Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

humanities --- philosophy of education --- philosophy --- Education --- Philosophy --- Philosophy. --- Éducation --- Philosophie

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Adult Learning and Education The graduate student guide in adult education explores theories of adult learning and adult education participation. It provides a frame of reference for understanding the development of a rapidly evolving field and for enhancing knowledge and competencies in this professional domain. The publication is divided into two sections: a section on adult learning theories and a section on adult education participation theories. If Adult Learning and Education (ALE) is now a recognised professional field, the theoretical perspectives, underlying practices and policies draw on a variety of academic disciplines. Various theories of learning and of adult education participation shape the practice and the "engineering" of adult learning. In the first section, this study guide provides a review of the most important learning theories, including behaviourist, cognitive, and constructivist approaches, their modern development, as well as specific developments in adult education theory. The second section examines the psychological and sociological theoretical backgrounds of adult education participation in order to understand the factors at work in participation patterns along the adult life course and between different social contexts. Observing the relativity of social reproduction allows to identify the conditions and variables that need to be addressed in order to alter prevailing trends. This short book by one of the most eminent writers on adult education today is infact two books wrapped into one volume. The first consists of a survey of differenttheories of learning and adult learning. The second book discusses the statisticalevidence for the participation of adults in different lifelong learning programmesand activities in a number of Western countries. Both are very valuablecontributions to the study of adult and lifelong education. The volume is intendedfor students, and exercises and readings are given; the latter are particularly usefulsince the references for many of the readings suggested include weblinks, makingthis a very valuable tool of accessible sources for the study of adult and lifelongeducation. International Review of Education 3/2013

Education --- Adult Education --- Adult Learning --- theoretical background --- Adult Education theoretical background --- Behaviorism --- Constructivism (philosophy of education)

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

Education. --- Philosophy and social sciences. --- Mathematics --- Education --- Mathematics Education. --- Philosophy of Education. --- Educational Philosophy. --- Study and teaching. --- Philosophy. --- Social sciences and philosophy --- Social sciences --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Mathematics. --- Math --- Science --- Mathematics—Study and teaching . --- Education—Philosophy. --- Mathematics Education --- Philosophy of Education --- Educational Philosophy

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

"Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation — and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel’s The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel’s thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dssel’s ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s.Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher–student, politician–citizen, doctor–patient, philosopher–nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be “lo Mismo.” [The French in Levinas is “le Même,” and Backer and Diego have translated Dussel’s “lo Mismo” as “the Same.”]This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. “Pedagogics” should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel’s pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general."

Latin America --- National liberation & independence, post-colonialism --- Philosophy & theory of education --- Philosophy of liberation --- Liberation philosophy --- Philosophy, Latin American --- Liberation theology --- philosophy of education --- liberation pedagogy --- Argentina --- pedagogy --- decoloniality --- ethical philosophy

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Drawing on the thoughts of Jacques Rancière, this open access book seeks to understand the politics of childhood art by attending to the relational matters in children's artistic practices rather than the linear age-based developmental theories which often limit children's creativity. Weaving Rancière's ideas on pedagogy, politics, and aesthetics, with a research study at a Kindergarten classroom in the USA and the author's own art experiences in South Korea as a child, Hayon Park discusses the politics and ethics of teacher-led art projects, children's popular culture, and adult-child drawing companionship. The author argues that childhood art and in education is inherently political and relational as, from an early age, children are acutely aware of monitoring, categorisation, and the potential oppression of their art making and learning. Offering a post-structural, reconceptualist approach to art education, Park argues for new emancipatory practices and pedagogies, which encourage children's creativity and activate curiosity. The eBook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.

Philosophy & theory of education --- Jacques Rancière;philosophy of education;art education;child development;creativity;post-structuralism;reconceptualism;early childhood education --- Rancière, Jacques --- Aesthetics. --- Art --- Study and teaching (Early childhood) --- Rancière, Jacques,