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humanities --- philosophy of education --- philosophy --- Education --- Philosophy --- Philosophy. --- Éducation --- Philosophie
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islamic education --- education management --- islamic studies --- philosophy of education
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Education --- Philosophy --- Philosophy of Education Society (U.S.)
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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)
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Title in English: Phenomenological-pragmatist interpretation of the hyper-connectivist world: on topics of philosophy of information Against the background of the ideas of selected phenomenologists (Martin Heidegger, Jan Patočka, Jan Sokol) and pragmatist philosophers (Marc Johnson, Georg Lakoff or Antonio Damasio), the monograph reflects the phenomenon of the philosophy of information in a new framework than Luciano Floridi does. The monograph takes much more on transforming the contemporary world and its relationship to education and thought. On the example of individual sub-facets, they form a comprehensive critical reflection on how it is possible with the philosophy of information and the philosophy of education. It strives to be a clear guide to the contemporary world, which is trying to think new ways.
Philosophy, Czech. --- Czech philosophy --- philosophy of information --- philosophy of education --- hyperconvivist era --- ICT --- pragmatism --- phenomenology
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Philosophy --- Cosmology --- Cosmology. --- Philosophy. --- Mental philosophy --- philoposhy --- cosmology --- human future --- philosophy of education --- social philosophy --- Humanities --- Astronomy --- Deism --- Metaphysics
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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.
Education. --- Philosophy and social sciences. --- Education --- Educational Philosophy. --- Philosophy of Education. --- Philosophy. --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences
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The Palgrave Handbook of Toleration aims to provide a comprehensive presentation of toleration as the foundational idea associated with engagement with diversity. This handbook is intended to provide an authoritative exposition of contemporary accounts of toleration, the central justifications used to advance it, a presentation of the different concepts most commonly associated with it (e.g. respect, recognition) as well as the discussion of the many problems dominating the controversies on toleration at both the theoretical or practical level. The Palgrave Handbook of Toleration is aimed as a resource for a global scholarly audience looking for either a detailed presentation of major accounts of toleration, the most important conceptual issues associated with toleration and the many problems dividing either scholars, policy-makers or practitioners.
Political theory. --- Political philosophy. --- Philosophy and social sciences. --- Political sociology. --- Political Theory. --- Political Philosophy. --- Philosophy of Education. --- Political Sociology.
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Dark pedagogy explores how different perspectives can be incorporated into a darker understanding of environmental and sustainability education. Drawing on the work of the classic horror author H.P. Lovecraft and new materialist insights of speculative realism, the authors link Lovecraft’s ‘tales of the horrible’ to the current spectres of environmental degradation, climate change, and pollution. In doing so, they draw parallels between how humans have always related to the ‘horrible’ things that are scaled beyond our understanding and how education can respond to an era of climate catastrophe in the age of the Anthropocene. A new and darker understanding of environmental and sustainability education is thus developed: using the tripartite reaction pattern of denial, insanity and death to frame the narrative, the book subsequently examines the specific challenges of potentials of developing education and pedagogy for an age of mass extinction. This unflinching book will appeal to students and scholars of dark pedagogies as well as those interested in environment and sustainability education.
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This volume gives educational theorists the chance to let rip and say what they really want to say. In doing so it sends a blast of fresh air through the dusty halls of academe. The vast majority of the literature in education theory and philosophy follows the conventions of academic writing, and rightly so. Yet its formal, abstract and objective style, which focuses on the careful presentation of theoretical and philosophical arguments, doesn’t always give us insights into what motivates and drives the authors—while for academic neophytes it can be dense and arcane. Here, those same theorists and philosophers have been given the chance to expound at length on the topics that most exercise them. What concerns them, what gets them up in the morning, and what really matters most to them? Readers will discover what happens when these thinkers are explicitly invited to go beyond academic conventions and experiment with form, style and content. Featuring collected essays from leading educationalists from Norway, Sweden, Denmark, the USA, Canada, Israel Germany, Belgium and the UK, these essays provide vital insights into their work as well as being a compelling introduction to contemporary attempts to make sense of education through theory and philosophy. All these authors have made key contributions to the field, and their unique ‘manifestos’ make a fascinating read for any student or practitioner in education.
Education -- Philosophy. --- Education. --- Philosophy. --- Education --- Social Sciences --- Education, Special Topics --- Philosophy and social sciences. --- Educational Philosophy. --- Philosophy of Education. --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences
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