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  1. added 2019-03-18
    El habitacionismo: una apertura en la mentalidad educativa contemporánea.Luis Manuel Martínez Domínguez - 2015 - Revista de Investigación En Educación 13 (1):27-52.
    This paper presents a classification of the essential mentalities to face the educative phenomenon. Being the guideline the relation subject-object created in between the different components, there are four essential educative mentalities: acquisitionist, constructivist, integrationist and inhabitationist. A description is provided to understand the educative phenomenon of each and the conclusion sets inhabitationism as the most beneficious to face education. -/- En este artículo se presenta una clasificación de las mentalidades educativas esenciales con las que se puede afrontar el fenómeno (...)
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  2. added 2019-02-27
    Education Management in Managerialist Times: Beyond the Textual Apologists.Martin Thrupp & Robert Willmott - 2003 - Maidenhead & Philadelphia: Open University Press.
    For academics and students, Education Management in Managerialist Times offers a critical guide to existing educational management texts and makes a strong case for redefining educational management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.
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  3. added 2019-02-26
    Peirce and Education - an Overview.Catherine Legg & Torill Strand - 2019 - Encyclopedia of Educational Philosophy and Theory.
    The philosophy of Charles S. Peirce (1839–1914) enhances our understanding of educational processes.
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  4. added 2019-01-14
    #FeesMustFall and the Decolonised University in South Africa: Tensions and Opportunities in a Globalising World.Dominic Griffiths - forthcoming - International Journal of Educational Research.
    Colonialism’s legacy in South Africa includes persistent economic inequality which, since the country’s universities charge fees, bars many from higher education, perpetuating the marginalisation of those previously disadvantaged by the apartheid regime. In 2015-6, country-wide unrest raged across university campuses, as students protested the yearly cycle of tuition increases under the slogan #FeesMustFall, demanding “free, decolonised education”. Protests ended in December 2017 when the government announced a sliding-scale payment policy alleviating the economic burden for poorer students. This paper sets the (...)
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  5. added 2018-12-22
    Les sciences impliquées entre objectivité épistémique et impartialité engagée.Donato Bergandi - 2018 - In Laurence Brière, Mélissa Lieutenant-Gosselin & Florence Piron (eds.), Et si la recherche scientifique ne pouvait pas être neutre? Montréal, Canada: esbc, éditions science et bien commun. pp. 13 chapter.
    Partout des appels formels invoquant la démocratie sont lancés : la démocratie comme première condition requise pour une gouvernance politique respectueuse des intérêts des citoyens et des équilibres de l’environnement. En même temps, une multitude d’indices convergents configurent une gestion de la res publica par une caste oligarchique politico-économique dont la propension à gérer les ressources environnementales se caractérise par l’absence de prise en compte du bien commun sur la base d’intérêts particuliers sans tenir compte des équilibres biosphériques (Bergandi, 2014 (...)
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  6. added 2018-12-15
    Revisiting Model-Based Learning. [REVIEW]Yann Benétreau-Dupin - 2018 - Science & Education 27 (9-10):1033-1037.
  7. added 2018-11-14
    The Very Idea of an Educated Public: On Philosophical Education and MacIntyre’s Project.Nathan Alexander Mueller - forthcoming - Journal of Philosophy of Education.
    In this paper, I aim to reconsider MacIntyre’s notion of an educated public. In particular, I aim to do so in light of his recent elucidation of the role of philosophical education in rejecting, or at least challenging, predominant and shared cultural assumptions. I begin by outlining MacIntyre’s original case for an educated public as found in The Idea of an Educated Public. I then briefly consider and respond to three prominent criticisms of MacIntyre’s original explication of the notion. In (...)
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  8. added 2018-10-05
    Beyond the Present and the Particular a Theory of Liberal Education.Charles Bailey - 1984
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  9. added 2018-09-06
    Giovanni Gentile and the State of Contemporary Constructivism: A Study of Actual Idealist Moral Theory.James Wakefield - 2015 - Imprint Academic.
    Recent moral philosophers have had little to say about Giovanni Gentile's 'actual idealism’, which is widely dismissed as a kind of obscurantist Hegelianism used to conceal flimsy justifications for the state’s total impunity over questions of morality and truth. While Gentile is increasingly recognised as a major figure in twentieth-century Italian culture, actual idealism itself has yet to be given a full and impartial philosophical appraisal. Giovanni Gentile and the State of Contemporary Constructivism represents the first book-length treatment of actual (...)
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  10. added 2018-09-01
    Spirituality and Ethics in Education Philosophical, Theological, and Radical Perspectives.Hanan A. Alexander - 2004
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  11. added 2018-08-12
    Epistemologia e Currículo: registro do II Workshop de Filosofia e Ensino da UFRGS.Gisele Dalva Secco, Ronai Pires da Rocha, Daniel Simão Nascimento, Nastassja Pugliese, Frank Thoma Sautter, Marta Vitória de Alencar & Renato Matoso Brandão - 2015 - Porto Alegre, RS, Brasil: Federal University of Rio Grande do Sul.
    O livro reúne textos apresentados no II Workshop de Filosofia e Ensino, realizado na UFRGS em 2015, com a temática "Epistemologia e Currículo" -/- .
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  12. added 2018-07-31
    Contemplative Science: An Insider's Prospectus.W. B. Britton, A. C. Brown, C. T. Kaplan, R. E. Goldman, M. Deluca, R. Rojiani, H. Reis, M. Xi, J. C. Chou, F. McKenna, P. Hitchcock, Tomas Rocha, J. Himmelfarb, D. M. Margolis, N. F. Halsey, A. M. Eckert & T. Frank - 2013 - New Directions for Teaching and Learning 134:13-29.
    This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.
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  13. added 2018-07-12
    Preparing Elementary School Teachers for Social Studies Instruction in the Context of edTPA.Sohyun An - 2017 - Journal of Social Studies Research 41 (1):25-35.
  14. added 2018-07-12
    Preservice Elementary Teachers׳ Economic Literacy: Closing Gates to Full Implementation of the Social Studies Curriculum.Kenneth V. Anthony, Rebecca C. Smith & Nicole C. Miller - 2015 - Journal of Social Studies Research 39 (1):29-37.
  15. added 2018-06-25
    Moral Education: Hegemony Vs. Morality.Sanjit Chakraborty - 2017 - International Journal of Applied Ethics 6:53-65.
    The paper inculcates the path of modern education by implementing cum ensuing the form and content of moral education from the stances of prescriptivist R. M Hare and existentialist Sartre. In the first part of the paper, Hare’s tune for language-centric moral concepts and its prescriptive plus universalistic application for society enhance an outlook for moral education where learners should be taught to apply morality from a prescriptive sense, not by memorizing it in a descriptive manner. Besides, Sartre’s existentialist appeal (...)
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  16. added 2018-06-14
    What is Critical About Critical Pedagogy? Conflicting Conceptions of Criticism in the Curriculum.Hanan A. Alexander - 2018 - Educational Philosophy and Theory 50 (10):903-916.
    In this paper, I explore the problems of cultivating a critical attitude in pedagogy given problems with accounts grounded in critical social theory, rational liberalism and pragmatic esthetic theory. I offer instead an alternative account of criticism for education in open, pluralistic, liberal, democratic societies called 'pedagogy of difference' that is grounded in the diversity liberalism of Isaiah Berlin and the dialogical philosophy of Martin Buber. In our current condition in which there is no agreement as to the proper criteria (...)
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  17. added 2018-06-14
    What is Common About Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education.Hanan Alexander - 2007 - Journal of Philosophy of Education 41 (4):609–624.
  18. added 2018-06-14
    A View From Somewhere: Explaining the Paradigms of Educational Research.Hanan A. Alexander - 2006 - Journal of Philosophy of Education 40 (2):205–221.
    In this paper I ask how educational researchers can believe the subjective perceptions of qualitative participant-observers given the concern for objectivity and generalisability of experimental research in the behavioural and social sciences. I critique the most common answer to this question within the educational research community, which posits the existence of two (or more) equally legitimate epistemological paradigms—positivism and constructivism—and offer an alternative that places a priority in educational research on understanding the purposes and meanings humans attribute to educational practices. (...)
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  19. added 2018-06-14
    Cultural Transmission and Economic Development: A Critique of Educational Positivism.Chanan Alexander - 1981 - Educational Theory 31 (3-4):351-358.
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  20. added 2018-06-07
    Learning Without Storing: Wittgenstein’s Cognitive Science of Learning and Memory.Ian O'Loughlin - 2017 - In Michael A. Peters & Jeff Stickney (eds.), Pedagogical Investigations: A Companion to Wittgenstein on Education. Singapore: Springer. pp. 601-614.
    Education has recently been shaped by the cognitive science of memory. In turn, the science of memory has been infused by revolutionary ideas found in Wittgenstein’s works. However, the memory science presently applied to education draws mainly on traditional models that are quickly becoming outmoded; Wittgenstein’s insights have yet to be fruitfully applied, though they have helped to develop the science of memory. In this chapter, I examine three Wittgensteinian reforms in memory science as they pertain to education . First, (...)
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  21. added 2018-04-24
    Goldman and Siegel on the Epistemic Aims of Education.Alessia Marabini & Luca Moretti - manuscript
    Philosophers have claimed that education aims at fostering disparate epistemic goals. In this paper we focus on an important segment of this debate involving conversation between Alvin Goldman and Harvey Siegel. Goldman claims that education is essentially aimed at producing true beliefs. Siegel contends that education is essentially aimed at fostering both true beliefs and, independently, critical thinking and rational belief. Although we find Siegel’s position intuitively more plausible than Goldman’s, we also find Siegel’s defence of it wanting. We suggest (...)
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  22. added 2018-04-03
    Philosophy and Philosophical Education.Ihor Karivets - 2014 - Philosophical Thought 6.
    In this essay the author underlines the difference between philosophy and philosophical education. Recent debates on the problems of philosophical education have shown that they had not answered the main question: what is philosophy? The author stresses that philosophy is the understanding of unconditioned beginning; it is not the searching of such a beginning, but only the understanding. We see that philosophy is substituted for philosophical education. Such substitution is the death of philosophy, because philosophy became very specialized science, divided (...)
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  23. added 2018-03-28
    An Exploration of Naquib Al-Attas’ Theory of Islamic Education as Ta’Dīb as an ‘Indigenous’ Educational Philosophy.Farah Ahmed - 2018 - Educational Philosophy and Theory 50 (8):786-794.
    This paper explores the ‘indigenous’ philosophy of education of Syed Muhammad Naquib al-Attas, a Malay-Muslim scholar who’s theoretical work culminated in the establishment of a counter-colonial higher education institution. Through presenting al-Attas’ life and philosophy and by exploring the arguments of his critics, I aim to shed light on the challenges and paradoxes faced by indigenous academics working at the interface of philosophy and education.
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  24. added 2018-03-09
    What’s Wrong With Science? Towards a People’s Rational Science of Delight and Compassion, Second Edition.Nicholas Maxwell - 2009 - London: Pentire Press.
    What ought to be the aims of science? How can science best serve humanity? What would an ideal science be like, a science that is sensitively and humanely responsive to the needs, problems and aspirations of people? How ought the institutional enterprise of science to be related to the rest of society? What ought to be the relationship between science and art, thought and feeling, reason and desire, mind and heart? Should the social sciences model themselves on the natural sciences: (...)
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  25. added 2018-02-27
    Is Religious Education Possible? An Examination of the Logical Possibility of Teaching for Religious Understanding Without Religious Belief.Michael Hand - 2001 - Dissertation, Oxford University
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  26. added 2018-02-16
    Exploring an Interdisciplinary Expedition in a Global History Class.Lorrei DiCamillo - 2015 - Journal of Social Studies Research 39 (3):151-162.
  27. added 2018-01-11
    Peirce and Educational Philosophy.Chiasson Phyllis - 2001 - The Commens Encyclopedia: The Digital Encyclopedia of Peirce Studies.
    Embedded within Peirce’s complete body of work is a “design for thinking” that provides a sturdy foundation for the development of three important learning capabilities. These capabilities are 1) the ability to identify, compare, and contrast qualities, 2) the ability to perform analyses, and 3) the ability to appropriately interpret the meaning of signs. Once teachers learn to develop their own intellectual potential by expanding these capabilities within themselves, they will be able to begin bringing about the development of these (...)
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  28. added 2017-11-08
    The Teacher is a Learner: Dewey on Aims in Education.Atli Harðarson - 2018 - Educational Philosophy and Theory 50 (5):538-547.
    In Chapter VIII of Democracy and Education, Dewey objects to all three of the following propositions: education serves predefined aims; Education serves aims that are external to the process of education; and Education serves aims that are imposed by authority. From the vantage point of policy-makers and authors of curriculum guides, these three propositions seem plausible, even self-evident. In this paper, I set forth a critical interpretation and evaluation of Dewey’s objections to them and argue that he saw the aims (...)
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  29. added 2017-11-08
    Confucius’ Junzi : The Conceptions of Self in Confucian.Jinhua Song & Xiaomin Jiao - 2017 - Educational Philosophy and Theory 50 (13):1171-1179.
    Confucius reinvented the concept of Junzi (君子), an idea of personhood which invites continual assessment whether the concerns people were once devoted to are worthy of ongoing devotion, and how they make a place in the world—a place where they hope they can exercise some governance in their lives. Junzi (君子)is a agent, and has the properties and powers to monitor their lives, and to contribute to societal transformation. Cultivating a person is centrally involved in the politics of subjectivity, in (...)
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  30. added 2017-11-07
    Epistemic Corruption and Education.Ian James Kidd - forthcoming - Episteme:1-16.
    I argue that, although education should have positive effects on students’ epistemic character, it is often actually damaging, having bad effects. Rather than cultivating virtues of the mind, certain forms of education lead to the development of the vices of the mind - it is therefore epistemically corrupting. After sketching an account of that concept, I offer three illustrative case studies.
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  31. added 2017-10-31
    Hölderlin’s Idea of ‘Bildungstrieb’: A Model From Yesteryear?Violetta L. Waibel - 2018 - Educational Philosophy and Theory 50 (6-7):640-651.
    The term Bildungstrieb, which was used toward the end of the eighteenth century by thinkers like Johann Gottfried Herder, Immanuel Kant, or Friedrich Schiller, but which is obsolete in today’s vernacular, was of great importance for Friedrich Hölderlin. In this article, I explore the historical roots of this concept in the biology of the time, which was then still searching for the right concepts to describe the organic. Bildungstrieb is found in Kant’s teleology in the Critique of Judgment, where Kant (...)
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  32. added 2017-10-31
    Aversive Education: Emersonian Variations on ‘Bildung’.Claudia Schumann - 2017 - Educational Philosophy and Theory:1-10.
    The paper discusses Ralph Waldo Emerson’s thought in relation to the German Bildung tradition. For many, Bildung still signifies a valuable achievement of modern educational thought as well as a critical, emancipatory ideal which, frequently in a rather nostalgic manner, is appealed to in order to delineate problematic tendencies of current educational trends. Others, in an at times rather cynical manner, claim that Bildung through its successful institutionalization has shaped vital features of our present educational system and has thus served (...)
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  33. added 2017-10-10
    Education, In Spite of It All.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):1-3.
    This special issue of Studies in Philosophy and Education neither rejects, nor offers outright alternatives to the dominant contemporary model of education, but instead explores its margins and the possibilities they might offer for administrators, teachers and students within institutions and broader social contexts. The intention of the editors and contributors has been to tweak the focus from a critique of an oppressive system to a mapping of that system and the opportunities that exist within it–or on its margins–in spite (...)
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  34. added 2017-09-22
    John Dewey’s Conception of Education: Finding Common Ground with R. S. Peters and Paulo Freire.Kelvin Beckett - 2018 - Educational Philosophy and Theory 50 (4):380-389.
    John Dewey adopted a child-centered point of view to illuminate aspects of education he believed teacher-centered educators were neglecting, but he did so self-consciously and self-critically, because he also believed that ‘a new order of conceptions leading to new modes of practice’ was needed. Dewey introduced his new conceptions in The Child and the Curriculum and later and more fully in Democracy and Education. Teachers at his Laboratory School in Chicago developed the new modes of practice. In this article, I (...)
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  35. added 2017-09-07
    An Exploration of Naquib Al-Attas’ Theory of Islamic Education as Ta’Dīb as an ‘Indigenous’ Educational Philosophy.Farah Ahmed - 2018 - Educational Philosophy and Theory 50 (8):786-794.
    This paper explores the ‘indigenous’ philosophy of education of Syed Muhammad Naquib al-Attas, a Malay-Muslim scholar who’s theoretical work culminated in the establishment of a counter-colonial higher education institution. Through presenting al-Attas’ life and philosophy and by exploring the arguments of his critics, I aim to shed light on the challenges and paradoxes faced by indigenous academics working at the interface of philosophy and education.
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  36. added 2017-08-25
    Philosophy for Children Meets the Art of Living: A Holistic Approach to an Education for Life.L. D'Olimpio & C. Teschers - 2016 - Philosophical Inquiry in Education 23 (2):114-124.
    This article explores the meeting of two approaches towards philosophy and education: the philosophy for children approach advocated by Lipman and others, and Schmid’s philosophical concept of Lebenskunst. Schmid explores the concept of the beautiful or good life by asking what is necessary for each individual to be able to develop their own art of living and which aspects of life are significant when shaping a good and beautiful life. One element of Schmid’s theory is the practical application of philosophy (...)
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  37. added 2017-07-22
    The Neo‐Humanistic Concept of Bildung Going Astray: Comments to Friedrich Schiller's Thoughts on Education.Hansjörg Hohr Aagot Vinterbo‐Hohr - 2006 - Educational Philosophy and Theory 38 (2):215-230.
    Friedrich Schiller , German poet, dramatist, philosopher and publisher, was a prominent contributor to the educational neo‐humanistic concept of Bildung at the threshold to Romanticism. Schiller assigns a pivotal role to the aesthetic education arguing that aesthetic activity reconciles sensuousness and reason and thereby creates the precondition of knowledge and morality. The article examines elitist and sexist traits in Schiller's work and whether they are constitutive to his theory of aesthetics and education. By identifying problems in the philosophical foundations of (...)
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  38. added 2017-06-10
    Writing the Practice/Practise the Writing: Writing Challenges and Pedagogies for Creative Practice Supervisors and Researchers.Claire Aitchison - 2015 - Educational Philosophy and Theory 47 (12):1291-1303.
    There is now an increasing body of knowledge on creative practice-based doctorates especially in Australia and the United Kingdom. A particular focus in recent years has been on the written examinable component or exegesis, and a number of studies have provided important information about change and stability in the form and nature of the exegesis and its relationship to the creative project. However, we still know relatively little about the pedagogical practices that supervisors use to support these students’ development as (...)
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  39. added 2017-06-09
    Public Goods and Education.Jonny Anomaly - 2018 - In Andrew I. Cohen (ed.), Philosophy and Public Policy. Lanham, MD: Rowman and Littlefield.
  40. added 2017-05-22
    Can Universities Save Us From Disaster?Nicholas Maxwell - 2017 - On the Horizon 52 (2):115-130.
    We face grave global problems. One might think universities are doing all they can to help solve these problems. But universities, in successfully pursuing scientific knowledge and technological know-how in a way that is dissociated from a more fundamental concern with problems of living, have actually made possible the genesis of all our current global problems. Modern science and technology have led to modern industry and agriculture, modern medicine and hygiene, modern armaments, which in turn have led to much that (...)
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  41. added 2017-05-19
    Merkityksen ongelma kasvatustieteessä: Lähtökohtia pedagogisen toiminnan perusrakenteen semioottiseen analyysiin.Eetu Pikkarainen - 2004 - Dissertation, University of Oulu
    This study is about the meaning of education and the concept of meaning. The main aim is to develop a meta-theoretical object theory of education i.e. a theory about the research object of science of education, one which would be a valid reflection basis both for methodological and meta-theoretical questions of educational scientific research and for general pedagogical discussions. The development is based on the continental tradition of general pedagogy which acknowledges the pedagogical paradox by distinguishing between the concepts of (...)
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  42. added 2017-05-01
    Introduction to Ecologizing Philosophy of Education.Ramsey Affifi, Sean Blenkinsop, Chloe Humphreys & Clarence W. Joldersma - 2017 - Studies in Philosophy and Education 36 (3):229-241.
  43. added 2017-05-01
    Programming the Gesture of Writing: On the Algorithmic Paratexts of the Digital.Catherine Adams - 2016 - Educational Theory 66 (4):479-497.
    In the wake of the digital, some have recommended that we abandon the tedium of teaching handwriting to children in service of promoting “more creative” digital literacies. Others worry that an early diet of keyboard and screen may have deleterious effects on children's social, emotional, and cognitive development, as well as their physical well-being. Yet in this debate, the algorithmic scripts and digital surfaces underwriting these new reading, writing, and mathematical practices are, with a few notable exceptions, almost exclusively ignored. (...)
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  44. added 2017-05-01
    Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice.Rebecca Adami - 2016 - Studier I Pædagogisk Filosofi 4 (2):68-80.
    Can human rights in education enhance students and teachers capacity to reimagine their local community and to rethink the rules and laws that support such a social community? This paper is a political philosophical inquiry into human rights in education, drawing on the work of Hannah Arendt, Cornelius Castoriadis and Adriana Cavarero. By placing learning at the center of political philosophy through the notion of paideia, we need to ask how such an education can look like. According to Castoriadis, society (...)
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  45. added 2017-05-01
    The Logical Priority of the Question: R. G. Collingwood, Philosophical Hermeneutics and Enquiry‐Based Learning.David Aldridge - 2013 - Journal of Philosophy of Education 47 (1):71-85.
    The thesis that all learning has the character of enquiry is advanced and its implications are explored. R. G. Collingwood's account of ‘the logical priority of the question’ is explained and Hans‐Georg Gadamer's hermeneutical justification and development, particularly the rejection of the re‐enactment thesis, is discussed. Educators are encouraged to consider the following implications of the character of the question implied in all learning: that it is a question that is constituted in the event rather than prepared or given in (...)
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  46. added 2017-05-01
    Medical Education and the Tyranny of Competency.Michael A. - 2009 - Perspectives in Biology and Medicine 52 (1):90-102.
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  47. added 2017-05-01
    Heteroglossia and Philosophers of Education.Kathleen Knight Abowitz - 2002 - Educational Theory 52 (3):291-302.
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  48. added 2017-05-01
    Education as a Positional Good: Implications for Market-Based Reforms of State Schooling.Nick Adnett & Peter Davies - 2002 - British Journal of Educational Studies 50 (2):189 - 205.
    Analyses of market-based reforms of state schooling have occasionally acknowledged positional elements in parental demand, but none has fully examined their nature and implications. Contrary to the normal predictions of orthodox economic analysis, competition in positional markets can result in inefficient outcomes. Predominantly relying upon recent British experience, we examine the extent to which compulsory schooling can be viewed as a positional good and explore its implications for policy. In particular, we consider whether policies targeting increases in parental choice assist (...)
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  49. added 2017-05-01
    Kant, Pestalozzi and the Role of Ideology in Educational Thought.Ian Adams - 1990 - Journal of Philosophy of Education 24 (2):257–269.
  50. added 2017-05-01
    The Conspiracy of the Text. The Place of Narrative in the Development of Thought.Jeff Adams - 1987 - British Journal of Educational Studies 35 (2):189-190.
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1 — 50 / 148