Results for 'Popular education Philosophy'

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  1.  24
    On Popular Education in Economics.Eduardo Beira - 2016 - Tradition and Discovery 42 (3):8-17.
    This essay introduces Michael Polanyi’s 1937 lecture “Popular Education in Economics” and its context. This lecture is an important document sketching Polanyi’s initial critique of traditional liberalism and its alternatives. Polanyi emphasizes the importance of mass enlightenment by education in economics in order to revise laissez faire economics “by some other means than civil war,” because until recently “man was not intelligent enough to understand the economic system.” Polanyi calls for “progress by persuasion” in order to empower (...)
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  2.  29
    On Popular Education in Economics.Michael Polanyi - 2016 - Tradition and Discovery 42 (3):18-24.
    “On Popular Education in Economics,” an unpublished lecture that Michael Polanyi delivered in late February of 1937 to the Manchester Political Society, succinctly presents Polanyi’s understanding of recent political and economic history, including the rise of communist and fascist governments. Polanyi argues that new economic ideas need to be better understood by the intelligent layman and that economics education on a wide scale can address the social and political problems of the modern world.
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  3.  36
    Popular Education in Protestant England.Timothy Corcoran - 1933 - Thought: Fordham University Quarterly 8 (2):181-201.
  4.  6
    Critical Consciousness-Raising, Popular Education and Liberation in Community Health Nursing: Let's Start the Debate.Hélène Laperrière - 2018 - Nursing Philosophy 19 (1):e12199.
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  5.  26
    Popular Art and Education.Richard Shusterman - 1995 - Studies in Philosophy and Education 13 (3-4):203-212.
  6.  24
    17. Education Through Sport: Towards Recognition of Popular Practice.Ejgil Jespersen - 2009 - Sport, Ethics and Philosophy 3 (3):426-440.
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  7.  59
    Education, Literacy, and Humanization: Exploring the Work of Paulo Freire.Peter Roberts - 2000 - Bergin & Garvey.
    Provides a critical introduction to the work of Paulo Freire, paying particular attention to later texts.
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  8. Anthropology, History, and Education.Immanuel Kant - 2007 - Cambridge University Press.
    Anthropology, History, and Education contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, have never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known writings on physical and (...)
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  9. Philosophy in Sport Made Science in Earnest: Being an Attempt to Illustrate the First Principles of Natural Philosophy by the Aid of the Popular Toys and Sports.John Ayrton Paris & George Cruikshank - 2013 - Cambridge University Press.
    John Ayrton Paris, writer and physician, became a member of the Linnean Society in 1810, and served as president of the Royal College of Physicians from 1844 until his death. Intended for children and originally composed for the author's family, this three-volume work about science was first published in 1827. Dedicated to the writer Maria Edgeworth and with illustrations by George Cruikshank, it aims 'to blend amusement with instruction', since youth, as Paris writes, 'is naturally addicted to amusement'. Topics covered (...)
     
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  10.  4
    Popular Philosophy and Popular Economics: Bertrand Russell, 1919–70.J. E. King - 2007 - Russell: The Journal of Bertrand Russell Studies 27 (2).
    By 1918 Bertrand Russell had well-formed and distinctive opinions on many aspects of economic philosophy, theory and policy. In the second half of his life he wrote at great length on a very wide range of economic issues, including modern technology and the prospects for abolishing scarcity; population growth, eugenics and birth control; the economic development of China; the case for democratic socialism; the case against Soviet communism; the causes of economic crises; and the economic background to war and (...)
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  11.  63
    Deweyan Multicultural Democracy, Rortian Solidarity, and the Popular Arts: Krumping Into Presence.Deborah Seltzer-Kelly, Sean J. Westwood & David M. Peña-Guzman - 2010 - Studies in Philosophy and Education 29 (5):441-457.
    Curiously, while the efficacy of the arts for the development of multicultural understandings has long been theorized, empirical studies of this effect have been lacking. This essay recounts our combined empirical and philosophical study of this issue. We explicate the philosophical considerations that shaped the development of the arts course we studied, which was grounded in rather traditional humanist educational thought, informed by Deweyan considerations for pedagogy and multiculturalism. We also provide an overview of the course and of the study (...)
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  12.  50
    Ethics Education for Professionals in Japan: A Critical Review.Yasushi Maruyama & Tetsu Ueno - 2010 - Educational Philosophy and Theory 42 (4):438-447.
    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education, this paper reviews and examines practices of ethics education for engineers and nurses in Japan that have been successfully implemented. The paper concludes (...)
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  13. The Development and Education of the Mind: The Selected Works of Howard Gardner.Howard Gardner - 2006 - Routledge.
    In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces--extracts from books, key articles, salient research findings, major theoretical and/practical contributions--so the work can read them in a single manageable volume. Readers will be able to follow the themes and strands of their work and see their contribution to the development of a field. A developmental psychologist by training, Howard Gardner has spent the last 30 years researching, thinking (...)
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  14.  72
    Border Crossings: Cultural Workers and the Politics of Education.Henry A. Giroux - 2005 - Routledge.
    Since 1992, Border Crossings has show cased Henry A. Giroux's extraordinary range as a thinker by bringing together a series of essays that refigure the relationship between post-modernism, feminism, cultural studies and critical pedagogy. With discussions of topics including the struggle over academic canon, the role of popular culture in the curriculum and the cultural war the New Right has waged on schools, Giroux identified the most pressing issues facing critical educators at the turn of the century. In this (...)
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  15. An Aesthetic Education in the Era of Globalization.Gayatri Chakravorty Spivak - 2011 - Harvard University Press.
    Preface -- Introduction -- The burden of English -- Who claims alterity? -- How to read a "culturally different" book -- The double bind starts to kick in -- Culture: situating feminism -- Teaching for the times -- Acting bits/identity talk -- Supplementing Marxism -- What's left of theory? -- Echo -- Translation as culture -- Translating into English -- Nationalism and the imagination -- Resident alien -- Ethics and politics in Tagore, Coetzee, and certain scenes of teaching -- Imperative (...)
     
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  16.  26
    Science, Worldviews and Education.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1585-1635.
    Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a (...)
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  17. The Popular Image Of Mathematics.Paul Ernest - 1992 - Philosophy of Mathematics Education Journal 4.
     
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  18. Popular Culture.J. Gingell & E. Brandon - 2000 - Philosophy of Education 34 (2):461-485.
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  19.  3
    Popular Culture.J. Gingell & E. P. Brandon - 2000 - Journal of Philosophy of Education 34 (3):461-485.
  20.  40
    The Prudential Value of Education for Autonomy.Mark Piper - 2011 - Philosophy of Education 45 (1):19-35.
    A popular justification of education for autonomy is that autonomy possession has intrinsic prudential value. Communitarians have argued, however, that although autonomy may be a core element of a well-lived life in liberal societies, it cannot claim such a prudential pedigree in traditional societies in which the conception of a good life is intimately tied to the acceptance of a pre-established worldview. In this paper I examine a recent attempt made by Ishtiyaque Haji and Stefaan Cuypers to respond (...)
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  21.  1
    Peirce's Philosophy of Mathematical Education: Fostering Reasoning Abilities for Mathematical Inquiry.Deborah Seltzer-Kelly, Sean J. Westwood & David M. Pena-Guzman - 2010 - Studies in Philosophy and Education 29 (5):441-457.
    Curiously, while the efficacy of the arts for the development of multicultural understandings has long been theorized, empirical studies of this effect have been lacking. This essay recounts our combined empirical and philosophical study of this issue. We explicate the philosophical considerations that shaped the development of the arts course we studied, which was grounded in rather traditional humanist educational thought, informed by Deweyan considerations for pedagogy and multiculturalism. We also provide an overview of the course and of the study (...)
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  22.  62
    Mutual Respect and Civic Education.Colin Bird - 2010 - Educational Philosophy and Theory 42 (1):112-128.
    Contemporary theories of civic education frequently appeal to an ideal of mutual respect in the context of ethical, ethical and religious disagreement. This paper critically examines two recently popular criticisms of this ideal. The first, coming from a postmodern direction, charges that the ideal is hypocritical in its effort to be maximally impartial and fair. The second, which I associate with such 'new atheists' as Sam Harris and Richard Dawkins, argues that notions of mutual respect pose a threat (...)
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  23.  16
    Leaving Safe Harbors: Toward a New Progressivism in American Education and Public Life.Dennis Carlson - 2002 - Routledge Falmer.
    Leaving Safe Harbors offers radical readings of conventional literature, and makes creative use of philosophy, literature, film and popular culture as it maps out a future for progressive education. Award winning author Dennis Carlson re-scripts the myths embedded in the works of Plato, Hegel, Nietzsche and Heidegger and analyzes them alongside such popular phenomena as Ridley Scott's Bladerunner and the British Punk group, The Sex Pistols. In his fluid writing style, he lucidly illustrates how these modern (...)
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  24.  1
    Designing a Philosophy Curriculum for Primary Education.Philip Cam - 2018 - Proceedings of the XXIII World Congress of Philosophy 43:15-20.
    Over forty years ago, the American philosopher and educationalist began work on what was to become a series of philosophical novels for children. As time went on, he also constructed accompanying teacher resources together with colleagues. The most popular of these works were designed for primary education and constitute what came to be known as the IAPC Curriculum for the younger years. The influence of Lipman has been immense. He taught us that philosophy is not beyond the (...)
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  25. The Case Against Business Ethics Education: A Study in Bad Arguments.John Hooker - 2004 - Journal of Business Ethics Education 1 (1):73-85.
    Several popular arguments against teaching business ethics are examined: the ethical duty of business people is to maximize profit within the law, whence the irrelevance of ethics courses ; business people respond to economic and legal incentives, not to ethical sentiments, which means that teaching ethics will have no effect; one cannot study ethics in any meaningful sense anyway, because it is a matter of personal preference and is unsusceptible to rational treatment; moral character is formed in early childhood, (...)
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  26.  53
    Untangling the Mother Knot: Some Thoughts on Parents, Children and Philosophers of Education.Judith Suissa - 2006 - Ethics and Education 1 (1):65-77.
    Although children and parents often feature in philosophical literature on education, the nature of the parent–child relationship remains occluded by the language of rights, duties and entitlements. Likewise, talk of ‘parenting’ in popular literature and culture implies that being a parent is primarily about performing tasks. Drawing on popular literature, moral philosophy and philosophy of education, I make some suggestions towards articulating a richer philosophical conception of this relationship, and outline some of the implications, (...)
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  27.  74
    Nohl, Durkheim, and Mead: Three Different Types of “History of Education”.Jürgen Oelkers - 2004 - Studies in Philosophy and Education 23 (5-6):347-366.
    Historiography of education is not only a question of construction but also of selection. In 19th century “history of education” was typically a genre of “great educators”, mostly male and only marginally female. This construct is influential up to now, at least in popular contexts of educational reasoning. The article discusses in the introductory section problems of selection of names and meanings within history of education, and then three types of historiographical writing that are not only (...)
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  28.  3
    Values Education and Technology: The Ideology of Dispossession. [REVIEW]Mark Wegierski - 1997 - Review of Metaphysics 50 (4):884-885.
    Peter Emberley is one of Canada's leading scholars writing on issues linking education and philosophy. This dense, very erudite work could be seen as the high counterpart to his two more popular books on similar themes, Bankrupt Education: The Decline of Liberal Education in Canada and Zero Tolerance: Hot Button Politics in Canada's Universities.
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  29. Who Should Pay for Higher Education?Paul Bou-Habib - 2010 - Philosophy of Education 44 (4):479-495.
    Policies that shift the costs of higher education from the taxpayer to the university student or graduate are increasingly popular, yet they have not been subjected to a thorough normative analysis. This paper provides a critical survey of the standard arguments that have been used in the public debate on higher education funding. These arguments are found to be wanting. In their place, the paper offers a more systematic approach for dealing with the normative issues raised by (...)
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  30.  25
    The Rediscovery of Teaching: On Robot Vacuum Cleaners, Non-Egological Education and the Limits of the Hermeneutical World View.Gert Biesta - 2016 - Educational Philosophy and Theory 48 (4):374-392.
    In this article, I seek to reclaim a place for teaching in face of the contemporary critique of so-called traditional teaching. While I agree with this critique to the extent to which it is levelled at an authoritarian conception of teaching as control, a conception in which the student can only exist as an object of the interventions of the teacher and never as a subject in its own right, I argue that the popular alternative to traditional teaching, that (...)
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  31.  23
    Kabbalah, Education, and Prayer: Jewish Learning in the Seventeenth Century.Gerold Necker - 2018 - Educational Philosophy and Theory 50 (6-7):621-630.
    In the seventeenth century, the Jewish mystical tradition which is known as Kabbalah was integrated into the curriculum of studying the Hebrew Bible and the Talmud. Kabbalah became popular in these times in the wake of the dissemination of Isaac Luria’s teachings, in particular within the Jewish communities in Prague and Amsterdam, where members of the Horowitz family took a leading role. Kabbalistic psychology was applied to the whole Jewish lifestyle then, and to the understanding of Jewish tradition. Kabbalistic (...)
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  32. Pedagogy of the Oppressed.Paulo Freire - 2008 - In David J. Flinders & Stephen J. Thornton (eds.), The Curriculum Studies Reader. Routledge.
  33.  14
    Popular Education and Democratic Thought in AmericaEducation and the Cult of Efficiency.Vernon Mallinson, Rush Welter & Raymond E. Callahan - 1963 - British Journal of Educational Studies 12 (1):87.
  34.  85
    Belief, Doubt and Reason: C. S. Peirce on Education.Donald J. Cunningham, James B. Schreiber & Connie M. Moss - 2005 - Educational Philosophy and Theory 37 (2):177–189.
    In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The Fixation of Belief (FOB), originally published in 1877 in Popular Science Monthly. We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself—the characteristic guiding principles or ‘habits of mind’ that underlie acts of inference, (...)
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  35.  21
    Lightning and Frenzy: Music Education, Adolescence, and the Anxiety of Influence.Paul Standish - 2005 - Educational Philosophy and Theory 37 (3):431–440.
    Drawing on themes found in James Marshall's writings on Nietzsche, the arts and the self, this paper explores the nature of influence in the arts and its relevance to education. It considers what Harold Bloom has called the ‘anxiety of influence’ and amplifies this in terms of broader questions concerning Emersonian self‐reliance. The particular twist these matters take in the lives of adolescents presents special problems for education in the arts—not least in view of the dangers of self‐deception, (...)
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  36. Anthropology, History, and Education.Robert B. Louden & Günter Zöller (eds.) - 2007 - Cambridge University Press.
    Anthropology, History, and Education, first published in 2007, contains all of Kant's major writings on human nature. Some of these works, which were published over a thirty-nine year period between 1764 and 1803, had never before been translated into English. Kant's question 'What is the human being?' is approached indirectly in his famous works on metaphysics, epistemology, moral and legal philosophy, aesthetics and the philosophy of religion, but it is approached directly in his extensive but less well-known (...)
     
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  37.  5
    Mutual Respect and Civic Education.Colin Bird - 2010 - Educational Philosophy and Theory 42 (1):112-128.
    Contemporary theories of civic education frequently appeal to an ideal of mutual respect in the context of ethical, ethical and religious disagreement. This paper critically examines two recently popular criticisms of this ideal. The first, coming from a postmodern direction, charges that the ideal is hypocritical in its effort to be maximally impartial and fair. The second, which I associate with such ‘new atheists’ as Sam Harris and Richard Dawkins, argues that notions of mutual respect pose a threat (...)
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  38. Pedagogy of Hope: Reliving Pedagogy of the Oppressed.Paulo Freire - 1994 - Continuum.
    In this book, we come to understand the author's pedagogical thinking even better, through the critical seriousness, humanistic objectivity, and engaged ...
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  39. Popular Education and Socialization in the Nineteenth Century.W. P. McCann (ed.) - 2007 - Routledge.
    Originally published in 1977, this volume analyzes aspects of elementary schooling in the nineteenth century and the ways in which it prepared working-class children for life in industrial Britain. The book examines: The procedures and practices of different types of schools. The ideologies guiding elementary education The social implications of curriculum content and pupils’ and parents’ attitudes to the education provided by the church and state.
     
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  40.  21
    Dictionary of Education.Peter Birch - 1959 - Philosophical Studies (Dublin) 9:272-272.
    For students of Dewey this book will probably be of value. For those who are not so qualified it has the defect of not giving the context in which the statements were made. For the popular writer or speaker on education of whom there are many it will provide easy access to learned and clinching quotations.
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  41.  14
    Christian Missions and Evolution of the Culture of Mass Education in Western Nigeria.S. A. Ajayi - 2006 - Journal of Philosophy and Culture (JPC) 3 (2):33-54.
    The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening (...)
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  42.  10
    Christian Missions and Evolution of the Culture of Mass Education in Western Nigeria.S. A. Ajayi - 2006 - Journal of Philosophy and Culture (JPC) 3 (2):33-54.
    The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through the opening (...)
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  43.  51
    Local Control as a Mechanism of Colonization of Public Education in the United States.Heinz‐Dieter Meyer - 2010 - Educational Philosophy and Theory 42 (8):830-845.
    Colonization of public education—the process by which schools are overwhelmed and penetrated by non-educational imperatives—is usually believed to be caused by capitalism and the hegemonic ideological structures it produces. In this paper I argue that in the case of the United States an additional mechanism produces strong colonizing effects: the institution of local control. In the context of contemporary institutional conditions, local control is the lynch-pin for the production of socio-economic segregation, cumulative disadvantages, and the mythology of popular (...)
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  44.  7
    The Point of Primary Education.Peter Davson‐Galle - 1998 - Educational Philosophy and Theory 30 (3):303-310.
    SummaryNone of the above should be viewed as a defence of the particular version of OOE currently popular. I have not advanced any proposals concerning what particular ends might be of such importance that they legitimately override her prima facie right to control the contents of her mind. I have suggested that an internal tension exists within CCE as sketched by Forster but even ‘empowerment’ was not assumed by me to successfully meet the onus; my point was merely that (...)
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  45.  17
    The Point of Primary Education.Peter Davson‐Galle - 1998 - Educational Philosophy and Theory 30 (3):303–310.
    SummaryNone of the above should be viewed as a defence of the particular version of OOE currently popular. I have not advanced any proposals concerning what particular ends might be of such importance that they legitimately override her prima facie right to control the contents of her mind. I have suggested that an internal tension exists within CCE as sketched by Forster but even ‘empowerment’ was not assumed by me to successfully meet the onus; my point was merely that (...)
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  46. The Concept of Popular Education.Harold Silver - 2007 - Routledge.
    Originally published 1965. This reprints the 1977 edition which included a new introduction. From the starting point of "popular" charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyzes the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.
     
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  47.  44
    Tribes, Territories and Threshold Concepts: Educational Materialisms at Work in Higher Education.Patrick Carmichael - 2012 - Educational Philosophy and Theory 44 (s1):31-42.
    The idea of transformative and troublesome ‘threshold concepts’ has been popular and influential in higher education. This article reports how teachers with different disciplinary affiliations responded to the ‘concept of thresholds’ in the course of a cross-disciplinary research project. It describes how the idea was territorialised and enacted through established materialising discourses in different disciplinary settings and enacted through pedagogical practice, technology and assessment. This has implications for professional development and pedagogical practice and endeavours to create ‘self-organising classrooms’ (...)
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  48.  1
    The Challenges of Multiculturalism, General Education, and Grounded Cosmopolitanism.Hans-Herbert Kögler - 1998 - Dialogue and Universalism 8 (10):51-75.
    Redefining the canon and the core curriculum is a popular topic in the current debate concerning multiculturalism. The focus on education is indeed crucial, insofar as it creates a symbolic ground for a democratic society, implying the possibility of universal dialogue across cultural and social differences. Yet to overcome the fragmenting dissensus among radical, conservative, and liberal positions, we need a concept of "general education" that reconciles the normative ideals of equality and freedom with the social reality (...)
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  49. Handbook of Research in the Social Foundations of Education.Steven Tozer, Bernardo P. Gallegos, Annette Henry, Mary Bushnell Greiner & Paula Groves Price (eds.) - 2010 - Routledge.
    Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth (...)
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  50. The Middle Works of John Dewey, Volume 9, 1899-1924: Democracy and Education, 1916.Jo Ann Boydston (ed.) - 1980 - Southern Illinois University Press.
    John Dewey’s best-known and still-popular classic, _Democracy and Educa­tion, _is presented here as a new edition in Volume 9 of the Middle Works. Sidney Hook, who wrote the introduction to this volume, describes _Democracy and Education: _“It illuminates directly or indirectly all the basic issues that are cen­tral today to the concerns of intelligent educators.... It throws light on sev­eral obscure corners in Dewey’s general philosophy in a vigorous, simple prose style often absent in his more technical (...)
     
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