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Philosophy of Education: Major Themes in the Analytic Tradition
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VOLUME I: PHILOSOPHY AND EDUCATION PART 1: Philosophy and philosophy of education 1. Paul R. Hurst and R. S. Peters, Education and philosophy 2. Abraham Edel, Analytic philosophy of education at the crossroads 3. Peter Gilroy, The revolutions in English philosophy and philosophy of education 4. R. K. Elliott, Richard Peters: a philosopher in the older style 5. John Haldane, Metaphysics in the philosophy of education 6. Colin V. Evers, Analytic and post-analytic philosophy of education: methodological reflections PART 2: Educational theory and practice 7. Paul H. Hirst, Educational theory 8. Jim Valker, Philosophy and the study of education: a critique of the common sense consensus 9(i). Vilfred Carr, What is an educational practice? 9(ii). Ruth Jonathan, What is an educational practice? A reply to Wilfred Carr 9(iii). David E. Cooper, Practice, philosophy and history: Carr vs Jonathan 10. Jonas F. Soltis, Perspectives on philosophy of education PART 3: Conceptions of education 11(i). R.S. Peters, The justification of education 11(ii). R.K. Elliott, Education and justification 12(i). Paul H Hirst, Liberal education and the nature of knowledge 12(ii). Jane Roland Martin, Needed: a new paradigm for liberal education 13. Michael Oakeshott, Education: the engagement and its frustration 14(i). Jane Roland Martin, The ideal of the educated person 14(ii). Harvey Siegel, Genderized cognitive perspectives and the redefinition of philosophy of education 15. John and Patricia Vhite, Education, liberalism and human good 16. Michael Bonnett, Education in a destitute time 17. Paul H. Hirst, Education, knowledge and practices VOLUME II: EDUCATION AND HUMAN BEING Part 1: Education and autonomy 1. R.S. Peters, Freedom and the development of the free man 2. David E. Cooper, Authenticity, life and liberal education 3. Eamonn Callan, Autonomy and alienation Part 2: Education and the development of mind 4(i). R.K. Elliott, Education and human being 4(ii). Paul H. Hirst, Education and human being: a response to R.K. Elliott 5. R. K. Elliott, Objectivity and education 6(i). D.V. Hamlyn, The concept of development 6(ii). R. K. Elliott, The concept of development: a reply to D.W. Hamlyn Part 3: Intelligence, emotions, imagination and education 7. John Vhite, Intelligence and the logic of the nature-nurture issue 8(i). R. S. Peters, The education of the emotions 8 (ii). John Vhite, The education of the emotions 8(iii). Mary Varnock, The education of the emotions 9. R.K. Elliott, Versions of creativity 10. John Passmore, Cultivating imagination Part 4: Needs, interests, happiness and education 11. R. F. Dearden, 'Needs' in education 12. P. S. Vilson, Interests 13. R.F. Dearden, Happiness and education VOLUME III: SOCIETY AND EDUCATION Part 1: Democracy, pluralism and education 1. James C. Valker, Education for democracy: the representation/participation dualism 2. Amy Gutmann, Undemocratic education 3. Villiam Galston, Civic education in the liberal state 4. Eamonn Callan, Pluralism and civic education 5. Kenneth A. Strike, On the construction of public speech: pluralism and public reason 6. John Harris, A paradox of multicultural societies 7. Richard Pratte, Cultural diversity and education 8. Malcolm Jones, Education and racism 9. Valter Feinberg, Education, work, and democratic identity Part 2: Justice, equality and education 10. David E Cooper, Quality and equality in education 11. Kenneth R. Hove, In defense of outcomes-based conceptions of equal educational opportunity 12. Kenneth A. Strike, Fairness and ability grouping Part 3: Education, schooling and rights 13. Graham Haydon, The right to education and compulsory schooling 14. Joel Feinberg, The child's right to an open future 15. Joseph Diorio, Rights, equality and the ethics of school policy Part 4: Society and schooling: radical challenges 16. Kevin Harris, Peters on schooling 17. Maryann Ayim and Barbara Houston, A conceptual analysis of