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Mark Mason
Portland State University
  1.  23
    The Ethics of Integrity: Educational Values Beyond Postmodern Ethics.Mark Mason - 2001 - Journal of Philosophy of Education 35 (1):47–69.
  2.  36
    What is Complexity Theory and What Are its Implications for Educational Change?Mark Mason - 2008 - Educational Philosophy and Theory 40 (1):35–49.
    This paper considers questions of continuity and change in education from the perspective of complexity theory, introducing the field to educationists who might not be familiar with it. Given a significant degree of complexity in a particular environment , new properties and behaviours, which are not necessarily contained in the essence of the constituent elements or able to be predicted from a knowledge of initial conditions, will emerge. These concepts of emergent phenomena from a critical mass, associated with notions of (...)
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  3.  3
    The Ethics of Integrity: Educational Values Beyond Postmodern Ethics.Mark Mason - 2001 - Journal of the Philosophy of Education 35 (1):47-69.
  4.  4
    Critical Thinking and Learning.Mark Mason (ed.) - 2008 - Wiley-Blackwell.
    By introducing current debates in the field of critical thinking and posing new questions from contributing scholars, _Critical Thinking and Learning_ examines the received wisdom in the field of critical thinking and learning. Examines the different perspectives in the field of critical thinking and learning Provides insights into critical thinking by posing new questions from contributing authors Introduces cross-cultural viewpoints into the dominant 'western'-based educational viewpoint Highlights differences among a variety of thinkers in the field.
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  5.  21
    A Justification, After the Postmodern Turn, of Universal Ethical Principles and Educational Ideals1.Mark Mason - 2005 - Educational Philosophy and Theory 37 (6):799-815.
    The implementation of education programmes in different cultures invites the question whether we are justified in doing so in cultures that may reject the programmes’ underlying principles. Are there indeed ethical principles and educational ideals that can be justified as applicable to all cultures? After a consideration of Zygmunt Bauman's postmodern rejection of the possibility of universal ethics, Ι cite and extend Harvey Siegel's defence of multiculturalism as a transcultural ethical ideal. I conclude the paper with a justification of the (...)
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  6.  30
    Critical Thinking and Learning.Mark Mason - 2007 - Educational Philosophy and Theory 39 (4):339–349.
    This paper introduces some of the debates in the field of critical thinking by highlighting differences among thinkers such as Siegel, Ennis, Paul, McPeck, and Martin, and poses some questions that arise from these debates. Does rationality transcend particular cultures, or are there different kinds of thinking, different styles of reasoning? What is the relationship between critical thinking and learning? In what ways does the moral domain overlap with these largely epistemic and pedagogical issues? The paper concludes by showing how (...)
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  7.  19
    Teachers as Critical Mediators of Knowledge.Mark Mason - 2000 - Journal of Philosophy of Education 34 (2):343–342.
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  8.  2
    Mortality and Important Events: Another Look.William V. Rago, Mark Mason & Charles C. Cleland - 1981 - Bulletin of the Psychonomic Society 17 (2):76-78.
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  9.  48
    Complexity Theory and the Philosophy of Education.Mark Mason - 2008 - Educational Philosophy and Theory 40 (1):4–18.
    This volume provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change.
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  10.  4
    Complexity Theory and the Philosophy of Education.Mark Mason (ed.) - 2009 - Wiley-Blackwell.
    A collection of scholarly essays, __Complexity Theory and the Philosophy of Education__ provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for educational change Demonstrates (...)
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  11. Teachers as Critical Mediators of Knowledge.Mark Mason - 2000 - Journal of the Philosophy of Education 34 (2):343-342.
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