Search results for 'Progressive education Philosophy' (try it on Scholar)

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  1. Jonas F. Soltis & National Society for the Study of Education (1981). Philosophy and Education. National Society for the Study of Education Distributed by the University of Chicago Press.
     
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  2. Harold Bernard Alberty (ed.) (1940). Progressive Education: Its Philosophy and Challenge. [New York.
     
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  3. William Hayes (2006). The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education.
    The rise of progressive education -- John Dewey -- Other pioneers in the progressive education movement -- The progressive education movement during the first half of the twentieth century -- The fifties -- The sixties and seventies -- A nation at risk (1983) -- The eighties and nineties -- No child left behind -- Maria Montessori -- Teacher education programs -- Middle schools -- Choice -- Education of the gifted and talented -- (...)
     
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  4.  43
    Norman Dale Norris (2004). The Promise and Failure of Progressive Education. Scarecroweducation.
    What is progressive education? -- Origins of progressive education -- Progressive education in action: what really happens -- Broken promises: why progressive education has failed to deliver -- Making progressive education work: perspectives, conclusions, and recommendations.
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  5.  6
    Alan H. Cromer (1997). Connected Knowledge: Science, Philosophy, and Education. Oxford University Press.
    When physicist Alan Sokal recently submitted an article to the postmodernist journal Social Text, the periodical's editors were happy to publish it--for here was a respected scientist offering support for the journal's view that science is a subjective, socially constructed discipline. But as Sokal himself soon revealed in Lingua Franca magazine, the essay was a spectacular hoax--filled with scientific gibberish anyone with a basic knowledge of physics should have caught--and the academic world suddenly awoke to the vast gap that has (...)
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  6.  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" (...)
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  7.  15
    Ilan Gur-Zeev (2011). Philosophy of Education in a Poor Historical Moment: A Personal Account. Studies in Philosophy and Education 30 (5):477-483.
    Under the post-metaphysical sky “old” humanistic-oriented education is possible solely at the cost of its transformation into its negative, into a power that is determined to diminish human potentials for self-exaltation. Nothing less than total metamorphosis is needed to rescue the core of humanistic genesis: the quest for edifying Life and resistance to the call for “home-returning” into the total harmony that is promised to us within nothingness.
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  8. Uday Shanker (1978). Progressive Education. Indian Publcations.
     
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  9.  5
    David Carr (1984). Moral Philosophy and Psychology in Progressive and Traditional Educational Thought. Journal of Philosophy of Education 18 (1):41–53.
  10. Deepti Ttwari (2002). Unending Education, Constant Progress and a Youth That Never Ages Sri Aurobindo's Philosophy of Education in Today's Context. In Kireet Joshi (ed.), Philosophy of Value-Oriented Education: Theory and Practice: Proceedings of the National Seminar, 18-20 January, 2002. Indian Council of Philosophical Research 129.
     
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  11. Graham Haydon (1998). 50 Years of Philosophy of Education Progress and Prospects.
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  12.  30
    Elizabeth Gould (2011). Feminist Imperative(s) in Music and Education: Philosophy, Theory, or What Matters Most. Educational Philosophy and Theory 43 (2):130-147.
    A historically feminized profession, education in North America remains remarkably unaffected by feminism, with the notable exception of pedagogy and its impact on curriculum. The purpose of this paper is to describe characteristics of feminism that render it particularly useful and appropriate for developing potentialities in education and music education. As a set of flexible methodological tools informed by Gilles Deleuze's notions of philosophy and art, I argue feminism may contribute to education's becoming more efficacious, (...)
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  13.  69
    Matthew J. Hayden (2012). What Do Philosophers of Education Do? An Empirical Study of Philosophy of Education Journals. Studies in Philosophy and Education 31 (1):1-27.
    What is philosophy of education? This question has been answered in as many ways as there are those who self-identify as philosophers of education. However, the questions our field asks and the research conducted to answer them often produce papers, essays, and manuscripts that we can read, evaluate, and ponder. This paper turns to those tangible products of our scholarly activities. The titles, abstracts, and keywords from every article published from 2000 to 2010 in four journals of (...)
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  14. Richard A. Brosio (2000). Philosophical Scaffolding for the Construction of Critical Democratic Education. P. Lang.
  15. Paul Smeyers (2007). The Therapy of Education: Philosophy, Happiness and Personal Growth. Palgrave Macmillan.
    In the modern day, it is understood that the role of the teacher comprises aspects of therapy directed towards the child. But to what extent should this relationship be developed, and what are its concomitant responsibilities? This book offers a challenging philosophical approach to the inherent problems and tensions involved with these issues.
     
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  16.  33
    Elvira Panaiotidi (2002). What Is Philosophy of Music Education and Do We Really Need It? Studies in Philosophy and Education 21 (3):229-252.
    The article deals with the problem of the disciplinary identification of thephilosophy of music education. It explores alternative approaches to thephilosophy of music education and its relation to musical pedagogy. On thebasis of this analysis an account of the philosophy of music education as aphilosophical discipline is suggested and its specific function identified.
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  17.  7
    Paul Smeyers, Doret J. De Ruyter, Yusef Waghid & Torill Strand (2014). Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors. Studies in Philosophy and Education 33 (6):647-666.
    In many countries publications in Web of Knowledge journals are dominant in the evaluation of educational research. For various purposes comparisons are made between the output of philosophers of education in these journals and the publications of their colleagues in educational research generally, sometimes also including psychologists and/or social scientists. Taking its starting-point from Hayden’s article in this journal , this paper discusses the situation of educational research in three countries: The Netherlands, South Africa and Norway. In this paper (...)
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  18.  11
    Walter Feinberg (2015). Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education. Studies in Philosophy and Education 34 (2):149-157.
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do (...)
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  19.  26
    Philip Higgs (1998). Philosophy of Education in South Africa: A Re-Vision&Quot. [REVIEW] Studies in Philosophy and Education 17 (1):1-16.
    In this article an attempt is made to provide a re-vision of philosophy of education that will redress the legacy of the past in South Africa, and contribute to laying the foundations of a critical civil society with a culture of tolerance, public debate and accommodation of differences and competing interests. This re-vision of philosophy of education, which finds its roots in developments in philosophy in the twentieth century, and especially in the discourse of postmodernism, (...)
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  20.  25
    Cris Mayo (2011). Philosophy of Education is Bent. Studies in Philosophy and Education 30 (5):471-476.
    Troubled times in education means that philosophers of education, who seem to never stop making defenses of our field, have to do so with more flexibility and a greater understanding of how peripheral we may have become. The only thing worse than a defensive philosopher is a confident and certain philosopher, so it may be that our very marginality will give us renewed energies for problematizing education. Occupying our marginal position carefully and in concert with other marginal (...)
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  21.  23
    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.
    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 (...)
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  22.  20
    F. Ronald Blasius (1997). Alfred North Whitehead's Informal Philosophy of Education. Studies in Philosophy and Education 16 (3):303-315.
    The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular (...)
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  23.  6
    Gonzalo Jover (2001). Philosophy of Education in Spain at the Threshold of the 21st Century €“ Origins, Political Contexts, and Prospects. Studies in Philosophy and Education 20 (4):361-385.
    This article analyzes the evolution of Philosophy of Educationin Spain and its situation at the dawn of the 21st century. Spain'speculiar socio-historical circumstances have largely conditioned thedirection this discipline has taken over the last several decades. So,although during a period there was some approximation towards themethods of analytic philosophy, Philosophy of Education has never fullyrelinquished its normative vocation. To do so would have meant spurningthe hopes and fears that had filled Spanish society by the mid 1970supon (...)
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  24.  0
    Inna Semetsky (2007). Introduction: Semiotics, Education, Philosophy. Studies in Philosophy and Education 26 (3):179-183.
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  25.  2
    Michael A. Peters, Paulo Ghiraldelli, Steven Best, Ramin Farahmandpur, Jim Garrison, Douglas Kellner, James D. Marshall, Peter McLaren, Michael Peters, Björn Ramberg, Alberto Tosi Rodrigues, Juha Suoranta & Kenneth Wain (2001). Richard Rorty: Education, Philosophy, and Politics. Rowman & Littlefield Publishers.
    This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of Richard Rorty's thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism.
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  26.  22
    Robin Barrow (2006/1982). An Introduction to Philosophy of Education. Routledge.
    In the 4th edition of this best-selling textbook, the authors introduce students to the business of philosophizing, thereby inducting them into the art of reasoning and analyzing key concepts in education. This introductory text, continuously in print for more than thirty years, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating (...)
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  27.  13
    John Wilson (1979). Preface to the Philosophy of Education. Routledge & Kegan Paul.
    Introduction Philosophy and education 'Philosophy of education' is a name for nothing clear; but despite this there seem already to be two bodies of opinion ...
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  28. David Carr (2003). Making Sense of Education: An Introduction to the Philosophy and Theory of Education and Teaching. Routledgefalmer.
    Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring recent developments as well as important ideas from the twentieth century, this book aims to make philosophy of education relevant to everyday practice for teachers and student teachers, as well as those studying education as an academic subject.
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  29.  58
    Noam Chomsky (2003). Chomsky on Democracy & Education. Routledgefalmer.
    Education stands at the intersection of Noam Chomsky's two lives as scholar and social critic: As a linguist he is keenly interested in how children acquire language, and as a political activist he views the education system as an important lever of social change. Chomsky on Democracy and Education gathers for the first time his impressive range of writings on these subjects, some previously unpublished and not readily available to the general public. Raised in a progressive (...)
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  30.  12
    Michael R. Matthews (2014). Pendulum Motion: A Case Study in How History and Philosophy Can Contribute to Science Education. In International Handbook of Research in History, Philosophy and Science Teaching. Springer 19-56.
    The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across (...)
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  31. Nel Noddings (1995). Philosophy of Education. Westview Press.
    Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated (...)
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  32.  5
    Connie Titone (2009). Virtue, Reason, and the False Public Voice: Catharine Macaulay's Philosophy of Moral Education. Educational Philosophy and Theory 41 (1):91-108.
    Catharine Macaulay, an 18th century English historian, published her educational philosophy in Letters on Education with Observations on Religious and Metaphysical Subjects in 1790. The ultimate goal of her educational process, to ‘bring the human mind to such a height of perfection as shall induce the practice of the best morals’, is examined in this paper. Her ideas about the interactions among benevolence, sympathy, reason and the public voice with regard to the education of the moral, virtuous (...)
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  33.  33
    Nigel Blake (ed.) (2003). The Blackwell Guide to the Philosophy of Education. Blackwell Pub..
    "The Blackwell Guide to Philosophy of Education" is state-of-the-art map to the field as well as a valuable reference book.
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  34.  17
    Wendy Kohli (ed.) (1995). Critical Conversations in Philosophy of Education. Routledge.
    Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as western philosophers in general are coming to terms with the "end of (...)
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  35.  28
    Yusef Waghid & Paul Smeyers (2012). Taking Into Account African Philosophy: An Impetus to Amend the Agenda of Philosophy of Education. Educational Philosophy and Theory 44 (s2):1-5.
    Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu.Since the 1960s, Africana philosophy as an instance of Africanisation has emerged as a ‘gathering’ (...)
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  36.  28
    Duck-joo Kwak (2011). Skepticism and Education: In Search of Another Filial Tie of Philosophy to Education. Educational Philosophy and Theory 44 (5):535-545.
    As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, (...)
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  37.  8
    Marc Depaepe (2007). Philosophy and History of Education: Time to Bridge the Gap? Educational Philosophy and Theory 39 (1):28–43.
    In this article, the relationship between philosophy and history of education is delved into. First, it is noted that both disciplines have diverged from each other over the last few decades to become relatively autonomous subsectors within the pedagogical sciences, each with its own discourses, its own expositional characteristics, its own channels of communication, and its own networks. From the perspective of the history of education, it seems as though more affiliation has been sought with the science (...)
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  38.  6
    Daniel Tröhler (2000). The Global Community, Religion, and Education: The Modernity of Dewey's Social Philosophy. [REVIEW] Studies in Philosophy and Education 19 (1):159-186.
    As a starting point this paper takes Dewey's nowadays oftenstressed modernity and examines his social philosophy againstthe background of the current debates on republicanism andcommunitarianism. Particularly, the anaysis of Dewey's The Public and its Problem (1927) concludesthat the attention being paid to Dewey is problematic asspecific religious assumptions – explicitly developedin A Common Faith (1934) – lie in the backgroundof his social philosophy, and are hardly being recognized.However, as it shall be shown, without considering thereligious basis, neither Dewey's (...)
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  39.  80
    T. W. Moore (1982). Philosophy of Education: An Introduction. Routledge & K. Paul.
    Philosophy and philosophy of education Introduction This book sets out to give a brief and elementary introduction to philosophy of education, a specialised ...
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  40.  3
    Gert Biesta (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education 29 (1):1-3.
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  41.  46
    Andrew Stables (2010). Response to Gert Biesta's Review of Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. Studies in Philosophy and Education 29 (6):587-589.
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  42.  43
    Christopher Winch (1999). Key Concepts in the Philosophy of Education. Routledge.
    In a clear and lively manner, this new reference explains all of the essential concepts used in contemporary and modern philosophy of education. It also provides invaluable background on the classic educational philosophy texts of Rousseau, Plato and others--readers will find coverage of seminal views on teaching, learning and indoctrination as well as such contemporary concepts as postmodernism, markets and school effectiveness . Students, researchers and anyone interested in contemporary education will be certain to want this (...)
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  43.  5
    Ilan Gur-Ze’ev (2008). Diasporic Philosophy, Counter-Education and Improvisation: A Reply. Studies in Philosophy and Education 27 (5):381-386.
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  44.  13
    Helen E. Lees (2013). Is R.S. Peters' Way of Mentioning Women in His Texts Detrimental to Philosophy of Education? Some Considerations and Questions. Ethics and Education 7 (3):291 - 302.
    (2012). Is R.S. Peters' way of mentioning women in his texts detrimental to philosophy of education? Some considerations and questions. Ethics and Education: Vol. 7, Creating spaces, pp. 291-302. doi: 10.1080/17449642.2013.767002.
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  45.  20
    Frieda Heyting, Dieter Lenzen & John White (eds.) (2001). Methods in Philosophy of Education. Routledge.
    This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.
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  46.  2
    Gert J. J. Biesta (2010). Review of Andrew Stables, Childhood and the Philosophy of Education: An Anti-Aristotelian Perspective. [REVIEW] Studies in Philosophy and Education 29 (6):579-585.
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  47.  3
    Leonard J. Waks (2010). Response to Fred Ellett's Review of Leaders in Philosophy of Education: Intellectual Self Portraits. Studies in Philosophy and Education 29 (3):321-323.
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  48.  2
    Kenneth Wain (2008). The Future of Education ... And its Philosophy. Studies in Philosophy and Education 27 (2-3):103-114.
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  49.  14
    Richard Bailey (ed.) (2010). The Sage Handbook of Philosophy of Education. Sage Publication.
    This book provides an authoritative, yet accessible guide to the philosophy of education, its scope, its key thinkers and movements, and its potential ...
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  50.  46
    John L. Childs (1971). Education and the Philosophy of Experimentalism. New York,Arno Press.
    EDUCATION AND THE PHILOSOPHY OF EXPERIMENTALISM CHAPTER I AN INDIGENOUS AMERICAN PHILOSOPHY "Whoever is interested in the future should especially study ...
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