教育哲学・理論入門<br>Making Sense of Education : An Introduction to the Philosphy and Theory of Education and Teaching

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教育哲学・理論入門
Making Sense of Education : An Introduction to the Philosphy and Theory of Education and Teaching

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  • 製本 Hardcover:ハードカバー版/ページ数 304 p.
  • 言語 ENG,ENG
  • 商品コード 9780415274869
  • DDC分類 370.1

基本説明

The book is divided into three parts: Education, Teaching and Professional Practice/ Learning, Knowledge and Curriculum/ Schooling, Society and Culture.

Full Description


Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book makes philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject.The book is divided into three parts:education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogylearning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content and evaluation and assessmentschooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline.This timely and up-to-date introduction assists all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning

Table of Contents

Preface                                            ix
PART I Education, teaching and professional 1 (82)
practice
Education, persons and schooling 3 (16)
The concept of education 3 (1)
Education and persons 4 (3)
Education, culture and value 7 (3)
The purposes of education and learning 10 (2)
Education, schooling and curriculum 12 (4)
Education, theory and practice 16 (3)
The complex character of teaching 19 (16)
Senses of teaching 19 (2)
Teaching as activity and performance 21 (2)
Teaching and skill 23 (4)
How not to conceive teaching as a skill 27 (1)
Teaching, personality and character 28 (3)
Teaching and virtue 31 (4)
The complex role of the teacher 35 (16)
Teaching as an occupation 35 (2)
The moral basis of profession 37 (3)
Is teaching a profession? 40 (3)
Teaching as a vocation 43 (1)
The affective dimensions of vocation 44 (3)
The occupational enigma of teaching 47 (4)
Educational theory and practice 51 (16)
Profession and theory 51 (2)
The problems of `applied theory' 53 (3)
Diverse senses of theory 56 (2)
Facts and values 58 (3)
Educational theories as moral perspectives 61 (2)
Teacher deliberation: generality and 63 (4)
particularity again
Wider moral implications of education 67 (16)
Teaching, ethics and moral education 67 (2)
Morality, social responsibility and 69 (3)
individual liberty
The possibility of moral objectivity 72 (2)
The philosophical search for moral 74 (3)
objectivity
The moral authority of teachers 77 (1)
Two concepts of practical reason 78 (5)
PART II Learning, knowledge and curriculum 83 (82)
Learning: behaviour, perception and 85 (15)
cognition
The philosophy of mind 85 (3)
The empirical investigation of learning 88 (2)
Behaviourism, agency and meaning 90 (3)
Kant and the constructivist turn 93 (1)
Gestalt and cognitive psychology 94 (3)
Some difficulties with cognitivist 97 (3)
approaches
Learning: meaning, language and culture 100(16)
The empirical psychological predicament 100(2)
Recognising the world `out there': Hume 102(3)
and Kant
Conceptual idealism: the social 105(2)
provenance of concepts
Frege's revolutionary semantic insights 107(2)
Wittgenstein's development of Frege 109(3)
Concepts as social, interpersonal and 112(4)
practical rules
Knowledge, explanation and understanding 116(16)
Epistemology and the problem of 116(1)
objectivity
The Platonic conditions of knowledge 117(3)
The Platonic account: problems for 120(3)
education
Idealism, progmatism and John Dewey 123(3)
The virtues and vices of pragmatist 126(2)
pedagogy
The varieties of objectivity 128(4)
Curriculum: purpose, form and content 132(16)
Knowledge and education 132(2)
Curriculum, education and schooling 134(2)
Curriculum balance 136(2)
Curriculum breadth (and depth) 138(3)
Curriculum coherence 141(2)
Continuity and progression 143(5)
Curriculum: process, product and appraisal 148(17)
Education, schooling and accountability 148(2)
The curriculum and educational assessment 150(3)
In search of a science of assessment 153(2)
Arguments against objectives-based 155(3)
assessment
Understanding and the assessment of `rich 158(2)
knowledge'
The limits of assessment reconsidered 160(5)
PART III Schooling, society and culture 165(81)
Liberalism, impartiality and liberal 167(15)
education
Modern developments in educational 167(2)
philosophy
Varieties of liberalism and 169(3)
communitarianism
The origins of liberalism 172(2)
Rights and duties 174(2)
Liberalism, morality and objectivity 176(2)
Liberalism and liberal education 178(4)
Community, identity and cultural inheritance 182(16)
Problems with liberal traditionalism 182(2)
New philosophical horizons 184(3)
The communitarian conception of person 187(2)
and agency
Educational implications of 189(3)
communitarianism
Problems with the communitarian 192(2)
perspective
Marx and the hegemonic account of 194(4)
education
Justice, equality and difference 198(16)
Identity, difference and justice 198(3)
Differences of intelligence and ability 201(2)
The hazards of psychometry 203(3)
Class, culture and difference 206(2)
The education of Sharon and Tracy 208(3)
The grounds of legitimate educational 211(3)
differentiation
Freedom, authority and discipline 214(16)
A persisting dichotomy 214(3)
The normative basis of the 217(1)
traditional--progressive distinction
Traditionalism and anti-democratic 218(4)
arguments
Progressive goodness and democracy 222(2)
Authority, discipline and punishment 224(3)
The sources of authority 227(3)
Political dimensions of education 230(16)
Different senses of education as political 230(2)
The normative, the political and the 232(2)
hegemonic
The political versus the professional 234(3)
Bones of professional--political 237(3)
contention
The grounds of professional knowledge 240(3)
Educational principles and 243(3)
party-political allegiance
Glossary 246(15)
Notes 261(21)
References 282(9)
Index 291