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Sunday, April 26, 2020 | History

2 edition of Philosophies of education. found in the catalog.

Philosophies of education.

National Society for the Study of Education. Committee on Philosophies of Education

Philosophies of education.

  • 51 Want to read
  • 20 Currently reading

Published by National Society for the Study of Education, distributed by the University of Chicago Press in Chicago .
Written in English

    Subjects:
  • Education -- Philosophy -- Collections

  • Edition Notes

    Includes bibliography.

    StatementEdited by Nelson B. Henry.
    SeriesYearbook of the National Society for the Study of Education -- [new ser.] 41st, pt. 1
    ContributionsHenry, Nelson B. b. 1883.
    Classifications
    LC ClassificationsLB7 N3 1956
    The Physical Object
    Paginationxi, 321 p.
    Number of Pages321
    ID Numbers
    Open LibraryOL15021025M


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Philosophies of education. by National Society for the Study of Education. Committee on Philosophies of Education Download PDF EPUB FB2

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book 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 4/5(23).

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The coverage consists of articles by contributors, who survey the full spectrum of the philosophy of education. While the emphasis is on theory, many articles show how theory works in students and general readers, the Encyclopedia demonstrates the influence of philosophic points of view on the practice of education.

The educational philosoph y of Idealism is one of the oldest educational. philosophies, going back to Socrates and Plato in ancient G reece. Other. proponents include Rene Decartes, George Author: Charlene Tan.

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In this article, we will discuss the 5 things that educators should know about the philosophy of education. Spread the loveStudent-centered philosophies are another essential philosophy that educators should be aware of. By focusing on the needs of students, teachers are able to assist and teach students within the classroom ensuring a higher level of student success.

In this article three types of student-centered philosophies will be discussed which are progressivism, social. This Is A Comprehensive Book Covering (I) Principles Of Education, (Ii) Philosophy Of Education (Both Western And Indian), And (Iii) Sociology Of Education. It Covers The Syllabi Of All The Indian Universities For The Paper Principles Of Education ForAnd Book Has Been Presented In An Analytical Style.

The Conclusions On Reviews: 1. A teacher who is attempting to teach without inspiring the pupil with a desire to learn is hammering on cold iron.

The art of teaching is the art of assisting discovery. A fool's brain digests philosophy into folly, science into superstition, and art into pedantry. Hence University education.

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.

Philosophy and science in the western world: a historical overview / Edward H. Reisner --Philosophy of education from the experimentalist outlook / William H.

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Philosophies of Education Perennialism Essentialism Behaviorism Progressivism Humanism, Existentialism Social Reconstructionism m History Christian doctrine Mathematics Foreign languages Logic Literature: Great Books Character training Moral development Reading & writing Computing History & geography Natural sciences Foreign languages.

Philosophy and science in the Western world: a historical overview / Edward H. Reisner --Philosophy of education from the experimentalist outlook / William H. Kilpatrick --Education and the realistic outlook / Frederick S.

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The goals of the History and Philosophy of Education series are to produce scholarship of the highest quality and salience for important matters of educational policy and practice, to do this through sustained collaboration between philosophers and historians of education, and to make the results of this work widely accessible to students, practitioners, and policymakers in.

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