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  1. Toward the Foundation of Human-Becoming Theory in Physical Education.Goro Abe - 2005 - Journal of the Philosophy of Sport and Physical Education 27 (2):9-30.
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  2. Achieving Public Schools.Kathleen Knight Abowitz - 2011 - Educational Theory 61 (4):467-489.
    Public schools are functionally provided through structural arrangements such as government funding, but public schools are achieved in substance, in part, through local governance. In this essay, Kathleen Knight Abowitz explains the bifocal nature of achieving public schools; that is, that schools are both subject to the unitary Public compact of constitutional principles as well as to the more local engagements with multiple publics. Knight Abowitz sketches this bifocal nature, exploring both the unitary ideal and its parameters, as well as (...)
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  3. Prospects for Effective Sex Education in Nigerian Secondary Schools.O. Adamolekun & I. R. Boyinbode - 1986 - Journal of Moral Education 15 (3):229-235.
    Abstract Two questionnaires, designated as Teachers? Questionnaire on Sex Education (TQSE) and Student Teachers? Questionnaire on Sex Education (SQSE) were administered to teachers and student teachers respectively to find out how interested, willing and prepared they are to be involved in sex education programmes in Nigerian secondary schools. This approach was predicated on the belief that teachers have a vital role to play in implementing any government policy on sex education particularly if such policies are to be routed through the (...)
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  4. The Concept of Physical Education II.Mollie Adams - 1969 - Journal of Philosophy of Education 3 (1):23–35.
  5. The Public School and the Immigrant Child.Jane Addams - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
  6. Biological Pedagogy as Concern for Semiotic Growth.Ramsey Affifi - 2014 - Biosemiotics 7 (1):73-88.
    Deweyan pedagogy seeks to promotes growth, characterized as an increased sensitivity, responsiveness, and ability to participate in an environment. Growth, Dewey says, is fostered by the development of habits that enable further habit formation. Unfortunately, humans have their own habitual ways of encountering other species, which often do not support growth. In this article, I briefly review some common conceptions of learning and the process of habit-formation to scope out the landscape of a more responsible and responsive approach to taking (...)
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  7. Panorama Della Pedagogia D'oggi.Aldo[from old catalog] Agazzi - 1953 - Brescia, La Scuola.
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  8. Progressive Education: Its Philosophy and Challenge.Harold Bernard Alberty (ed.) - 1940 - New york.
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  9. In the Name of Education: How Weird Ideologies Corrupt Our Public Schools, Politics, the Media, Higher Institutions, and History.Jonas E. Alexis - 2007 - Xulon Press.
    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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  10. Why We Need To Take A Socialist Approach In Regards To Information.John Altmann - manuscript -
    This is an essay discussing the ideal of Information Socialism. Information Socialism is an ideology inspired by Aaron Swartz and is the belief that information should be redistributed freely across the globe. I argue that such a practice would not only strengthen our reins on government here in the U.S., but can also have beneficial economic effects both at home and abroad.
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  11. La Política Solidaria de Una República Escolar En Carlos Norberto Vergara.Mariana Alvarado - 2012 - Childhood and Philosophy 8 (16):405-420.
    A fines del siglo XIX y principios del XX un pedagogo mendocino C. N. Vergara (Mendoza, 1859-1929) hace experiencia en Buenos Aires, Argentina, de una república escolar animada por una política solidaria. Con este escrito pretendemos situar la experiencia para tensionar las nociones de república-institución educativa-política y solidaridad. Tomamos como pre-texto para acometer la cuestión, incidentes del siglo XXI. Algunos testimonios que dicen sobre la vida que circula hacia fuera y hacia dentro de las instituciones educativas. Incidentes que como ejercicios (...)
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  12. Educations and Their Purposes: A Conversation Among Cultures.Roger T. Ames & Peter Herschock (eds.) - 2007 - University of Hawai'i Press.
    In this volume, representatives of different cultures and with alternative conceptions of human realization explore themes at the intersection of a changing ...
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  13. Educating for Intellectual Virtues: From Theory to Practice.Jason Baehr - 2013 - Journal of Philosophy of Education 47 (2):248-262.
    After a brief overview of what intellectual virtues are, I offer three arguments for the claim that education should aim at fostering ‘intellectual character virtues’ like curiosity, open-mindedness, intellectual courage, and intellectual honesty. I then go on to discuss several pedagogical and related strategies for achieving this aim.
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  14. The Islamic Concept of Education Reconsidered.Khosrow Bagheri & Zohreh Khosravi - 2006 - AMERICAN JOURNAL OF ISLAMIC SOCIAL SCIENCES 23 (4):88-103.
    Some authors have analyzed the Islamic concept of education in parallel to the assumed contrast between Islam and the liberal tradition. Hence, given the latter’s rationalist tendencies, an almost indoctrinatory essence is assumed for the Islamic concept of education. However, we argue that rationality is involved in all elements of the Islamic concept of education. There might be some differences between the Islamic and liberal conceptions of rationality, but these are not so sharp that the derivative Islamic concept of education (...)
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  15. Evolution, Education, and the Destiny of Man.Robert Bainbridge - 1971 - Dissertation, California Institute of Integral Studies
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  16. Medical Ethics and Medical Education: Proceedings of the Xivth Round Table Conference, Mexico City, Mexico, 1-3 December 1980. [REVIEW]Zbigniew Bańkowski & J. Corvera Bernardelli (eds.) - 1981 - Who Publications Centre [Distributor].
  17. The Philosophy of Friedrich Nietzsche as a Foundation for Physical Education.Gary Chester Banks - 1966 -
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  18. Education for Work in the Kibbutz as a Means Towards Personal, Social and Learning Fulfilment.Mordecai Bar‐Lev & Yuval Dror - 1995 - Journal of Moral Education 24 (3):259-272.
    Abstract This article attempts to present education for work in the kibbutz, with regard to the most up to date international literature in the field. The first part explains how the ideals of the Jewish tradition, of Socialist Zionism and progressive education made education for work so central in the kibbutz. In the second part, the unique philosophical and practical approach to self?realisation in society and in study in the kibbutz is described. In the final part, the success of the (...)
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  19. Education, Religion and Society: Essays in Honour of John M. Hull.Dennis Bates, Gloria Durka, Friedrich Schweitzer & John M. Hull (eds.) - 2006 - Routledge.
    Education, Religion and Society celebrates the career of Professor John Hull of the University of Birmingham, UK, the internationally renowned religious educationist who has also achieved worldwide fame for his brilliant writings on his experience, mid-career, of total blindness. In his outstanding career he has been a leading figure in the transformation of religious education in English and Welsh state schools from Christian instruction to multi-faith religious education and was the co-founder of the International Seminar on Religious Education and values. (...)
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  20. The future human image: Whom and How to educate in younger generation.Book 1.Oleg Bazaluk (ed.) - 2011 - ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  21. Value Education as Perceived by Parents, Teachers and Pupils in Israel.Miriam Ben‐Peretz & Lya Kremer - 1982 - Journal of Moral Education 11 (4):259-265.
    Abstract The perplexity that characterizes moral education was the motive for undertaking this study. A field selection of terminal and instrumental values served as its frame of reference. Two questions were posed by the investigators: Is there any difference in the degree of importance which parents, teachers and pupils attach to these values? Do different schools rate these values differently? A sample consisting of 531 pupils, 251 parents and 38 teachers, randomly selected from five Israeli high schools, were asked to (...)
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  22. The Universal Right to Education: Freedom, Equality and Fraternity.Ylva Bergström - 2010 - Studies in Philosophy and Education 29 (2):167-182.
  23. Educational Wastelands.Arthur Eugene Bestor - 1953 - Urbana, University of Iilinois Press.
  24. A Janela de Vidro Esporte, Televisäao E Educaðcäao F'isica.Mauro Betti - 1998 -
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  25. Autonomy, Democratic Community, and Citizenship in Philosophy for Children: Dewey and Philosophy for Children’s Rejection of the Individual/ Community Dualism.Jennifer Bleazby - 2006 - Analytic Teaching 26 (1):31-52.
  26. Practicality and Philosophy for Children.Jennifer Bleazby - 2004 - Critical and Creative Thinking 12 (2).
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  27. Reproductive and Parental Autonomy: An Argument for Compulsory Parental Education.Lisa Bortolotti & Daniela Cutas - 2009 - Reproductive Biomedicine Online 19 (ethics suppl.):5-14.
    In this paper we argue that society should make available reliable information about parenting to everybody from an early age. The reason why parental education is important (when offered in a comprehensive and systematic way) is that it can help young people understand better the responsibilities associated with reproduction, and the skills required for parenting. This would allow them to make more informed life-choices about reproduction and parenting, and exercise their autonomy with respect to these choices. We do not believe (...)
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  28. Philosophy, Programs, and History.James S. Bosco, Mary Ann Turner & Physical Education Dance American Alliance for Health - 1981 -
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  29. Global Learning Environment in Philosophy.Piotr Bołtuć - 2007 - Dialogue and Universalism 17 (7-8):149-158.
    In this paper I present my thesis stated numerous times at APA and NACAP meetings, that the current shortage of online programs in philosophy presents adanger to the profession. I also show how this danger could be averted. I give a snapshot of what teaching philosophy online, and doing it well, looks like. I am a very partial spectator in this debate since the example I am referring to is the program at UIS which I designed and, with my colleagues, (...)
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  30. Competences.Jan Bransen - 2005 - Philosophical Explorations 8 (3):209 – 215.
  31. Education and the Possibility of Outsider Understanding.David Bridges - 2009 - Ethics and Education 4 (2):105-123.
    In education issues to do with insider and outsider understanding arise in debates about religious education and about certain areas of research, and in argument about education for international understanding. Here I challenge the dichotomy between insider and outsider, arguing that a more collectivist view of human identity combined with elements of 'the self which we share with our fellows' means that we always stand in part as an insider and in part as an outsider in relation to others. I (...)
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  32. Education, Wisdom & Happiness.Vannevar Bush - 1961 - [Cambridge, Centennial Committee, Massachusetts Insitute of Technology.
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  33. Physical Education and Aesthetics.R. Carlisle - 1974 - In H. T. A. Whiting & D. W. Masterson (eds.), Readings in the Aesthetics of Sport. [Distributed by] Kimpton. pp. 21--31.
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  34. The Concept of Physical Education.R. Carlisle - 1969 - Journal of Philosophy of Education 3 (1):5–22.
  35. Henry Carr: Lectures and Speeches.Henry Carr - 1969 - Ibadan, Oxford University Press.
    The requirements of education at Lagos. 15 Apr. 1892.--Primary, elementary, secondary, and supplementary education. 22 Jan. 1902.--Christian marriage. 26 May 1909.--Religious instruction in church schools. 28 May 1909.--Education of women. 18 May 1911.--The Rt. Rev. Bishop James Johnson, M.A., D.D. 1918.--The problems of education in Southern Nigeria. 9 Nov. 1920.--Our religion and our social life. 2 Oct. 1923.--Moral character. 5 July 1924.--The truth about my background and my career. 1924.--Religion as the basis of education. 1934.--Overseas scholarships for deserving Nigerian youths. (...)
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  36. Epistemology of Education.J. Adam Carter & Ben Kotzee - forthcoming - Oxford Bibliographies Online.
  37. Persons, Minds and Bodies a Transcultural Dialogue Amongst Physical Education, Philosophy and the Social Sciences.Leon Charette & Saul Ross - 1988 -
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  38. Introduction to Physical Education Concepts of Human Movement.John Cheffers & Tom Evaul - 1978 -
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  39. Sun-Tzu Ping Fa Yü Ching Chi T I Yü Mou Lüeh.Jou Ching & Sun-tzu - 1991 -
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  40. Ethical Issues in Teaching.Michael Cholbi - 2013 - International Encyclopedia of Ethics.
    Learning is any process that, by engaging with a person's rational powers, results in an improvement in that person's knowledge, skills, behaviors, or values. Learning can of course occur unaided. Teaching, however, is the deliberate effort to induce learning in another person. The ethics of teaching, then, addresses the ethical standards, values, or traits that govern deliberate efforts to induce learning in others.
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  41. Richard Peters 1919–2011.John Clark - 2012 - Educational Philosophy and Theory 44 (3):237-237.
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  42. Contemporary Philosophies of Physical Education and Athletics.Robert A. Cobb - 1973 - Columbus, Ohio, Merrill.
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  43. Freeing Meno's Slave Boy: Scaffolded Learning in the Philosophy Classroom.Robert Colter & Joseph Ulatowski - 2015 - Teaching Philosophy 38 (1):25-49.
    This paper argues that a well known passage from Plato’s Meno exemplifies how to employ scaffolded learning in the philosophy classroom. It explores scaffolded learning by fully defining it, explaining it, and gesturing at some ways in which scaffolding has been implemented. We then offer our own model of scaffolded learning in terms of four phases and eight stages, and explicate our model using a well known example from Plato’s Meno as an exemplar. We believe that any practical concerns one (...)
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  44. Critical Thinking and Educational Assent.John J. Conley - 1993 - Inquiry 11 (2):1-1.
  45. "Trivial" Matters: Some Historico-Pedagogical Reflections.Thomas Conley - 1993 - Informal Logic 15 (1).
    The enduring persistence of the examples and exercises used in handbooks of the traditional arts of the Trivium (grammar, logic, and rhetoric) suggests that they were recognized as perennially effective as ways to inculcate intellectual virtue in many generations of students. Yet an examination of those examples and exercises suggests that only the ones in the rhetoric curriculum were able to resist acquiring the bad habits of the sister arts of grammar and logic. Sensitivity to facts and meanings and the (...)
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  46. Phenomenology, Physical Education, and Special Populations.Maureen Connolly - 1995 - Human Studies 18 (1):25 - 40.
    This paper attempts to show the complementarity between phenomenology and physical education as human sciences, and discusses how a consideration of this relation might inform the questions we ask and the methods we use in our research and teaching. We enter the common ground shared by phenomenology and physical education by way of three sensitizing concepts: lived experience, intersubjectivity, and insiders stories. Using examples from physical education and phenomenology, the paper shows the connections between these two increasingly compatible partners, emphasizes (...)
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  47. Spinning in the NAPLAN Ether: 'Postscript on the Control Societies' and the Seduction of Education in Australia.Ian Cook & Greg Thompson - 2012 - Deleuze Studies 6 (4):564-584.
    This paper applies concepts Deleuze developed in his ‘Postscript on the Societies of Control’, especially those relating to modulatory power, dividuation and control, to aspects of Australian schooling to explore how this transition is manifesting itself. Two modulatory machines of assessment, NAPLAN and My Schools, are examined as a means to better understand how the disciplinary institution is changing as a result of modulation. This transition from discipline to modulation is visible in the declining importance of the disciplinary teacher–student relationship (...)
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  48. Philosophy and Principles of Physical Education.Charles Clarence Cowell - 1963 - Englewood Cliffs, N.J., Prentice-Hall.
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  49. Connected Knowledge: Science, Philosophy, and Education.Alan H. Cromer - 1997 - 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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  50. Belief, Doubt and Reason: C. S. Peirce on Education.Donald J. Cunningham, James B. Schreiber & Connie M. Moss - 2005 - Educational Philosophy and Theory 37 (2):177–189.
    In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, the dimensions (...)
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1 — 50 / 251