Education Science and Truth

Author: Rasoul Nejadmehr
Publisher: Routledge
ISBN: 1135840644
Format: PDF, Docs
Download Now
What is the main problem of contemporary education? Rasoul Nejadmehr argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it. Thinkers mainly tend to veer towards two poles - absolutism and relativism. While a one-sided tendency toward absolutism leads to reified categories of thought and alienation, a tendency toward relativism leads to lack of universality and nihilism. Education, Science and Truth suggests a way out by bridging not only divides between and within analytical and continental philosophy but also those of modernism and postmodernism. By using a range of issues, disciplines and literature, Nejadmehr formulates a new version of the concept of objectivity based on the inclusion of multiple perspectives, including ones from art, philosophy and marginalized groups.

International Handbook of Philosophy of Education

Author: Paul Smeyers
Publisher: Springer
ISBN: 3319727613
Format: PDF, Kindle
Download Now
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

The Routledge International Handbook of Philosophy for Children

Author: Maughn Rollins Gregory
Publisher: Routledge
ISBN: 1317537475
Format: PDF, Mobi
Download Now
This rich and diverse collection offers a range of perspectives and practices of Philosophy for Children (P4C). P4C has become a significant educational and philosophical movement with growing impact on schools and educational policy. Its community of inquiry pedagogy has been taken up in community, adult, higher, further and informal educational settings around the world. The internationally sourced chapters offer research findings as well as insights into debates provoked by bringing children’s voices into moral and political arenas and to philosophy and the broader educational issues this raises, for example: historical perspectives on the field democratic participation and epistemic, pedagogical and political relationships philosophy as a subject and philosophy as a practice philosophical teaching across the curriculum embodied enquiry, emotions and space knowledge, truth and philosophical progress resources and texts for philosophical inquiry ethos and values of P4C practice and research. The Routledge International Handbook of Philosophy for Children will spark new discussions and identify emerging questions and themes in this diverse and controversial field. It is an accessible, engaging and provocative read for all students, researchers, academics and educators who have an interest in Philosophy for Children, its educational philosophy and its pedagogy.

Virtue Ethics and Moral Education

Author: David Carr
Publisher: Routledge
ISBN: 1134697376
Format: PDF, ePub, Docs
Download Now
This collection of original essays on virtue ethics and moral education seeks to fill this gap in the recent literature of moral education, combining broader analyses with detailed coverage of: * the varieties of virtue * weakness and integrity * relativism and rival traditions * means and methods of educating the virtues The rare collaboration of professional ethical theorists and educational philosophers provides a ground-breaking work and an exciting new focus in a growing area of research.

Cultural expression creativity and innovation

Author: Yudhishthir Raj Isar
Publisher: Sage Publications Ltd
ISBN:
Format: PDF, Mobi
Download Now
Volume 3 of the Cultures & Globalization series, Creativity and Innovations, explores the interactions between globalization and the forms of cultural expression that are their basic resource. Bringing together over 25 high-profile authors from around the world, this volume addresses such questions as: What impacts does globalization have on cultural creativity and innovation? How is the evolving world 'map' of creativity related to the drivers and patterns of globalization? What are the relationships between creative acts, clusters, genres or institutions and cultural diversity?

Education Knowledge and Truth

Author: David Carr
Publisher: Psychology Press
ISBN: 041516317X
Format: PDF, ePub, Docs
Download Now
This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

China s Reforms and International Political Economy

Author: Zweig David
Publisher: Taylor & Francis
ISBN: 0415547032
Format: PDF, Mobi
Download Now
Written by an international team of experts from the US, UK, Hong Kong, China, Korea and Canada, this important and interesting book examines and exploresthe relationship between the international political and economic system, and Chinae(tm)s economic and political transition. Exploring international relations theory with a China-centric view, thebook addresses key and significant questions such as: Has the outside world shaped Chinae(tm)s position within the global polity and economic, and affected the way China deals with the world economy? Have Chinese leaders and foreign policy makers internalized the norms and values of the global economic activity? Who are the key players in China in this process of globalization? Giving vital insights into Chinae(tm)s likely development and international influence in the next decade, Chinae(tm)s Reforms and International Political Economy is an essential and invaluable read.

Reconciliation and Pedagogy

Author: D. Pal S. Ahluwalia
Publisher: Routledge
ISBN: 0415687217
Format: PDF, Mobi
Download Now
Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas about reconciliation are proliferating, few scholarly accounts have focused on its pedagogies. This book seeks to develop a generative theory that properly maps reconciliation processes and works out the pedagogical dimensions of new modes of narrating and listening, and effecting social change. The contributors build conceptual bridges between the scholarship of reconciliation studies and existing education and pedagogical literature, bringing together the concepts of reconciliation and pedagogy into a dialogical encounter and evaluating how each might be of mutual benefit to the other, theoretically and practically. This study covers a broad range of territory including ethnographic accounts of reconciliation efforts, practical implications of reconciliation matters for curricula and pedagogy in schools and universities and theoretical and philosophical considerations of reconciliation/pedagogy. It will be of great interest to students and scholars of peace and reconciliation studies, educational studies and international relations.

Knowledge and the Curriculum International Library of the Philosophy of Education Volume 12

Author: Paul H. Hirst
Publisher: Routledge
ISBN: 1135170827
Format: PDF, ePub, Mobi
Download Now
The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.