Routledge Library Editions: Philosophy of Education – serie
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41 produkter
41 produkter
Inbunden, Engelska, 2016
2 001 kr
Skickas inom 10-15 vardagar
The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills, and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan, displayed more in party tricks than in useful knowledge. In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum.
Häftad, Engelska, 2018
608 kr
Skickas inom 10-15 vardagar
The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills, and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan, displayed more in party tricks than in useful knowledge. In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum.
Inbunden, Engelska, 2016
1 714 kr
Skickas inom 10-15 vardagar
The book, first published in 1983, explores the argument that justifies mixed ability groupings in schools and the consequences of practicing the different justificatory arguments. The issues to be dealt with by staff making decisions about grouping arrangements in their schools are clearly worked out from basic principles rooted in social philosophy. The ideas of social justice and fraternity, implicit and unexamined in much discussions about mixed-ability grouping are here explained and their limitations and implications described. The issues discussed in this book are not only important for teachers and for those studying to become teachers, but also for school governors, administrators and parents who can gain a better understanding of the school system through this study.
Häftad, Engelska, 2018
567 kr
Skickas inom 10-15 vardagar
The book, first published in 1983, explores the argument that justifies mixed ability groupings in schools and the consequences of practicing the different justificatory arguments. The issues to be dealt with by staff making decisions about grouping arrangements in their schools are clearly worked out from basic principles rooted in social philosophy. The ideas of social justice and fraternity, implicit and unexamined in much discussions about mixed-ability grouping are here explained and their limitations and implications described. The issues discussed in this book are not only important for teachers and for those studying to become teachers, but also for school governors, administrators and parents who can gain a better understanding of the school system through this study.
Inbunden, Engelska, 2016
2 001 kr
Skickas inom 10-15 vardagar
This text, first published in 1988, examines the underlying rationale of educational aims as applied to individual pupils, social policies and supposedly intrinsic values. This book explores traditional educational aims such as developing the potential and autonomy of individuals or the promotion of rationality as well as more contemporary and often controversial ones. The author provides a clear and balanced justification of educational aims which teachers need in order to combat the rhetoric of changing fashion or the pressures of political and managerial opportunism. This book is essential reading both for students and teachers.
Häftad, Engelska, 2018
608 kr
Skickas inom 10-15 vardagar
This text, first published in 1988, examines the underlying rationale of educational aims as applied to individual pupils, social policies and supposedly intrinsic values. This book explores traditional educational aims such as developing the potential and autonomy of individuals or the promotion of rationality as well as more contemporary and often controversial ones. The author provides a clear and balanced justification of educational aims which teachers need in order to combat the rhetoric of changing fashion or the pressures of political and managerial opportunism. This book is essential reading both for students and teachers.
Inbunden, Engelska, 2016
703 kr
Skickas inom 10-15 vardagar
This book, first published in 1987, examines the notion of truth and then discusses knowledge and the way in which much of our knowledge revises or rejects the common-sense we start from. The author argues that our knowledge is not as secure as some would like to think and that there are important limits to the possibility for explanation. He shows how values permeate our ordinary thinking and argues against the objectivity of these values, showing the practical consequences of this argument for teaching in schools. This stimulating approach to a fundamental educational issue does not require previous experience of formal philosophy and will be useful to both education students and teachers in schools.
Häftad, Engelska, 2018
266 kr
Skickas inom 10-15 vardagar
This book, first published in 1987, examines the notion of truth and then discusses knowledge and the way in which much of our knowledge revises or rejects the common-sense we start from. The author argues that our knowledge is not as secure as some would like to think and that there are important limits to the possibility for explanation. He shows how values permeate our ordinary thinking and argues against the objectivity of these values, showing the practical consequences of this argument for teaching in schools. This stimulating approach to a fundamental educational issue does not require previous experience of formal philosophy and will be useful to both education students and teachers in schools.
Inbunden, Engelska, 2016
1 427 kr
Skickas inom 10-15 vardagar
The Uses of Schooling, first published in 1988, proposes a radically different approach to the evaluation of education. Professor Broudy shows that the common criteria of school effectiveness – that is the ability to replicate the end-of-course performance on examinations or to apply such results – clearly demonstrates the ‘uselessness’ of much of the investment made in schooling. This is so because, unless constantly reinforced by repetition the ability to replace test performance is rapidly diminished after formal school ends. This study will be of interest to students of education.
Häftad, Engelska, 2018
444 kr
Skickas inom 10-15 vardagar
The Uses of Schooling, first published in 1988, proposes a radically different approach to the evaluation of education. Professor Broudy shows that the common criteria of school effectiveness – that is the ability to replicate the end-of-course performance on examinations or to apply such results – clearly demonstrates the ‘uselessness’ of much of the investment made in schooling. This is so because, unless constantly reinforced by repetition the ability to replace test performance is rapidly diminished after formal school ends. This study will be of interest to students of education.
Inbunden, Engelska, 2016
2 124 kr
Skickas inom 10-15 vardagar
In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.
Häftad, Engelska, 2018
539 kr
Skickas inom 10-15 vardagar
In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.
Inbunden, Engelska, 2016
2 356 kr
Skickas inom 10-15 vardagar
What models in the social sciences underlie existing or proposed patterns of educational practice? What theories of knowledge inform such models and thus arguably sanction such practice? In this book, first published in 1983, the author seeks some tentative answers. Wittgenstein’s understanding of ‘family resemblance’ and Chomsky’s ‘linguistic universals’ are interpreted, contrary to Hamlyn, as reconcilable notions that can both illuminate and refine Hirst’s understanding of ‘categorical concepts’. In the light of such a reformulated theory, Brent suggest ways in which a unified model of the social sciences could yield a unified curriculum theory. This title will be of interest to students of the philosophy of education and curriculum studies.
Häftad, Engelska, 2018
625 kr
Skickas inom 10-15 vardagar
What models in the social sciences underlie existing or proposed patterns of educational practice? What theories of knowledge inform such models and thus arguably sanction such practice? In this book, first published in 1983, the author seeks some tentative answers. Wittgenstein’s understanding of ‘family resemblance’ and Chomsky’s ‘linguistic universals’ are interpreted, contrary to Hamlyn, as reconcilable notions that can both illuminate and refine Hirst’s understanding of ‘categorical concepts’. In the light of such a reformulated theory, Brent suggest ways in which a unified model of the social sciences could yield a unified curriculum theory. This title will be of interest to students of the philosophy of education and curriculum studies.
Inbunden, Engelska, 2016
822 kr
Skickas inom 10-15 vardagar
This book, first published in 1989, relates a theory of liberty to the practice of education, and reveals the implications of beliefs about freedom for our schools and classrooms. The author makes a reasoned plea for society to have more respect for children and not treat them as an inferior sub-species. The central argument of this book is for greater education in democracy, and greater democracy in education. This title will be of interest to students of the philosophy of education.
Häftad, Engelska, 2018
302 kr
Skickas inom 10-15 vardagar
This book, first published in 1989, relates a theory of liberty to the practice of education, and reveals the implications of beliefs about freedom for our schools and classrooms. The author makes a reasoned plea for society to have more respect for children and not treat them as an inferior sub-species. The central argument of this book is for greater education in democracy, and greater democracy in education. This title will be of interest to students of the philosophy of education.
Inbunden, Engelska, 2016
1 373 kr
Skickas inom 10-15 vardagar
The philosophy of education is an important component of most education courses. The subject is often split into two traditions, one emphasising the use of analytic philosophy, the other engaging in radical social criticism. This book, first published in 1982, brings together the strengths of both traditions and takes stock of the debate. This study provides an interesting introduction to all the major philosophical issues in education which is different to many other works on the subject.
Häftad, Engelska, 2018
376 kr
Skickas inom 10-15 vardagar
The philosophy of education is an important component of most education courses. The subject is often split into two traditions, one emphasising the use of analytic philosophy, the other engaging in radical social criticism. This book, first published in 1982, brings together the strengths of both traditions and takes stock of the debate. This study provides an interesting introduction to all the major philosophical issues in education which is different to many other works on the subject.
Inbunden, Engelska, 2016
2 001 kr
Skickas inom 10-15 vardagar
It is widely agreed that teacher education must consist of two general components. There is a knowledge component which contains specialized subject matter knowledge, and a practical component in which intending teachers develop skills and abilities. In this original and compelling work, first published in 1989, Pearson attempts to examine the connection between the two. This title will be of interest to students of education.
Häftad, Engelska, 2018
512 kr
Skickas inom 10-15 vardagar
It is widely agreed that teacher education must consist of two general components. There is a knowledge component which contains specialized subject matter knowledge, and a practical component in which intending teachers develop skills and abilities. In this original and compelling work, first published in 1989, Pearson attempts to examine the connection between the two. This title will be of interest to students of education.
Inbunden, Engelska, 2016
1 304 kr
Skickas inom 10-15 vardagar
In this book, first published in 1988, the author integrates relevant ideas from philosophy, psychology, sociology, economics and political science to provide a comprehensive analysis of the problem of education for thinking. Professor Schrag takes account of the classroom as well as the larger society, and includes practical recommendations for creating new settings designed to enhance students’ thoughtfulness.
Häftad, Engelska, 2018
389 kr
Skickas inom 10-15 vardagar
In this book, first published in 1988, the author integrates relevant ideas from philosophy, psychology, sociology, economics and political science to provide a comprehensive analysis of the problem of education for thinking. Professor Schrag takes account of the classroom as well as the larger society, and includes practical recommendations for creating new settings designed to enhance students’ thoughtfulness.
Inbunden, Engelska, 2016
1 919 kr
Skickas inom 10-15 vardagar
Education, like every other important branch of knowledge, has its underlying philosophical problems. It is these problems and the attempts to solve them which together make up the philosophy of education. This book, first published in 1957, provides a simple explanation and illustration of what philosophy can (and cannot) do for educational thinking. This title will be of interest to students of the philosophy of education.
Inbunden, Engelska, 2016
2 124 kr
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This book, first published in 1987, provides a rigorous philosophical analysis of lifelong education. The author presents his arguments simply and directly so that the book is accessible to students who are new to philosophy and adult education.
Häftad, Engelska, 2018
485 kr
Skickas inom 10-15 vardagar
This book, first published in 1987, provides a rigorous philosophical analysis of lifelong education. The author presents his arguments simply and directly so that the book is accessible to students who are new to philosophy and adult education.
Inbunden, Engelska, 2016
1 154 kr
Skickas inom 10-15 vardagar
This title, first published in 1990, engages in the current debates about the teaching of literacy and the reform of education. Based on his dissatisfaction with prevalent theories of educational achievement and his experience of teaching in elementary schools, Winch argues that the dichotomy of biological inheritance and environmental influence is inadequate to describe the diverse phenomena of educational achievement. This title will be of interest to students of the philosophy of education.
Häftad, Engelska, 2018
376 kr
Skickas inom 10-15 vardagar
This title, first published in 1990, engages in the current debates about the teaching of literacy and the reform of education. Based on his dissatisfaction with prevalent theories of educational achievement and his experience of teaching in elementary schools, Winch argues that the dichotomy of biological inheritance and environmental influence is inadequate to describe the diverse phenomena of educational achievement. This title will be of interest to students of the philosophy of education.
Inbunden, Engelska, 2016
1 975 kr
Skickas inom 10-15 vardagar
This book, first published in 1978, introduces readers to the topic of the philosophy of religious education in a way which demands little philosophical expertise on their part. It puts forward a particular theory of religious education in such a way that most of the major questions are faced and sufficient answers given to enable readers to examine the theory critically, and so further the development of philosophy and education.
Häftad, Engelska, 2018
499 kr
Skickas inom 10-15 vardagar
This book, first published in 1978, introduces readers to the topic of the philosophy of religious education in a way which demands little philosophical expertise on their part. It puts forward a particular theory of religious education in such a way that most of the major questions are faced and sufficient answers given to enable readers to examine the theory critically, and so further the development of philosophy and education.
Inbunden, Engelska, 2016
2 356 kr
Skickas inom 10-15 vardagar
In this book, first published in 1979, Kevin Harris explores the idea that in capitalist liberal democracies formal education functions essentially not to reveal reality, but rather to transmit to each new generation a structured misrepresentation of reality. In defence of this controversial and thought-provoking view, the author argues that all knowledge of the world is theory-laden and that a neutral, detached, objective description of the world is impossible. This title will be of interest to students of the philosophy of education.