Tom Feldges – författare

This key text offers a detailed exploration of the wide range of theoretical approaches to theory, practice and research in Europe and how these can illuminate our understanding of contemporary education systems. Contributors working or living in countries across the continent offer their insights into different histories and contemporary problems, with each chapter exploring key themes and concepts to provoke critical thinking and discussion. Key areas and debates examined include: Educational poverty Perspectives on democracy and citizenship Theorising education and educational research Epistemic injustice in the curriculum Educational provision and ethosDrawing on these wide-ranging themes across a number of national contexts to provoke critical thinking and reflection, each chapter also includes discussion points and further reading. This book is most suitable for students working towards their BA or MA in Education Studies or other education-related courses. It also offers a worthwhile resource for lectures and researchers engaged in the topic of international education.

This key text offers a detailed exploration of the wide range of theoretical approaches to theory, practice and research in Europe and how these can illuminate our understanding of contemporary education systems. Contributors working or living in countries across the continent offer their insights into different histories and contemporary problems, with each chapter exploring key themes and concepts to provoke critical thinking and discussion. Key areas and debates examined include: Educational poverty Perspectives on democracy and citizenship Theorising education and educational research Epistemic injustice in the curriculum Educational provision and ethosDrawing on these wide-ranging themes across a number of national contexts to provoke critical thinking and reflection, each chapter also includes discussion points and further reading. This book is most suitable for students working towards their BA or MA in Education Studies or other education-related courses. It also offers a worthwhile resource for lectures and researchers engaged in the topic of international education.

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

This book dissects the relationship between the disciplines of Psychology and Education Studies to provide a new and critical perspective on the usefulness of psychological research and theory for educational purposes.Assuming that affective states form an important part of how humans relate to their environment, this book posits that the currently dominant cognitive approach to the field of psychology is unable to account sufficiently for this experiential reality of human life. Providing a philosophical investigation of this disparity, chapters offer an in-depth discussion of affective states for transformative learning, chart the journey of Psychology as an independent academic discipline, and engage classical learning theories in order to offer a broader understanding of complex, field-specific arguments, and engage readers from multidisciplinary backgrounds. Provoking a true paradigm shift in the field of Education Studies based on its own theoretical underpinnings, this book ultimately initiates a partnership between both disciplines to demonstrate a progressive and radical approach to the way we teach and think about the field of education studies.This cutting-edge book will be of relevance to scholars, researchers, and postgraduate students in the fields of Education Studies, educational psychology, the theory of education, and the philosophy of education more broadly. Senior professionals and academics who wish to expand their knowledge in relation to the international literature of this field would further benefit from this volume more broadly.

Combining contributions from international academics and practitioners, this new text develops students’ ability to philosophise as well as learn about philosophy and education. It considers issues concerned with the interface between education and wider society but goes beyond this to explore education and philosophy at a micro level: the teacher–learner relationship. It challenges and empowers students to use philosophy as a tool within education, as a set of theories to understand education and as a potential means to develop solutions to problems as they occur within practice.Assuming no pre-existing philosophical background, Philosophy and the Study of Education explores complex topics including: encouraging young people to criticise and challenge all authority; the limits of a religious-based education; the desire for ‘alternative facts’ or ‘truths’; the second-class status of vocational pursuits; the inherent struggle in the teacher–student relationship; the relationship between emotion, morality and autonomy in teaching.Including discussion questions and further recommended reading, this thought-providing book will support and inspire all those on Education Studies, Childhood Studies and Youth Studies courses in developing a critical perspective and understanding the true value of philosophy within education.