Results for 'Education Aims and objectives'

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  1.  15
    Aims and Objectives of Phisical Education in Institutions of Higher Learning.Takayuki Hata & Takuro Endo - 1992 - Journal of the Philosophy of Sport and Physical Education 14 (1):25-34.
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  2.  1
    The Aims and Objectives of Olympic Education in China.Yinmin Wang & Naofumi Masumoto - 2007 - Journal of the Philosophy of Sport and Physical Education 29 (2):109-123.
  3.  16
    On Educational Aims, Curriculum Objectives and the Preparation of Teachers.Tasos Kazepides - 1989 - Journal of Philosophy of Education 23 (1):51–59.
  4. Curriculum Aims and Objectives: Taking a Means to an End. Reply to Hugh Sockett.Malcolm Skilbeck - 1972 - Journal of Philosophy of Education 6 (1):62–72.
  5.  23
    Curriculum Aims and Objectives: Taking a Means to an End.Hugh Sockett - 1972 - Journal of Philosophy of Education 6 (1):30–61.
  6. Education, Autonomy and Critical Thinking.Christopher Winch - 2006 - Routledge.
    The concepts of autonomy and of critical thinking play a central role in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education, exploring their roles in mortality and politics before examining the role of critical thinking in fulfilling the educational aim of preparing young people for autonomy. The author analyses different senses of the terms 'autonomy' and 'critical thinking' and the implications for education. Implications of the (...)
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  7.  6
    Understanding Educational Aims.Colin Wringe - 1988 - Allen & Unwin.
  8.  18
    The Nature of Aims and Ends in Education.Gregory Mellema - 1984 - Philosophy Research Archives 10:321-336.
    In this paper it is argued that educational aims be approached as states of affairs susceptible of analysis in terms of means and ends. An educator’s various aims, in this way, can be classified according to the means-end relationship they bear to one another. This approach, which stands squarely in the tradition of Aristotle and enjoys little support among contemporary educational theorists, is defended from objections by R.S. Peters, a popular and influential proponent of an alternative approach.
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  9.  6
    The Nature of Aims and Ends in Education.Gregory Mellema - 1984 - Philosophy Research Archives 10:321-336.
    In this paper it is argued that educational aims be approached as states of affairs susceptible of analysis in terms of means and ends. An educator’s various aims, in this way, can be classified according to the means-end relationship they bear to one another. This approach, which stands squarely in the tradition of Aristotle and enjoys little support among contemporary educational theorists, is defended from objections by R.S. Peters, a popular and influential proponent of an alternative approach.
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  10. Educational Theories and Modern Trends.D. N. Gaind - 1965 - Agra, Ram Prasad.
     
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  11.  1
    Humanistic Critique of Education: Teaching and Learning as Symbolic Action.Peter M. Smudde (ed.) - 2010 - Parlor Press.
    Ten essays by noted scholars address the subjects of educational policy, methods, ideology, and more, with stress upon the rhetoric of contemporary teaching and learning.
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  12. Nature, Aims, and Policy.Adrian Maurice Dupuis - 1970 - Urbana, University of Illinois Press.
  13.  35
    Education for Ethics Practice: Tailoring Curricula to Local Needs and Objectives[REVIEW]Cheryl Cline, Ann Heesters, Barbara Secker & Andrea Frolic - 2012 - HEC Forum 24 (3):227-243.
    Currently, there is no authoritative credentialing process for individuals engaged in ethics practice, no accreditation system that sets minimum education standards for programs aiming to prepare these individuals for their work, and little evidence available that any particular training model is actually achieving its pedagogical goals. At the same time, a number of healthcare organizations and universities now routinely offer post-graduate programs, clinical fellowships and in-house training specifically devised to prepare graduates for ethics practice. However, while their numbers appear (...)
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  14. The Aims of Education.Roger Marples (ed.) - 1999 - Routledge.
    In this volume, international philosophers of education explore and question diverse strains of the liberal tradition, discussing autonomy and other key issues including social justice, national identity, curriculum, critical thinking and social practices.
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  15.  34
    Is Intellectual Character Growth a Realistic Educational Aim?Jason Baehr - 2016 - Journal of Moral Education 45 (2):117-131.
    Responsibilist approaches to virtue epistemology examine the epistemic significance of intellectual virtues like curiosity, attentiveness, intellectual humility, open-mindedness, intellectual courage, and intellectual tenacity. On one way of thinking about these traits, they are the deep personal qualities or character traits of a good thinker or learner. Given the intimate connection between intellectual virtues and good thinking and learning, responsibilist virtue epistemology appears ripe for application to educational theory and practice. At a minimum, growth in intellectual virtues seems like a worthy (...)
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  16. Clinical and Objective Cognitive Measures for the Diagnosis of Cognitive Frailty Subtypes: A Comparative Study.Qingwei Ruan, Weibin Zhang, Jian Ruan, Jie Chen & Zhuowei Yu - 2021 - Frontiers in Psychology 12.
    BackgroundCognitive frailty includes reversible and potentially reversible subtypes; the former is known as concurrent physical frailty and pre-mild cognitive impairment subjective cognitive decline, whereas the latter is known as concurrent PF and MCI. The diagnoses of pre-MCI SCD and MCI are based on clinical criteria and various subjective cognitive decline questionnaires. Heterogeneous assessment of cognitive impairment results in significant variability of CI, CF, and their subtype prevalence in various population-based studies.ObjectiveThis study aimed to compare the classification differences in CI and (...)
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  17. Qiang Guo Shu Ren: Yi Ge Wei da Min Zu de Jiao Yu Li Xiang = Empower the Nation and Enlighten the People: The Educational Ideal of a Great Nation.Dingbang Liu - 2011 - Shanghai Jiao Tong da Xue Chu Ban She.
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  18.  9
    Aims in Education: The Philosophic Approach.Thomas Henry Bernard Hollins - 1964 - [Manchester]Manchester University Press.
  19. Education and the Postmodern Condition: Revisiting Jean-François Lyotard.Michael Peters - 1995 - Journal of Philosophy of Education 29 (3):387–400.
  20.  2
    Aims of Education: Early Twentieth Century.Jack Harrington - 1974 - New York: Mss Information.
  21.  19
    Radical Education and the Common School: A Democratic Alternative.Michael Fielding - 2011 - Routledge.
    The book concludes by examining how we might bring such transformation about.Written by two of the leading experts in the fields of early childhood and ...
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  22.  55
    Bloom and His Critics: Nietzsche, Nihilism, and the Aims of Education.Jon Fennell - 1999 - Studies in Philosophy and Education 18 (6):405-434.
    The central questions raised by Allan Bloom's The Closing of theAmerican Mind are often overlooked. Among the most important ofBloom's themes is the impact of nihilism upon education. Bloom condemnsnihilism. Interestingly, we find among his critics two alternativejudgments. Richard Schacht, citing Nietzsche, asserts that nihilism,while fruitless in and of itself, is a necessary prerequisite tosomething higher. Harry Neumann, affirming the accuracy of nihilism,declares that both Bloom and Nietzsche reject nihilism out of ignoranceborn of weakness. All three philosophers understand that (...)
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  23.  32
    Knowledge and Relativism: An Essay in the Philosophy of Education.F. C. White - 1983 - Van Gorcum.
  24.  1
    The Co-Existential Educational Community and Culture.S. S. Voznyak & V. V. Limonchenko - 2021 - Anthropological Measurements of Philosophical Research 20:52-68.
    Purpose. The article aims to comprehend the concept that has a serious anthropological meaning, – a "co-existential educational community" – which points at the real subject and object in the development of the educational reality, as well as to explicate its importance towards understanding the real way of addressing actually to the culture and its acquisition in the pedagogical process. Theoretical basis. To achieve this purpose, the method of categorical-reflexive analysis of texts and problems of real educational realities is (...)
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  25.  23
    Radical Education: A Critique of Freeschooling and Deschooling.Robin Barrow - 1978 - London: M. Robertson.
  26. Democracy and Education.M. Siddalingaiya - 1975 - Sharath Prakashana.
  27.  34
    The Other Objective of Ethics Education: Re-Humanising the Accounting Profession – a Study of Ethics Education in Law, Engineering, Medicine and Accountancy. [REVIEW]Ken McPhail - 2001 - Journal of Business Ethics 34 (3-4):279 - 298.
    Recently within the critical accounting literature Funnell (1998) has argued that accounting was implicated in the Holocaust. This charge is primarily related to the technical, mathematical nature of accounting and its ability to dehumanise individuals. Broadbent (1998, see also DeMoss and McCann, 1997) has also contended that "accounting logic" excludes emotion. She suggests that a more emancipatory form of accounting could be possible if emotion were given a voice and allowed to be heard within accounting discourse (see also Kjonstad and (...)
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  28.  56
    The Educational Imperative: A Defence of Socratic and Aesthetic Learning.Peter Abbs - 1994 - Falmer Press.
    The outcome of this is explored, in detail, in relation to the teaching of literature, creative writing and drama.
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  29. Bias and Education for Democracy.Michael Stewart - 1938 - London: Oxford University Press UK.
     
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  30.  11
    Ethics and Educational Policy.Kenneth A. Strike & Kieran Egan (eds.) - 1978 - Routledge and Kegan Paul.
    Ambiguities in liberal 1 education and the problem of its content RSPeters INTRODUCTION If one was mounting a defence of certain distinctive values in ...
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  31.  1
    Addressing Education: Purposes, Plans, and Politics.Peggy A. Pittas & Katherine M. Gray (eds.) - 2004 - Xlibris.
    Addressing Education: Purposes, Plans, and Politics is the first in the 10-volume series, Lynchburg College Symposium Readings, 3rd edition. Each volume presents primary texts organized around an interdisciplinary, liberal arts theme such as education, politics, social issues, science and technology, morals and ethics. The series has been developed by Lynchburg College faculty for use in the Senior Symposium and the Lynchburg College Symposium Readings Program (SS/LCSR). While these programs are distinctive to Lynchburg College, the texts are used on (...)
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  32.  20
    Aims of Education: How to Resist the Temptation of Technocratic Models.Atli Harðarson - 2017 - Journal of Philosophy of Education 51 (1):59-72.
    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 (...)
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  33.  16
    African(a) Philosophy of Education: Reconstructions and Deconstructions.Yusef Waghid & Berte Van Wyk (eds.) - 2005 - Dept. Of Education Policy Studies, Stellenbosch University.
  34.  20
    Aims of Education: How to Resist the Temptation of Technocratic Models.Atli Harðarson - 2016 - 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 (...)
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  35.  13
    Markets, Managers, and Theory in Education.John Halliday - 1990 - Falmer Press.
    Introduction During the past ten years or so, there seems to have been a constant supply of statements, policies and arguments that assert or purport to ...
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  36.  3
    The Last Book of Postmodernism: Apocalyptic Thinking, Philosophy and Education in the Twenty-First Century.Michael A. Peters - 2011 - P. Lang.
    <I>The Last Book of Postmodernism comprises set of essays written on and about 'postmodernism' and education. It is written in an apocalyptic tone that treats themes of religion and spiritualism, drawing on poststructuralist sources of inspiration, to contrast the present 'postmodern condition' and the philosophical significance and historical influence of Nietzsche's statement 'God is dead.' The book considers the meaning of the 'end' of Christendom and the prospect of global spirituality. It also considers the 'end' of literature and the (...)
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  37.  42
    Argumentation and Education.Nathalie Muller Mirza & Anne Nelly Perret-Clermont (eds.) - 2009 - Springer.
    Hence, argumentation will have an increasing importance in education, both because it is a critical competence that has to be learned, and because argumentation ...
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  38.  4
    Discourse, Power and Resistance: Challenging the Rhetoric of Contemporary Education.Elizabeth Atkinson, Jerome Satterthwaite & Ken Gale (eds.) - 2003 - Trentham Books.
    This work exposes the practices that are controlling education and reducing it to little more than skills development in preparation for work. It questions the strategy of mentoring to show how its dynamic requires docility from the learner and thus perpetuates inequality.
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  39.  39
    Making Sense of Mass Education.Gordon Tait - 2013 - Cambridge University Press.
    Provides comprehensive and accessible analysis of the field of mass education, assessing traditional issues and dispelling myths about the classroom.
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  40. Education and Modern Needs.John Henry Nicholson - 1936 - London: I. Nicholson and Watson.
  41.  5
    Mission Statements and Philosophies of Education in a Philippine Setting.Andrew B. Gonzalez - 2003 - De la Salle University Press.
    From pluralism to consensus on terms of reference for the philosophy of education -- Approaches to a philosophy of education in the Philippine setting -- A philosophy of education based on a hermeneutics of retrieval -- A philosophy of education based on a hermeneutics of retrieval, the immediate past -- A philosophy of education based on a hermeneutics of the present -- A philosophy of education based on a hermeneutics of the potential, the future (...)
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  42.  9
    Happiness and Social Justice Education: Ethical, Political and Pedagogic Lessons.Michalinos Zembylas - 2020 - Ethics and Education 15 (1):18-32.
    ABSTRACTThis paper aims: to draw attention to relational and political understandings of happiness in education discourses and their implications for remedying racial and social inequalities and suffering, and to illustrate how unhappiness and suffering might offer valuable ethical, political and pedagogic lessons on the limits of the promise of happiness in social justice education. The analysis draws on Sara Ahmed’s work to theorise multiculturalism and racial equality as ‘happy objects’, namely, as objects towards which good feelings are (...)
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  43.  1
    Education Deform: Bright People Sometimes Say Stupid Things About Education.James M. Kauffman - 2002 - Scarecrow Press.
    According to James M. Kauffman, too much of what is said today about educational reform is nonsense that shortchanges students, parents, and taxpayers. This deforms education rather than reforming it. The primary objective of this book is to help teachers, teacher educators, policy makers, and parents think more critically about current rhetoric about education. Reason and science in the enlightenment tradition are more helpful in reforming and improving education than political agendas. Reform should focus on instruction. (...) must address the full range of learners, from those who are mentally retarded to those who are intellectually gifted. Special education, multicultural education, and standardized testing are among the controversial issues explored. Extremes of both left and right ideologies are rejected in favor of careful thinking and sound judgment. (shrink)
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  44.  17
    The Logic of Deferral: Educational Aims and Intellectual Disability.Ashley Taylor - 2018 - Studies in Philosophy and Education 37 (3):265-285.
    The educational aims described by educational philosophers rarely embrace the full range of differences in intellectual ability, adaptive behavior, or communication that children exhibit. Because envisioned educational aims have significant consequences for how educational practices, pedagogy, and curricula are conceptualized, the failure to acknowledge and embrace differences in ability leaves open the question of the extent to which students with intellectual disabilities are subject to the same aims as their “typically-developing” peers. In articulating and defending valued (...) of education, educational philosophers tacitly or expressly concede that particular aims will be ill suited to many children with intellectual disabilities, and that separate aims will therefore apply to them. This paper evaluates the philosophical reasoning behind this conclusion that some people, by necessity, must be governed by separate educational aims, to be decided separately and secondarily. The author calls this the “deferral stance.” First, the paper outlines concerns about a particular ability-biased social and epistemic context in which theorizing about educational aims takes place. The author then examines assumptions that underpin the logic of deferral, arguing that the logic proves flawed when subjected to conceptual and empirical scrutiny. The paper concludes by outlining an inclusive approach—the affirmative stance—to theorizing about educational aims that resists the logic of exclusion and deferral. (shrink)
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  45.  3
    Community Development And Awareness Raising In Selected Slum Areas Of Karachi Regarding Education, Health And Nutrition.Dua-E.- Rehma, Seema Manzoor & Sadia Barrech - 2020 - Pakistan Journal of Applied Social Sciences 11 (2):79-100.
    This research paper aimed to gain further knowledge regarding the relationship between community development, education, health and nutrition. The main objective of this research is to help the slum community to explore the processes involved in tackling social issues within the community. Globally the scenario is changing as developing nations are focusing more on poverty reduction and community development, because it is now considered as the root cause of all social issues. Therefore, it is needed to evaluate the intensity (...)
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  46.  53
    Educating Human Nature: 'Nature' and 'Nurture' in Early Confucian Moral Education.Judson B. Murray - 2012 - Journal of Moral Education 41 (4):509-527.
    This study examines early Chinese moral education?its curriculum, objectives and the philosophical assumptions underlying them?in its classical Confucian expression. It analyzes early Confucian debates on moral psychology, the Confucian moral curriculum consisting of model emulation, cultural practices and canonical instruction, and the methods and aims of Confucian statecraft. The study reveals how ancient Confucians integrated these components into a coherent discourse on moral education and its implementation for the related purposes of cultivating virtuous people and benevolent (...)
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  47. Educational Aims and Methods, by Joshua Fitch. [REVIEW]W. Jenkyn Jones - 1900 - Ethics 11:404.
     
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  48.  54
    Why the Aims of Education Cannot Be Settled.Atli Harðarson - 2012 - 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 (...)
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  49.  23
    Making Minds Less Well Educated Than Our Own.Roger C. Schank - 2004 - Lawrence Erlbaum.
    In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...)
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  50.  40
    Education After Dewey.Paul Fairfield - 2009 - Continuum.
    This study re-examines John Dewey's philosophy of education, and asks how well it stands up today in view of developments in Continental European philosophy.
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