Philosophy of Education in Action

Author: David W. Nicholson
Publisher: Routledge
ISBN: 1317551184
Format: PDF
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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.

The Socratic Classroom

Author: Sarah Davey Chesters
Publisher: Springer Science & Business Media
ISBN: 9460918557
Format: PDF, Mobi
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This book provides a framework for a collaborative inquiry-based approach to teaching and learning suitable not only for formal educational settings such as the school classroom but for all educational settings. For teachers, educationalists, philosophers and philosophers of education, The Socratic Classroom presents a theoretical as well as practical exploration of how philosophy may be adopted in education. The Socratic Classroom captures a variety of philosophical approaches to classroom practice that could be broadly described as Socratic in form. There is an exploration of three distinct approaches that make significant contributions to classroom practice: Matthew Lipman’s Community of Inquiry, Leonard Nelson’s Socratic Dialogue, and David Bohm’s Dialogue. All three models influence what is termed in this book as ‘Socratic pedagogy’. Socratic pedagogy is multi-dimensional and is underpinned by 'generative, evaluative, and connective thinking'. These terms describe the dispositions inherent in thinking through philosophical inquiry. This book highlights how philosophy as inquiry can contribute to educational theory and practice, while also demonstrating how it can be an effective way to approach teaching and learning. Audience This publication is suited to educators, teacher educators, philosophers of education and philosophers in general. It has a theoretical and practical focus, making it truly interdisciplinary.

Philosophy of Education

Author: Nel Noddings
Publisher: Routledge
ISBN: 0429974493
Format: PDF, ePub, Docs
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The first edition of Nel Noddings' Philosophy of Education was acclaimed as the 'best overview in the field' by the journal Teaching Philosophy and predicted to 'become the standard textbook in philosophy of education' by Educational Theory. This classic text, originally designed to give the education student a comprehensive look at philosophical thought in relation to teaching, learning, research, and educational policy, has now been updated to reflect the most current thinking in the field. A revised chapter on Logic and Critical Thinking makes the topic more accessible to students and examines how critical thinking plays a role in light of the new Common Core standards. Philosophy of Education introduces students to the evolution of educational thought, from the founding fathers to contemporary theorists, with consideration of both analytic and continental traditions. This is an essential text not only for teachers and future teachers, but also for anyone needing a survey of contemporary trends in philosophy of education.

Inquiry Based Learning for Multidisciplinary Programs

Author: Patrick Blessinger
Publisher: Emerald Group Publishing
ISBN: 1784418471
Format: PDF, Kindle
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This volume covers the many issues and concepts of how IBL can be applied to multidisciplinary programs and serves as a conceptual and practical resource and guide for educators and offers practical examples of IBL in action and diverse strategies on how to implement IBL in different contexts.

Inquiry Based Practice in Social Studies Education

Author: S.G. Grant
Publisher: Routledge
ISBN: 1351692224
Format: PDF, Mobi
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Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry’s scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry’s foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice. Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.

Semiotic Theory of Learning

Author: Andrew Stables
Publisher: Routledge
ISBN: 1351725165
Format: PDF, Mobi
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Semiotic Theory of Learning asks what learning is and what brings it about, challenging the hegemony of psychological and sociological constructions of learning in order to develop a burgeoning literature in semiotics as an educational foundation. ?Drawing on theoretical research and its application in empirical studies, the book attempts to avoid the problematization of the distinction between theory and practice in semiotics. It covers topics such as signs, significance and semiosis; the ontology of learning; the limits of learning; ecosemiotics; ecology and sexuality. The book is written by five of the key figures in the semiotics field, each committed to the belief that living is a process of interaction through acts of signification with a signifying environment. While the authors are agreed on the value of semiotic frameworks, the book aims not to present an entirely coherent line in every respect, but rather to reflect ongoing scholarship and debates in the area. In light of this, the book offers a range of possible interpretations of major semiotic theorists, unsettling assumptions while offering a fresh, and still developing, series of perspectives on learning from academics grounded in semiotics. Semiotic Theory of Learning is a timely and valuable text that will be of great interest to academics, researchers and postgraduates working in the fields of educational studies, semiotics, psychology, philosophy, applied linguistics and media studies.

Teaching with Purpose

Author: James D. Kirylo
Publisher: Rowman & Littlefield
ISBN: 1475812957
Format: PDF, ePub, Mobi
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For five days a week for approximately nine months out of the year totaling countless hours, teachers work with other people’s most treasured gifts—their children. That the teacher is the most important element in fostering an energetic, engaging, and inspiring classroom environment where authentic learning can unfold cannot be overstated. Indeed, it is the teacher who understands self or does not; it is the teacher who is prepared or is not; it is the teacher who has command of subject matter or does not; it is the teacher who inculcates in an appropriate way or does not; and, it is the teacher who is patient, understanding, empathetic, and enthusiastic or is not. To that end, Teaching With Purpose underscores what it means to be an insightful teacher, foundationally emphasizing that the central aspect toward richly transforming education is through the professionalization of what it means to be a teacher. Written in accessible language, and attentive to connecting theory to practice, the benefits and features of this book are mindful of a diverse readership.

Teacher Action Research

Author: Gerald J. Pine
Publisher: SAGE
ISBN: 1452278741
Format: PDF, ePub, Mobi
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"This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." —Kejing Liu, Shawnee State University Teacher Action Research: Building Knowledge Democracies focuses on helping schools build knowledge democracies through a process of action research in which teachers, students, and parents collaborate in conducting participatory and caring inquiry in the classroom, school, and community. Author Gerald J. Pine examines historical origins, the rationale for practice-based research, related theoretical and philosophical perspectives, and action research as a paradigm rather than a method. Key Features Discusses how to build a school research culture through collaborative teacher research Delineates the role of the professional development school as a venue for constructing a knowledge democracy Focuses on how teacher action research can empower the active and ongoing inclusion of nontraditional voices (those of students and parents) in the research process Includes chapters addressing the concrete practices of observation, reflection, dialogue, writing, and the conduct of action research, as well as examples of teacher action research studies