Search results for 'Atli Harðarson' (try it on Scholar)

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  1. Lars Boje Mortensen (1997). Gunnar Hardarson, Littérature Et Spiritualité En Scandinavie Médiévale: La Traduction Norroise du “De Arrha Animae” de Hugues de Saint-Victor. (Bibliotheca Victorina, 5.) Paris and Turnhout: Brepols, 1995. Paper. Pp. X, 275 Plus 6 Black-and-White Figures and 3 Maps. [REVIEW] Speculum 72 (4):1181-1183.
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    Atli Harðarson (2012). Why the Aims of Education Cannot Be Settled. Journal of Philosophy of Education 46 (2):223-235.
    The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it (...)
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    Neil Hopkins (2014). The Democratic Curriculum: Concept and Practice. Journal of Philosophy of Education 48 (3):416-427.
    Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored (...)
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    Atli Harðarson (2016). Aims of Education: How to Resist the Temptation of Technocratic Models. Journal of Philosophy of Education 50 (4).
    A technocratic model of curriculum design that has been highly influential since the middle of last century assumes that the aims of education can be, and should be: 1. Causally brought about by administering educational experiences; 2. Specified as objectives that can be attained, reached or completed; 3. Changes in students that are described in advance. Richard S. Peters argued against the first of these three tenets by making a distinction between aims that are causally brought about by the means (...)
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