamer once criticised. The aim is to prompt discussion of what teaching might become if psychological insights (about collective minds let loose to learn) are associated with every realm of higher education (...)
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  37. Marnie Hughes-Warrington (2012). The Ethics of Internationalisation in Higher Education: Hospitality, Self-Presence and 'Being Late'. Educational Philosophy and Theory 44 (3):312-322.score: 306.0
    While the concept of internationalization plays a key role in contemporary discussions on the activities and outcomes sought by universities, it is commonly argued that it is poorly understood or realised in practice. This has led some to argue that more work is needed to define the dimensions of the concept, or even to plot out stages of its achievement. This paper aims not to provide a definition of internationalisation for those working in higher education. On the contrary, it (...)
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  38. Patrick Carmichael (2011). Tribes, Territories and Threshold Concepts: Educational Materialisms at Work in Higher Education. Educational Philosophy and Theory 44 (s1):31-42.score: 306.0
    The idea of transformative and troublesome ‘threshold concepts’ has been popular and influential in higher education. This article reports how teachers with different disciplinary affiliations responded to the ‘concept of thresholds’ in the course of a cross-disciplinary research project. It describes how the idea was territorialised and enacted through established materialising discourses in different disciplinary settings and enacted through pedagogical practice, technology and assessment. This has implications for professional development and pedagogical practice and endeavours to create ‘self-organising classrooms’ along (...)
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  39. Robert B. Innes (2004). Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses. L. Erlbaum Associates.score: 306.0
    This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument (...)
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  40. Marianna Papastephanou (2012). Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education. Studies in Philosophy and Education 31 (2):153-170.score: 297.0
    In this article I explore some points of convergence between Habermas and Derrida that revolve around the intersection of ethical and epistemological issues in dialogue. After some preliminary remarks on how dialogue and language are viewed by Habermas and Derrida as standpoints for departing from the philosophy of consciousness and from logocentric metaphysics, I cite the main points of a classroom dialogue in order to illustrate the way in which the ideas of Habermas and Derrida are sometimes received as (...)
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  41. Judith Suissa (2008). Teaching and Doing Philosophy of Education: The Question of Style. Studies in Philosophy and Education 27 (2-3):185-195.score: 288.0
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  42. Paul Gibbs (2010). A Heideggerian Phenomenology Approach to Higher Education as Workplace: A Consideration of Academic Professionalism. Studies in Philosophy and Education 29 (3):275-285.score: 288.0
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  43. An Verburgh, Jan Elen & Sari Lindblom-Ylänne (2007). Investigating the Myth of the Relationship Between Teaching and Research in Higher Education: A Review of Empirical Research. [REVIEW] Studies in Philosophy and Education 26 (5):449-465.score: 288.0
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  44. Michael Watts (2009). Sen and the Art of Motorcycle Maintenance: Adaptive Preferences and Higher Education. Studies in Philosophy and Education 28 (5):425-436.score: 288.0
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  45. Lesley Lionel Leonard Le Grange (2011). Sustainability and Higher Education: From Arborescent to Rhizomatic Thinking. Educational Philosophy and Theory 43 (7):742-754.score: 279.0
    Currently, global society is delicately poised on a civilisational threshold similar to that of the feudal era. This is a time when outmoded institutions, values, and systems of thought and their associated dogmas are ripe for transcendence by more relevant systems of organization and knowledge (Davidson, 2000). The foundations of the modern era (including modern educational institutions) are under sharp scrutiny; the fragmentation of nature, society and self is evidence of the cracks in the foundations. In times of crises old (...)
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  46. Vesa Taatila & Katariina Raij (2011). Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy. Educational Philosophy and Theory 44 (8):831-844.score: 273.0
    This article discusses the use of a pragmatic approach as the philosophical foundation of pedagogy in Finnish universities of applied sciences. It is presented that the mission of the universities of applied sciences falls into the interpretive paradigm of social sciences. This view is used as a starting point for a discussion about pragmatism in higher education. The Learning by Developing (LbD) action model is introduced, analyzed and compared to pragmatism. The paper concludes that, at least in practice-oriented academic (...)
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  47. Yong-Sock Chang & Ji–Young Kim (2008). Visual Culture Education Through the Philosophy for Children Program. Proceedings of the Xxii World Congress of Philosophy 37:27-34.score: 270.0
    The appearance of mass media and a versatile medium of videos can serve the convenience and instructive information for children; on the other hand, it could abet them in implicit image consumption. Now is the time for kids' to be in need of thinking power which enables them to make a choice, applications andcriticism of information within such visual cultures. In spite of these social changes, the realities are that our curriculum still doesn't meet a learner's demand properly. This research, (...)
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  48. Teresa Oliveira Lacerda (2012). Education for the Aesthetics of Sport in Higher Education in the Sports Sciences–The Particular Case of the Portuguese-Speaking Countries. Journal of the Philosophy of Sport 39 (2):235-250.score: 270.0
    In this paper it is argued why and how the aesthetics of sport should be included in higher education curricula in sport sciences. It is claimed that within the scope of philosophy of sport, aesthetics has its own role to play, since it provides a ?sensible knowledge? that should not be undervalued, and philosophers of sport must be aware of this. Providing examples from Portugal and Brazil, it is enunciated how these countries have been taking seriously and incorporated (...)
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  49. 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: 261.0
    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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  50. Graciela López-Chávez Martínez & Chávez Hernández (2013). Educational simulation: teaching tool for Science, Technology and Society Education in the discipline of Philosophy and Society. Humanidades Médicas 13 (2):480-497.score: 261.0
    El perfeccionamiento de la disciplina Filosofía y Sociedad en la Educación Superior es una de la exigencias en los Lineamientos al VI Congreso del Partido Comunista de Cuba lo cual contribuye a la preparación de un profesional a la altura de los cambios científico tecnológicos que actualmente despliega la Educación Médica Superior cubana. Para el logro de este propósito se aplicó la simulación educativa como herramienta didáctica avanzada en temas de Ciencia Tecnología y Sociedad en la disciplina Filosofía y Sociedad, (...)
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