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John P. Portelli [12]John Peter Portelli [6]
  1.  2
    Philosophy of Education: Introductory Readings.William Hare & John Peter Portelli - 1996 - Calgary : Detselig Enterprises.
    Philosophy of Education is designed to engage readers with a broad range of contemporary perspectives on significant educational issues, including, pluralism and democracy in education, the problem of indoctrination, the nature and value of critical teaching, controversy in the classroom, and educational standards. In this third edition, it remains the intention of the editors to offer a collection of essays in the philosophy of education which will provide students in teacher education programs with a lively and accessible introduction to some (...)
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  2. Children, Philosophy, and Democracy.John Peter Portelli & Ronald F. Reed (eds.) - 1995 - Detselig Enterprises.
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  3. The Socradic Method and Philosophy for Children.John P. Portelli - 1989 - Analytic Teaching and Philosophical Praxis 10 (1).
    In 1963 James A. Jordan Jr. claimed that "It is not difficult nowadays to run into a claim that such and such teaching method follows the principle implicit in the method of Socrates." Jordan's claim refers particularly to supporters of programmed instruction or the use of teaching machines. He argued that the use or application of such materials cannot lead to genuine immitation of Socrates. Today, although the use and application of computers in schools has increased, the claim of following (...)
     
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  4.  2
    What to Do?: Case Studies for Teachers.William Hare & John Peter Portelli - 1993 - Halifax, N.S. : Pairmount Books.
  5. A Philosophical Perspective on the Shapiro Report.John P. Portelli - 1994 - Paideusis: Journal of the Canadian Philosophy of Education Society 8 (1):29-36.
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  6. Curriculum and Subject Matter.John P. Portelli - 1987 - Analytic Teaching and Philosophical Praxis 7 (1).
    The English word 'curriculum' is derived from the Latin word curriculum meaning 'a course', 'a race' or 'a running'. This suggests a process, the idea of going through something which has a beginning, a development and an end. The secondary meaning of curriculum was 'career'. Both the primary and the secondary meanings of curriculum referred to temporal space and to non-temporal endeavours or intellectual pursuits. The expression 'curriculum vitae', then referred to both intellectual and non-intellectual pursuits. Today curriculum in the (...)
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  7.  34
    On Reed and Discussing Philosophy With Children.John P. Portelli - 1986 - Teaching Philosophy 9 (3):247-251.
  8.  29
    John P. Portelli & Douglas J. Simpson.John P. Portelli - forthcoming - Journal of Thought.
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  9.  4
    Key Questions for Educators.William Hare & John Peter Portelli (eds.) - 2005 - Edphil Books.
  10. A Note on Curriculum and Teaching Methods.John P. Portelli - 1984 - Analytic Teaching and Philosophical Praxis 5 (1).
    The concept Curriculum is a complex notion. Various meanings have been attached to it. A careful analysis of Curriculum shows that the notions "plan", "content", "objectives" and "method" are intimately connected to Curriculum which should not be completely identified with any one of these concepts. In this short paper I propose to discuss two questions: Is the teaching method distinct from the Curriculum? and, Can we decide prior to experience which methods ought to be applied in the educational process? Answers (...)
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  11.  13
    Critical Democracy and Leadership Issues: Philosophical Responses to the Neoliberal Agenda.John P. Portelli & Douglas J. Simpson - 2007 - Journal of Thought 42 (1-2):3.
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  12.  11
    Book Review Section 1. [REVIEW]Richard Pratte, Stephen Appel, Ch Edson, Patricia A. Schmuck, Stephen Preskill, Brian Hendley, Eric C. Pappas, James W. Garrison, John P. Portelli & David E. Purpel - 1992 - Educational Studies 23 (2):139-200.
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  13. The Curriculum and Meaningful Objectives.John P. Portelli - 1985 - Analytic Teaching and Philosophical Praxis 6 (2).
    Curriculum theorists are, among other things, engaged in attempts at producing models of curriculum design and/or curriculum development. Such attempts, according to Robin Barrow, aim at establishing "a set of ideal steps that will both lead to coherent proposals for curriculum change and, when incorporated in the curriculum proposal, enable it to be successfully adopted." Establishing such "a set of ideal steps" involves a consideration of needs, practical constraints, curriculum content and curriculum planning. Such projects also include a formulation of (...)
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  14.  2
    Free Children and Democratic Schools: A Philosophical Study of Liberty and Education.John P. Portelli - 1992 - Paideusis: Journal of the Canadian Philosophy of Education Society 6 (1):39-42.
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  15. Reason and Values: New Essays in Philosophy of Education.John Peter Portelli & Sharon Bailin - 1993 - Calgary : Detselig Enterprises.
  16.  7
    Individual and Community Aims in Education.John P. Portelli & Francine Menashy - 2010 - In Richard Bailey (ed.), The Sage Handbook of Philosophy of Education. Sage Publication. pp. 415--433.
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  17.  35
    The Socratic Method and Philosophy for Children.John P. Portelli - 1990 - Metaphilosophy 21 (1-2):141-161.
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