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| philosophical ideological and theoretical perspectives on education: Philosophical, Ideological, and Theoretical Perspectives on Education Gerald Gutek, 2013 This systems approach to the major schools of philosophy of education gives readers a cognitive map of the areas, as well as the ideology in relationship to educational theory. It carefully examines the major schools of philosophy of education; considers the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyzes the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. Previously published as Philosophical and Ideological Perspectives on Education, and as New Perspectives on Philosophy and Education, this new version follows the content and organizational framework of these earlier editions. Each chapter includes: Definitions of terms; Historical contributors and antecedents; A general discussion of the particular philosophy, ideology, or theory; and Relationships and application to education, especially to schools, curriculum instruction, and to teachers and students. While retaining the helpful pedagogical aids that made the previous editions so popular-- Questions for Reflection and Discussion, Inquiry and Research Projects, Internet Resources, and Suggestions for Further Reading--this edition includes new marginal explanatory and cross reference notes and consistent updating throughout. Also from Gerald L. Gutek: 0205594336 - New Perspectives on Philosophy and Education, 1/e - ©2009 0205360181 - Philosophical and Ideological Voices in Education, 1/e - ©2004 0130122335 - Historical and Philosophical Foundations of Education: Selected Readings, 1/e - ©2001 020526106X - Philosophical and Ideological Perspectives on Education, 2/e - ©1997 0205132030 - Education and Schooling in America, 3/e - ©1997 |
| philosophical ideological and theoretical perspectives on education: Philosophical, Ideological, and Theoretical Perspectives on Education -- Print Offer Gerald L Gutek, 2013-09-19 Gerald Gutek's Philosophical, Ideological, and Theoretical Perspectives on Education uses a systems approach to help readers examine the major schools of philosophy of education; consider the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyze the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. The concepts are made clear through the book's helpful chapter organization, which includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationship and application to education, especially to schools, curriculum, instruction, and to teachers and students. |
| philosophical ideological and theoretical perspectives on education: Philosophy's Higher Education Nigel Tubbs, 2006-01-26 At about the age of 13 I began to realise that my formal education was separating itself off from my philosophical education. Of course, at the time I did not know it in this way. I experienced it as a split between what I was being taught and my experience of what I was being taught. It was, I now know, the philosophical experience of formal schooling. It was not until beginning the study of sociology at 16 that I came across the idea of dualisms—pairs of opposites that always appeared together but were never reconciled. In sociology it was the dualism of the individual and society. The question most asked in our classes was always regarding which aspect of the dualism dominated the other. The answer we always leaned towards was that both were mutually affected by the other. The answer seemed to lie somewhere in the middle. It was only at university, first as an undergraduate and then as a postgraduate, that I came across the idea of the dialectic. Slowly I began to recognise that the dualisms which plagued social theory—I and we, self and other, good and evil, modernity and post-modernity, autonomy and heteronomy, freedom and nature, truth and relativism, and so many more—were not only dialectical in being thought about, but also that the thought of them being dialectical had an even stranger quality. It was the same experience as being at school. |
| philosophical ideological and theoretical perspectives on education: Complexity Theory and the Philosophy of Education Mark Mason, 2009-02-23 A collection of scholarly essays, Complexity Theory and thePhilosophy of Education provides an accessible theoreticalintroduction to the topic of complexity theory while consideringits broader implications for educational change. Explains the contributions of complexity theory to philosophyof education, curriculum, and educational research Brings together new research by an international team ofcontributors Debates issues ranging from the culture of curriculum, to theimplications of work of key philosophers such as Foucault and JohnDewey for educational change Demonstrates how social scientists and social and educationpolicy makers are drawing on complexity theory to answer questionssuch as: why is it that education decision-makers are so resistantto change; how does change in education happen; and what does ittake to make these changes sustainable? Considers changes in use of complexity theory; developedprincipally in the fields of physics, biology, chemistry, andeconomics, and now being applied more broadly to the socialsciences and to the study of education |
| philosophical ideological and theoretical perspectives on education: New Perspectives on Philosophy and Education Gerald Lee Gutek, 2009 Leading author, Gerry Gutek, discusses the major philosophical systems and then applies how these systems and ideologies contribute to educational theory. Examines the origen, meaning and relevance to teaching and learning. New Perspectives on Philosophy and Education is organized into three major parts: philosophies, ideologies, and theories of education. Part I examines philosophy and education, idealism, realism, pragmatism, existentialism and postmodernism and analyzes their educational implications; Part II examines Ideology, Nationalism, Liberalism, Conservatism, and Marxism and analyzes their educational implications; Part III deals with theory, Essentialism, Progressivism, Social Reconstructionism, Critical Theory, and Globalization in terms of their meaning for education. In drawing out the educational implications of these philosophies, ideologies, and theories, the author places them in the context of education, schooling, curriculum, and instruction. Pedagogical aspects include discussion questions, topics for reflection and research, websites, and suggested readings. |
| philosophical ideological and theoretical perspectives on education: Egalitarian Perspectives John E. Roemer, 1996-09-28 Fifteen essays, written over the past dozen years, explore contemporary philosophical debates on egalitarianism, using the tools of modern economic theory, general equilibrium theory, game theory, and the theory of mechanism design. |
| philosophical ideological and theoretical perspectives on education: Constructivism in Science Education Michael R. Matthews, 1998-02-28 Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. |
| philosophical ideological and theoretical perspectives on education: Forms of Thought E. J. Lowe, 2013-04-11 Lowe investigates the forms of thought, showing how this study is crucial to understanding the powers of the intellect. |
| philosophical ideological and theoretical perspectives on education: Philosophical Alternatives in Education Gerald Lee Gutek, 1974-01-01 |
| philosophical ideological and theoretical perspectives on education: Philosophical and Ideological Voices in Education Gerald Lee Gutek, 2004 Philosophical and Ideological Voices in Education contains clearly written analyses of major philosophies, ideologies, and theories of education and includes a primary source selection representative of each topic treated in the book. [...] Each chapter addresses the nature, principles, and applications of each philosophy, ideology and theory to education, schooling, and curriculum and instruction. The book provides a philosophical and ideological grid that helps students locate, analyze, and criticize the leading ideas in the theoretical foundations of education. --Publisher description. |
| philosophical ideological and theoretical perspectives on education: Philosophy of Education in Action David W. Nicholson, 2016-01-13 Philosophy of Education in Action is an innovative, inquiry-based introductory text that invites readers to study philosophy of education through the lens of their own observations and experiences. Structured according to a Wonder Model of Inquiry, each chapter begins by posing a fundamental What if question about curriculum, pedagogy, and the role of the school before investigating the various philosophical perspectives that guide and influence educational practices. Classroom vignettes and examples of actual schools and educational programs help to ground philosophical perspectives in real-world scenarios, while the book’s unique inquiry-based approach leads students to both think critically about philosophical questions and apply the concepts to their own teaching. Features of the text include: What if questions that structure each chapter to pique students' curiosity, stimulate creativity, and promote critical thinking. Authentic classroom vignettes that encourage students to analyze what it means to do philosophy and to reflect upon their own practices, examine their role in the educational process, and articulate their own philosophical beliefs. A concluding section asking readers to imagine and design their own hypothetical school or classroom as a project-based means of analyzing, synthesizing, and evaluating the different philosophies discussed. Accessible and thought-provoking, Philosophy of Education in Action provides a dynamic learning experience for readers to understand and apply philosophy in educational practice. |
| philosophical ideological and theoretical perspectives on education: Investigating Gender Becky Francis, Christine Skelton, 2001 Investigating Gender maps the contemporary and developing theoretical debates in the field of gender and education and provides an overview of the diverse areas of research within gender and education. |
| philosophical ideological and theoretical perspectives on education: Symbol and Theory John Skorupski, 1983-03-03 Anthropologists have always been concerned with the difference between traditional (or 'primitive') and scientific modes of thought and with the relationships between magic, religion and science. John Skorupski distinguishes two broadly opposed approaches to these problems: the 'intellectualist' regards primitive systems of thought and actions as cosmologies, comparable to scientific theory, which emerge and persist as attempts to control the natural world; the 'symbolist' regards them as essentially representative or expressive of the pattern of social relations in the culture in which they exist. Dr Skorupski considers in particular the notions of ritual, ceremony and symbol. He shows how their understanding involves and suggests more general philosophical problems of relativism, interpretation, translation, and the connections between belief and action. These are difficult and important problems and require an unusual combination of imagination and interdisciplinary exercise. This book is intended especially for philosophers, social anthropologists, social theorists and students of comparative religion. |
| philosophical ideological and theoretical perspectives on education: A History of the Western Educational Experience Gerald L. Gutek, 1994-12-14 This comprehensive volume examines the impact on education of such momentous world events as the ascendancy of neo-Conservatism, the collapse of the Soviet system, the end of the Cold War, the reunification of Germany, and the resurgence of ethnonationalism. It creates an historical perspective by identifying and analyzing the significant formative ideas and institutions that have shaped the Western educational heritage. |
| philosophical ideological and theoretical perspectives on education: Doing Philosophy Joel Feinberg, Russ Shafer-Landau, 2007-03-06 Clear and concise, this brief text is designed to assist introductory philosophy students who have no prior experience in writing philosophy papers. Contents include topic selection, outlines, drafts, proper and improper quotation, argument development and evaluation, principles of good writing, style, criteria for grading student papers, and a review of common grammatical and dictional errors. In addition, the book devotes several chapters to basic concepts in logic, which have proven invaluable for philosophy students in the course of critically considering and writing about the ideas and arguments they encounter. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. |
| philosophical ideological and theoretical perspectives on education: Political Theories for Students Matthew Miskelly, Jaime Noce, 2002 Contains essays that provide information about nineteen different political theories and systems that have been used throughout the world, each with an overview, discussion of the theory's history, philosophy, and application, and an analysis of the theory's strengths and weaknesses. |
| philosophical ideological and theoretical perspectives on education: The Philosophical Child Jana Mohr Lone, 2015-01-15 What does it mean to be good? Why do people die? What is friendship? Children enter the world full of questions and wrestle with deep, thoughtful issues, even if they do not always wonder them aloud. Many parents have the desire to discuss philosophical ideas with their children, but are unsure how to do so. The Philosophical Child offers parents guidance on how to gently approach philosophical questions with children of all ages. Jana Mohr Lone argues that for children to mature emotionally, they must develop their desire and ability to think abstractly about themselves and their experiences. This book suggests easy ways that parents can engage with their children's philosophical questions and help them develop their philosophical selves. |
| philosophical ideological and theoretical perspectives on education: Ideas of Education Christopher Brooke, Elizabeth Frazer, 2013-07-18 There has always been a strong relationship between education and philosophy - especially political philosophy. Renewed concern about the importance and efficacy of political education has revived key questions about the connections between the power to govern, and the power to educate. Although these themes are not always prominent in commentaries, political writings have often been very deeply concerned with both educational theory and practice. This invaluable book will introduce the reader to key concepts and disputes surrounding educational themes in the history of political thought. The book draws together a fascinating range of educational pioneers and thinkers from the canon of philosophers and philosophical schools, from Plato and Aristotle, down to Edward Carpenter and John Dewey, with attention along the way paid to both individual authors like Thomas Hobbes and Mary Wollstonecraft, as well as to intellectual movements, such as the Scottish Enlightenment and the Utopian Socialists. Each thinker or group is positioned in their historical context, and each chapter addresses the structure of the theory and argument, considering both contemporaneous and current controversies. A number of themes run throughout the volume: an analysis of pedagogy, socialisation, schooling and university education, with particular relation to public and private life, and personal and political power references to the historical and intellectual context an overview of the current reception, understanding and interpretation of the thinker in question the educational legacy of the theories or theorists. This book will be of interest to students, researchers and scholars of education, as well as students and teachers of political theory, the history of political thought, and social and political philosophy. |
| philosophical ideological and theoretical perspectives on education: Anarchism and Education Judith Suissa, 2006-09-27 Although there have been a few historical accounts of the anarchist school movement, there has been no systematic work on the philosophical underpinnings of anarchist educational ideas - until now. Anarchism and Education offers a philosophical account of the neglected tradition of anarchist thought on education. Although few anarchist thinkers wrote systematically on education, this analysis is based largely on a reconstruction of the educational thought of anarchist thinkers gleaned from their various ethical, philosophical and popular writings. Primarily drawing on the work of the nineteenth century anarchist theorists such as Bakunin, Kropotkin and Proudhon, the book also covers twentieth century anarchist thinkers such as Noam Chomsky, Paul Goodman, Daniel Guerin and Colin Ward. This original work will interest philosophers of education and educationalist thinkers as well as those with a general interest in anarchism. |
| philosophical ideological and theoretical perspectives on education: Reflections on Higher Education Stephen Joel Trachtenberg, 2002-05-31 This collection of speeches and essays, written between 1998 and 2001, addresses major issues relating to higher education and the leadership and administration of its institutions. |
| philosophical ideological and theoretical perspectives on education: Culturally Relevant Pedagogy Lisa Scherff, Karen Spector, 2011 Culturally Relevant Pedagogy: Clashes and Confrontations is important, moral, relevant, and eminently readable. The concept of culturally relevant pedagogy is illuminated beautifully and clearly through chapters that alternate between thought-provoking academic discussions and heart-wrenching accounts of life in school. The questions this book raises, the awareness it fosters, will move us toward understanding ourselves as well as our students in ways that truly count.--ReLeah Cossett Lent, coauthor of Adolescents on the Edge: Stories and Lessons to Transform Learning -- |
| philosophical ideological and theoretical perspectives on education: Philosophical Foundations of Health Education Jill M. Black, Steven R. Furney, Helen M. Graf, Ann E. Nolte, 2009-11-19 This book covers the philosophical and ethical foundations of the professional practice of health education in school, community, work site and hospital settings, as well as in health promotion consultant activities. Designed to be flexible, readers are prompted to develop their own philosophical and ethical approach(s) to the field after becoming familiar with the literature related to the discipline. It provides a state-of-the-art, conceptual framework and is targeted for health education majors who seek careers in health education and to provide other health science and health-related majors, who need to gain clear, succinct philosophical principles. |
| philosophical ideological and theoretical perspectives on education: Institutional Constructivism in Social Sciences and Law Dora Kostakopoulou, Theodora Kostakopoulou, 2018-10-04 The book develops the model of institutional constructivism to aid socio-legal research and to account for patterns of socio-legal change. |
| philosophical ideological and theoretical perspectives on education: Philosophical Geometry André VandenBroeck, 1987-06-01 Ancient Egyptians and Greeks (up to Euclid) saw in plane geometry much more than land-surveying. For the Greeks, Gaia or Ge (from which our word “geometry” derives) was a universe rather than a planet. Man was the measure of the cosmos and geometry was the expression of this faculty, the discipline through which one studied the unity of cosmic necessity and human thought. For this reason tradition has it that Plato inscribed on the gates of his Academy: “Only geometers enter here.” This aspect of the discipline was lost in modern times until studies such as those of Matila Ghyka rekindled an interest that culminated in R. A. Schwaller de Lubicz’s Pythagorean synthesis. Since it was essentially a rediscovery of unselfconscious modes of thinking, this synthesis did not pose the problem of foundations. Philosophical Geometry originated in the author’s perception of this problem while working with de Lubicz in Grasse, France, in 1960-61. Written in 1972, Philosophical Geometry was conceived as a textbook and took shape in a teaching situation, individual elaboration of theory being the declared aim. Defined as “the activity of establishing a necessary conduct for mind through a set of signs denoting a necessary conduct of facts,” Philosophical Geometry approaches a universal theme to which the existence of every human being contributes a chapter. Philosophical Geometry is, and has been, an avenue toward inscription of such fundamental experience. |
| philosophical ideological and theoretical perspectives on education: Conversations in Political Philosophy and Ethics Lee Kerckhove, 2012-06-30 |
| philosophical ideological and theoretical perspectives on education: The Theory and Practice of Online Learning Terry Anderson, 2008 Neither an academic tome nor a prescriptive 'how to' guide, The Theory and Practice of Online Learning is an illuminating collection of essays by practitioners and scholars active in the complex field of distance education. Distance education has evolved significantly in its 150 years of existence. For most of this time, it was an individual pursuit defined by infrequent postal communication. But recently, three more developmental generations have emerged, supported by television and radio, teleconferencing, and computer conferencing. The early 21st century has produced a fifth generation, based on autonomous agents and intelligent, database-assisted learning, that has been referred to as Web 2.0. The second edition of The Theory and Practice of Online Learning features updates in each chapter, plus four new chapters on current distance education issues such as connectivism and social software innovations.--BOOK JACKET. |
| philosophical ideological and theoretical perspectives on education: Niklas Luhmann Claudio Baraldi, Giancarlo Corsi, 2016-11-21 This book provides an insight into the ideas of one of the world’s greatest sociologists: Niklas Luhmann. It explains, in clear and concise language, the basic concepts of Social Systems Theory and their application to the specific case of the Education System, which was considered by Luhmann as a primary subsystem of modern society. It illustrates the complex and sophisticated thinking that characterises Luhmann’s work and explains that Luhmann’s theory has given an important and original contribution to the study of education from a sociological point of view. His contribution has some resonance in recent social constructionist and relational approaches to education, as well as in studies of educational interaction. In addition, research methodologies, in particular mixed methods strategies, draw heavily on epistemological issues. The book finally argues that educationists can appreciate the extent of Luhmann’s contribution to the field of education, although their perspective cannot be fully harmonised with, nor reduced to, the sociological one. This divergence of perspectives can stimulate pedagogy to call into question its conceptual framework as well its approach to social situations in the classroom. |
| philosophical ideological and theoretical perspectives on education: Becoming Critical Wilfred Carr, Stephen Kemmis, 2003-09-02 First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company. |
| philosophical ideological and theoretical perspectives on education: Dialogue, Argumentation and Education Baruch B. Schwarz, Michael J. Baker, 2016-12-22 New pedagogical visions and technological developments have brought argumentation to the fore of educational practice. Whereas students previously 'learned to 'argue', they now 'argue to learn': collaborative argumentation-based learning has become a popular and valuable pedagogical technique, across a variety of tasks and disciplines. Researchers have explored the conditions under which arguing to learn is successful, have described some of its learning potentials (such as for conceptual change and reflexive learning) and have developed Internet-based tools to support such learning. However, the further advancement of this field presently faces several problems, which the present book addresses. Three dimensions of analysis - historical, theoretical and empirical - are integrated throughout the book. Given the nature of its object of study - dialogue, interaction, argumentation, learning and teaching - the book is resolutely multidisciplinary, drawing on research on learning in educational and psychological sciences, as well as on philosophical and linguistic theories of dialogue and argumentation. |
| philosophical ideological and theoretical perspectives on education: Ideology And Educational Reform David C. Paris, 2019-03-13 Ideology and Educational Reform traces the underlying ideological problems that make genuine educational reform difficult. It describes three major themes in public education: common school, human capital, and clientelism. |
| philosophical ideological and theoretical perspectives on education: Governance of Higher Education Ian Austin, Glen A. Jones, 2024-08-01 The new edition of Governance of Higher Education explores the work of traditional and contemporary higher education scholarship, providing readers with an understanding of the assumptions, historical traditions, and paradigms that have shaped the scholarship on governance worldwide. Updated throughout to reflect current higher education governance research and with expanded discussion of key theories and new relevant concepts, this book brings together vast and disparate writings, including frameworks drawn from a wide range of disciplines and newly bolstered case studies. Coverage includes the structures of governance, cultures and practices, the collegial tradition, as well as newfound critique of outdated organizational theory, leadership concepts, quality assurance and accountability, and system governance. Furthermore, this work synthesizes the significant theoretical, conceptual, and empirical scholarship to advance research and practice of governance. As universities across the globe face a myriad of challenges and multiple stakeholder demands, Governance of Higher Education offers scholars, practitioners, and higher education graduate students an essential resource for advancing research and the practice of governance. |
| philosophical ideological and theoretical perspectives on education: Historical and Philosophical Foundations of Education Gerald Lee Gutek, 2011 Structured around major movements in world history, the lives of leading educators, and the philosophies and ideologies that resulted from their ideas, Historical and Philosophical Foundations of Education: A Biographical Introduction, Fifth Edition provides a clear interdisciplinary exploration of the development of educational ideas. The author takes a global perspective on the history and philosophy of education, capturing the essence of educational evolution through the biographies of 23 theorists, philosophers, and educators. This biographical focus, combined with an introductory presentation of the inherent connections between education's major movements and its primary movers, helps students better understand the social and historical conditions that have informed today's educational arena. New to This Edition · NEW! Chapter 21 on William C. Bagley and Essentialism provides a balanced discussion that is the hallmark of this text. · NEW! Timelines highlighting key events in each educational philosopher's life at the beginning of every chapter provide a capsule introductory view of the philosopher's career. · NEW! URLs integrated within the Projects section of each chapter connect students with appropriate and useful sites and information. WHAT REVIEWERS ARE SAYING: Historical and Philosophical Foundations of Education is an excellent book. Dr. Gutek has done a phenomenal job in pulling together so many diverse resources and references to write in-depth and detailed biographies of the individuals discussed in his book. --Kelly Kolodny, Framingham State College I like the four organizing principles: contexts, biographies, educational ideas, [and] assessment of significance. --Craig Schieber, City University of Seattle [The] quality of the applications [are] are real strength in each and every chapter. --V. Robert Agostino, Duquesne University Historical and Philosophical Foundations of Education by Gerald L. Gutek is one of the most lucid and straightforward accounts of philosophers, theorists, and educators....The organizational pattern of [the book], with clear and concise sub-topics, ensures that students will easily be able to grasp the important understandings demanded of courses that deal with historical and philosophical thought. --Karen L. Riley, Auburn University Montgomery |
| philosophical ideological and theoretical perspectives on education: Theories of Mathematics Education Bharath Sriraman, Lyn English, 2009-10-14 This volume highlights theories that influence mathematical education theory building. It also includes newer developments in areas within mathematics education such as complexity theory, neurosciences, modeling, critical theory and networking theories. |
| philosophical ideological and theoretical perspectives on education: Same, Different, Equal Rosemary C. Salomone, 2003-01-01 A readable and objective assessment of the educational and legal issues surrounding single-sex education Although coeducation has been the norm within private and public schools since the 1970s, single-sex education has staged a comeback in recent years as a means of addressing the academic and social problems faced by some students. Single-sex education raises controversy on ideological grounds, and in 1996 the Supreme Court struck down the all-male admissions policy at the Virginia Military Institute in a decision that has cast a legal cloud over public initiatives. In this timely book, Rosemary Salomone offers a reasoned educational and legal argument supporting single-sex education as an alternative to coeducation, particularly in the case of disadvantaged minority students. Salomone examines the history of women's education and exclusion, philosophical and psychological theories of sameness and difference, findings on educational achievement and performance, the research evidence on single-sex schooling, and the legal questions that have arisen. Correcting many of the current misconceptions about single-sex education, she argues that it is a viable option and that the road to gender equality should be paved with diverse educational opportunities for all students--regardless of race, class, or gender. |
| philosophical ideological and theoretical perspectives on education: Better Policies, Better Schools Bruce S. Cooper, Lance Darin Fusarelli, E. Vance Randall, 2004 This book brings together the latest research on the policy-making process and theories of policy studies, and applies them to key policy areas. Policies are examined using 4 frameworks or policy lenses--normative, structural, constituent and technical--are used to enable students to view policy in a range of complexity. The authors have incorporated real world examples and vignettes and divided the text into 3 distinct parts--Theory, Process, Application to make information accessible and useful. |
| philosophical ideological and theoretical perspectives on education: Philosophical Foundations of Education Siddheshwar Rameshwar Bhatt, 2018-07-16 This book provides a philosophical foundation to the theory and practice of education from the Indian perspective. It is guided by an 'axionoetic' approach to education and therefore it deals with the epistemological foundation and value orientation of education. The author discusses the ontological, epistemological, logical, ethical and axiological bases of education in a holistic and integrated manner. The author maintains that education is a planned, methodical and purposive enhancement of human potentialities as a natural development. This presupposes correct and adequate formulation of the objectives and goals of education as per the needs and aspirations of pupils. Education also equips individuals for a good quality of life. Keeping in view the applied dimension of philosophy, this book analyses practical issues of moral education like character building value-negativism in the context of education. It also deals with issues concerning peace, sustainable development, sustainable judicious consumption etc. which should have a bearing on educational policies and programmes. |
| philosophical ideological and theoretical perspectives on education: Teaching Strategies Donald C. Orlich, Robert Harder, Richard Callahan, Michael S. Trevisan, Darcy Miller, 2013 Teaching Strategies: A Guide to Effective Instruction, 10/e, International Edition now in its tenth edition, is known for its practical, applied help with commonly used classroom teaching strategies and tactics. Ideal for anyone studying education or involved in a site-based teacher education program, the book focuses on topics such as lesson planning, questioning, and small-group and cooperative-learning strategies. The new edition maintains the book's solid coverage, while incorporating new and expanded material on InTASC standards, a new chapter on teaching in the inclusive classroom, and an up-to-date discussion of assessment as it relates to inclusion. The text continues to be supported by a rich media package anchored by TeachSource Video Cases, which bring text content to life in actual classroom situations. |
| philosophical ideological and theoretical perspectives on education: Play, Learning and the Early Childhood Curriculum Elizabeth Wood, Jane Attfield, 2005-05-17 `An excellent overview of the development in thinking about play, based on research into different aspects of play...This book enables the reader to not only access, and engage with developing theories and ideas, but also provides practical ideas and examples that have been tried and tested in the classroom. This book should be compulsory reading for every teacher of young children who are interested in developing their practice to provide a stimulating, active and playful environment with their children in which effective learning and positive attitudes are developed' - Bernadette Hancock, Headteacher of Christ the King Primary School, Cardiff `One of the major strengths of the book is that it makes some complex theory highly accessible to its audience....This makes it an excellent introductory book for use on inservice and undergraduate programs' - Sue Rogers, Institute of Education `This book aims to improve the quality of play in educational settings. It will be valuable for a wide range of practitioners' - Nursery World `In this new and updated edition of an outstanding book, Wood and Attfield once again demonstrate how young children make meaning, and construct knowledge, through play. They combine an informed discussion of the 'ideological tradition' of the early childhood pioneers, which continues to underpin most contemporary provision, with a refreshing openness to the new insights provided by recent research, and the new opportunities offered by the Foundation Stage era. Their unrivalled explanation of the links between theorists, such as Vygotsky, and classroom provision for play, is now expanded through considerations of recent findings in neuroscience, and a renewed awareness of the sociocultural contexts of childhood, as well as by studies which acknowledge the importance of boisterous, rough-and-tumble, play activities for children's development. And throughout, they remind readers and practitioners of the important distinction between play as a spontaneous activity of children ('play as such'), and the play which educators offer as a medium for learning' - Elizabeth Brooker, Course Leader: MA in Childhood Studies, Institute of Education 'This book provides a thorough and up-to-date overview of the topical issue of teaching and learning through play. Chapters cover issues including assessment through play, the role of adults in children's play, the impact of play on social and emotional learning and how to develop a whole-school approach to learning through play. ...This book is theoretical and detailed but extremely interesting and there is certainly practical information to be found in it' - Early Talk This timely Second Edition explores recent developments which strongly endorse play as an integral part of the curriculum. The content has been fully revised to reflect contemporary thinking about the role and value of play in early childhood and beyond. A key focus is the provision of a secure theoretical and practical grounding for developing a pedagogy of play. In the first section, the authors provide an overview of recent developments in education policies, and reviews of research into different aspects of play. In the second section, the emphasis is on classroom practice, specifically: organizing and developing play with particular reference to the Foundation Stage and Key Stage 1; establishing progression and continuity with Key Stage 1; assessing children's learning through play; the role of adults in children's play; using the plan-do-review approach to integrate child-initiated and adult-directed play; the importance of socio-dramatic play for children's social and emotional learning; and developing a whole-school play ethos. This book enables practitioners to create unity between play, learning and teaching, and to improve the quality of children's learning. New material provided by practitioners has been added, to show how this unity can be successfully achieved. This is an essential text for students of education. It is highly recommended to those undertaking degrees in Childhood Studies and those on Initial Teacher Training programmes in early years and primary education. |
| philosophical ideological and theoretical perspectives on education: Beyond Quality in Early Childhood Education and Care Gunilla Dahlberg, Peter Moss, Alan Pence, 2005-06-23 First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company. |
| philosophical ideological and theoretical perspectives on education: Philosophical Issues in Education Cornel M. Hamm, 1989 First published in 1989. Routledge is an imprint of Taylor & Francis, an informa company. |
PHILOSOPHICAL Definition & Meaning - Merriam-Webster
The meaning of PHILOSOPHICAL is of or relating to philosophers or philosophy. How to use philosophical in a sentence.
Philosophy - Wikipedia
Philosophy ('love of wisdom' in Ancient Greek) is a systematic study of general and fundamental questions concerning topics like existence, reason, knowledge, value, mind, and language. It …
PHILOSOPHICAL | English meaning - Cambridge Dictionary
PHILOSOPHICAL definition: 1. relating to the study or writing of philosophy: 2. If you are philosophical in your reaction to…. Learn more.
10 schools of philosophy and why you should know them
Dec 10, 2017 · For your reading pleasure, here are ten schools of philosophy you should know about. Some of them are commonly misunderstood, and we correct that problem here. The …
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The term ethics may refer to the philosophical study of the concepts of moral right and wrong and moral good and bad, to any philosophical theory of what is morally right and wrong or morally …
10 Philosophical Concepts You Should Know - TheCollector
Jan 27, 2023 · 10 Philosophical Concepts You Should Know. Did you know that philosophers have proposed answers for many of the questions we ask ourselves? Here are some …
PHILOSOPHICAL Definition & Meaning - Dictionary.com
Philosophical definition: of or relating to philosophy.. See examples of PHILOSOPHICAL used in a sentence.
Stanford Encyclopedia of Philosophy
The Stanford Encyclopedia of Philosophy organizes scholars from around the world in philosophy and related disciplines to create and maintain an up-to-date reference work. The SEP Library …
PHILOSOPHICAL definition and meaning | Collins English …
Philosophical means concerned with or relating to philosophy. He was not accustomed to political or philosophical discussions. Wiggins says he's not a coward, but that he's philosophically …
Philosophical - definition of philosophical by The Free Dictionary
philosophical - of or relating to philosophy or philosophers; "philosophical writing"; "a considerable knowledge of philosophical terminology"
PHILOSOPHICAL Definition & Meaning - Merriam-Webster
The meaning of PHILOSOPHICAL is of or relating to philosophers or philosophy. How to use philosophical in a sentence.
Philosophy - Wikipedia
Philosophy ('love of wisdom' in Ancient Greek) is a systematic study of general and fundamental questions concerning topics like existence, reason, knowledge, value, mind, and language. It …
PHILOSOPHICAL | English meaning - Cambridge Dictionary
PHILOSOPHICAL definition: 1. relating to the study or writing of philosophy: 2. If you are philosophical in your reaction to…. Learn more.
10 schools of philosophy and why you should know them
Dec 10, 2017 · For your reading pleasure, here are ten schools of philosophy you should know about. Some of them are commonly misunderstood, and we correct that problem here. The …
Philosophy | Definition, Systems, Fields, Schools, & Biographies ...
The term ethics may refer to the philosophical study of the concepts of moral right and wrong and moral good and bad, to any philosophical theory of what is morally right and wrong or morally …
10 Philosophical Concepts You Should Know - TheCollector
Jan 27, 2023 · 10 Philosophical Concepts You Should Know. Did you know that philosophers have proposed answers for many of the questions we ask ourselves? Here are some …
PHILOSOPHICAL Definition & Meaning - Dictionary.com
Philosophical definition: of or relating to philosophy.. See examples of PHILOSOPHICAL used in a sentence.
Stanford Encyclopedia of Philosophy
The Stanford Encyclopedia of Philosophy organizes scholars from around the world in philosophy and related disciplines to create and maintain an up-to-date reference work. The SEP Library …
PHILOSOPHICAL definition and meaning | Collins English …
Philosophical means concerned with or relating to philosophy. He was not accustomed to political or philosophical discussions. Wiggins says he's not a coward, but that he's philosophically …
Philosophical - definition of philosophical by The Free Dictionary
philosophical - of or relating to philosophy or philosophers; "philosophical writing"; "a considerable knowledge of philosophical terminology"
