As the editors of the series, New Literary Theory, proclaim in the preface of the book, the purpose of the series is to make more room in literary theory for playful and accessible approaches to li...

This book explores a value-based research methodology, Living Educational Theory Research (LETR), which aligns a values-based approach with key tenets of professional development to inform and inspire future educators' practice. Written by the world-leading scholars in the field of LETR, chapters are global in reach and promote the evolving and dynamic nature of the methodology and its application with real-world professional training within higher education. Through discussion and dialogue on the evolution of Living Educational Theory Research, (...) chapters explore topics such as professional development and community-based contexts, supporting academics wishing to improve their practice by placing the theory within a scholarly paradigm to legitimise its use for scholarly learning. Demonstrating how insights from disciplines such as philosophy, sociology, and psychology are integrated within the generation of living-educational-theories, this outwardly looking volume will appeal to postgraduate students, scholars, and researchers involved with educational theory, action research and other forms of practitioner research, and education research methods more broadly. (shrink)

Where does theory come from in educational research - and how is it operationalized in diverse, interdisciplinary contexts and professional settings? This volume examines the places and spaces of theory in the work of nine pre- to post-doctoral scholars, whose narratives transport us across a wide range of interdisciplinary themes and fields of inquiry from Irigaray on mothering in higher education to Jamison among Danish engineering undergraduates; from Te Whariki in a New Zealand kindergarten to ren wen (...) in contemporary China. Drawing on a range of theorists such as Butler, Bhabah, Bourdieu, Freire, Foucault, Levi-Strauss and Žižek, the book provides numerous opportunities for debate and discussion on theory and the doctoral thesis and their interrelations with pedagogy and methodology in times of great insecurity across the globe. In doing so it develops new possibilities for pedagogies of change in and beyond our current educational systems and structures. (shrink)

Introduces students to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice.

The book aims to provide both theoretical perspectives and practical approaches for teachers interested in transforming the future. Through the approaches of theoretical background but also through the studies of practical application nature, the book can serve as bibliographic support for early education programs.

Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...

This book comes strongly to the defence of educational theory and shows that it has a structure and integrity of its own. The author argues that the validity of educational theory may best be judged in terms of the various assumptions made in it. His argument is illustrated by a review and critique of some particularly influential theories of education: those of Plato, Rousseau, James Mill and John Dewey. He stresses the need for an on-going, contemporary, (...) general theory of education and examines the ways in which the disciplines of psychology, sociology and philosophy can contribute to a general theory of this kind. (shrink)

This important book explores the question of what an educational theory is and how educational theories can work. It offers a classification scheme of distinct types of educational theory and considers ways the nature of theories can inform the work of educational theorists and practitioners. Kvernbekk observes throughout how metatheoretical knowledge of the structure of theory types will improve understanding and representation of educational phenomena and enhance the ability to change these phenomena (...) for the better. The author explores how the philosophy of science can answer what a theory is and applies two influential but different theory conceptions to the field of education. It is argued that educational theories are representational devices that allow us to understand, describe and explain phenomena, and, when desired, to change them. The analysis offers a classification scheme that allows us to discriminate distinct types of educational theory: goal-directed, equivalence and interlevel theories. Examples of all three types are discussed, covering their structure, what they say about the phenomena and how they say it. The book also offers a critical overview of different conceptions of practice and different understandings of the theory-practice relationship. Encouraging a strong understanding of what theories say about the phenomena they represent, this book will be of interest to educational researchers and postgraduate students in the fields of philosophy of education, education theory and education policy. (shrink)

Two related aspects of the present ‘knowledge capitalism’ stage of globalisation are discussed in this article: the transformation of education to make it more directly supportive of educational growth and competition, and the growing demands on educational research to provide scientific evidence for education policy and practice, using narrowly defined methods and techniques. It is argued that both developments have profound consequences for the construction and use of educational theory, and the vital need for critical discussion (...) and communication in this respect is emphasised. (shrink)

Educational theory does not oppose educational practice, as manyseem to think; instead it is a form of practice and the action oftheory exists at two levels. At a cultural level theory ischaracterized by linguistic forms of action and at a social level it is characterized by the day to day practices thatorganize and reward the work of producing educational philosophy.While the social practices that govern the production ofphilosophy certainly beg for ethnographic attention,any consideration anthropologists or (...) philosophers giveit will eventually find its way to the page and hence tothe cultural forms of linguistic action that are thesubject of this paper. Focusing on how educationalphilosophers see the things that they do, as opposedto what they see, I will suggest that the wayeducational philosophy is fashioned is an importantpart of what is fashioned. Ironically, as I will show,the ``way'' of educational philosophy can flow with oragainst the ``what'' of it – an author, that is, can saythat they are for or against this or that, but their stylized way of saying it can contradict the literalmeaning of their words. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between (...) external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

In Jean Baudrillard and Radical Education Theory: Turning Right to Go Left, the authors argue that Baudrillard has been underappreciated in philosophical and theoretical work in education. They introduce him here as an important figure in radical thought who has something to add to theoretical lines of inquiry in education. The book does not offer an introduction to Baudrillard. Rather, his corpus is mined in order to describe how it functions as a counter to the code of education, rational (...) thought, critical reason, etc. In effect, they establish that Baudrillard advocates for a counter-path to thinking that can shake us out of our ready-made thoughts and realize the radical potential for change. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between (...) external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different answers upon the question of how to connect theory and practice in education. And although those answers are embedded in a very specific horizon of ethical and (...) metaphysical ideas, the problems which are addressed in those discussions are still important in modern debates. The paper focuses upon the concepts of Herbart and Schleiermacher and presents those theories in the problematic context of the possibilities and limitations of educational theory and its importance for educational practice. (shrink)

This book analyzes iconic British children's literature through the lens of formal educational theory, policy, and practice. Examining themes like growth mindset and project-based learning alongside educational philosophers like Plato, Rousseau, and Dewey, the author sheds new light on children’s classics from Alice in Wonderland to Harry Potter.

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

Volume 52, Issue 10, September 2020, Page 1016-1022.

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Exploring how critical ethnography works within contemporary inquiries, the authors argue that many researchers already do the kind of critical ethnography that readers imagine, whether they call their studies critical or not. Such studies employ the tenets of ethnography and are grounded in work that attends to, reimagines, troubles, and questions notions of power, in/justice, in/equity, and marginalization. Understanding the tensions and complexities (...) that come with the posts-including poststructuralism, postcolonialism, and posthumanism-Fitzpatrick and May argue that social, theoretical, and political issues in education can be more profoundly viewed through a lens that is personal, embodied, and lived: critical ethnography. Offering a wide-ranging and insightful commentary on approaches and influences on critical ethnography over time, Fitzpatrick and May interrogate how it has moved and engaged with ongoing theoretical developments to now include a wide range of possible analytical approaches. With extensive examples, excerpts, and personal discussions, they demonstrate how critical ethnography is an expansive, eclectic, and inclusive methodology. Linking work across a range of topics, this book highlights the ongoing importance of this methodology in education. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps, and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may (...) freely copy and distribute this work, as no entity has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

An accessible guide to the theories of 19 major educational thinkers, the strengths and limitations of their ideas, their relevance today and how they can be used in the classroom and other educational settings.

Educational Theory and Jewish Studies in Conversation: From Volozhin to Buczacz, by Harvey Shapiro, PhD, brings together two different fields of study—modern Jewish studies and contemporary educational theory—to provide new theoretical frameworks for their interaction. Shapiro provides alternative theoretical frameworks for the relationship between Jewish studies and educational theory and discusses different ways of developing and articulating this relationship between disciplines.

Jack Whitehead; Living Educational Theories and Living Contradictions: a response to Mike Newby, Journal of Philosophy of Education, Volume 30, Issue 3, 30 May.

후설의 생활세계 개념은 다양한 맥락에서 해석될 수 있으나 교육학적인 관점에서의 해석 또한 중요한 의미를 지닌다. 생활세계는 일상적 세계로서 우리에게 경험을 통해 직접적으로 주어지는 세계이지만 한편으로 문명화된 현대인에게는 객관주의적인 과학적 세계관에 의해 은폐되고 왜곡된 채 주어진다는 것이 후설의 설명이다. 따라서 있는 그대로의 생활세계에 접근하고 이를 바라본다는 것 자체가 일종의 태도의 변화이자 인간됨의 변화를 함축한다. 그러므로 생활세계의 주제화는 인간성의 변화 내지 일깨움을 지향하는 교육학적인 함의를 지닌다. 생활세계가 주관 연관적이고 주관성과 불가분리의 상관관계를 맺고 있다는 점에서 생활세계 교육론은 주관성의 영역별 특징에 상응해, 크게 신체적 (...) 주관, 상호주관적 주관, 보편적 주관의 세 층으로 나누어 고찰할 수 있으며, 이를 뒷받침하는 주된 개념이 후설에서는 각각 신체성, 감정이입, 그리고 자유이다. 이러한 관점에서 생활세계 교육론은 신체성, 감정이입에 근거한 감성교육의 측면과 자유를 기반으로 한 도덕교육의 두 측면으로 나뉜다. 그러나 전자는 궁극적으로 후자로 수렴된다는 것이 본 글의 시각이다. 후설의 생활세계 교육론은 곧 개별적 의식이 상호주관적, 보편적 주관성으로 변화, 승화되는 데 초점이 있으며, 보편적 윤리적 주관성의 실현을 지향하는 자유의 교육론이 후설 생활세계 교육론의 최종적 목표로 볼 수 있다. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)