Thematische Bibliographien / 330102 History and philosophy of education

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte

Auswahl der wissenschaftlichen Literatur zum Thema „330102 History and philosophy of education“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 2. Februar 2022

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Zeitschriftenartikel zum Thema "330102 History and philosophy of education"

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Otte, Michael. „Mathematical history, philosophy and education“. Educational Studies in Mathematics 66, Nr. 2 (27.03.2007): 243–55. http://dx.doi.org/10.1007/s10649-007-9079-z.

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Carr, Wilfred. „Philosophy and Education“. Journal of Philosophy of Education 38, Nr. 1 (Februar 2004): 55–73. http://dx.doi.org/10.1111/j.0309-8249.2004.00363.x.

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Jonathan, Ruth. „Education, Philosophy of Education and Context“. Journal of Philosophy of Education 19, Nr. 1 (Juli 1985): 13–25. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00072.x.

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SAITO, NAOKO. „Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell“. Journal of Philosophy of Education 40, Nr. 3 (August 2006): 345–56. http://dx.doi.org/10.1111/j.1467-9752.2006.00527.x.

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Anton, John P. „A History of Philosophy“. Teaching Philosophy 9, Nr. 2 (1986): 166–70. http://dx.doi.org/10.5840/teachphil19869221.

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Kalin, Ibrahim. „History of Islamic Philosophy“. Teaching Philosophy 26, Nr. 4 (2003): 397–99. http://dx.doi.org/10.5840/teachphil200326455.

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HAMLYN, D. W. „Education and Wittgenstein's Philosophy“. Journal of Philosophy of Education 23, Nr. 2 (Dezember 1989): 213–22. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00208.x.

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DAVIS, ANDREW. „Philosophy of Mathematics Education“. Journal of Philosophy of Education 26, Nr. 1 (Juli 1992): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00272.x.

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McCarty, Luise Prior, und J. J. Chambliss. „Philosophy of Education: An Encyclopedia“. History of Education Quarterly 37, Nr. 4 (1997): 475. http://dx.doi.org/10.2307/369898.

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Boh, Ivan. „A History of Western Philosophy“. Teaching Philosophy 12, Nr. 2 (1989): 166–68. http://dx.doi.org/10.5840/teachphil198912233.

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Dissertationen zum Thema "330102 History and philosophy of education"

1

Lugtig, Joan F. (Joan Frances). „Philosophy, history, language and education : the hermeneutic epistemology underlying scientific linguistics“. Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23854.

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This thesis attempts to clarify a particular epistemological problem which surfaces in Chomsky's attempt to attain an objective psychological distance from the language used in his scientific theorizing, in taking language as an epistemological object. This is accomplished by examining the presumed objectivity underlying the theoretical basis of Chomskyan linguistics in its hermeneutical relation to the theories of language advocated by Quine, Wittgenstein, and other philosophers.
The thesis begins by situating the "metalanguage" in which the argumentation between Chomsky and Quine takes place in the Western philosophical tradition. It continues by outlining an historic-hermeneutic link between classical philosophy, early modernism and some twentieth century philosophies of language, most particularly those articulated by Wittgenstein in his two major works. Finally, the thesis concludes by identifying the hermeneutical nature of the philosophical discourse from which Chomsky's linguistics gains its epistemological force.
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Oelmann, Julie M. „Why portfolios? : history, philosophy and practice together in a portable folder“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ43927.pdf.

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Reiss, Christopher Jacob. „The history of academia| From the cradle of civilization to Plato's academy, the university, departmentalization, interdisciplinary programs, international affiliates and strategic business solutions“. Thesis, Drew University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241250.

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This dissertation reviews the extensive literature on the history of academia and education in historical context, distilling it into a concise storyline, followed by a concentrated focus on the French and German university models, departmentalization, and subsequent reactions to it. The extensive documentation provides a detailed sketch for the motivated scholar to elaborate upon with further reading. Hopefully, the interdiciplinary approach has something to offer most academics. The literature review also helped guide development of a survey assessing student educational experiences in contemporary academia (Cronbach’s α = 0.717). The endeavor included a far-reaching journey of field research across every continent of the world except Antarctica. A total of 273 universities were assessed. Qualitative notes were taken, which may lead to an illustrated travelogue, but the current dissertation aim was to survey undergraduates with the new instrument (N = 1,495 undergraduates). Results show the majority of students were pleased with the education they were receiving, though their program requirements prevented them from studying other subjects of interest, and opportunities to take interdisciplinary courses were limited. Most students found their professors available for guidance, but did not find opportunities to collaborate on publishable research with them. Furthermore, most students did not intend to submit their work for publication, but would be more inclined to submit to a student run journal, if one was available. Finally, most students believe it is important to spend a semester or more aboard, or at affiliate university campuses, but they find the expense and logistical problems a deterrent. In closing, policy considerations are proposed as possible solutions to the problems uncovered by the survey results. The limitations and contributions of this research are discussed. Theoretically, this research places the new global network university model within the context of historical developments. It expands the construct for rating universities beyond standard criteria for rankings to include the issues mentioned above. Methodologically, this research advances the field of university rating systems by providing a new reliable measurement tool. Practically, the survey instrument increases awareness of several issues that need attention in order to improve the educational experiences of university undergraduates.

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Akulli, Ksenafo. „Education and the Individual: An Exploration of Enver Hoxha’s Philosophy of Education“. The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1542907739330665.

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Bowden, Chelsea Mina. „Isocrates' Mimetic Philosophy“. The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1331049173.

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Novakowski, Julia T. „Analyzing Teacher-Student Relationships in the Life and Thought of William James to Inform Educators Today“. The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556709447795221.

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Hugo, Wayne. „Journeys of the learning soul: Plato to Descartes“. Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005917.

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This thesis aims to build up a picture of what it has meant for us within the western canon to educate a human being through the depths and heights of existence. It uses narrative accounts of educational journeys from ancient, medieval and early modern sources to develop an integral picture of the spectrum of education along with the techniques and fore-structures needed to guide a student through the various stages and encounters. Key metaphors, journeys and relationships - Diotirna's ladder of beauty, Plato's cave, Philo's Abraham and Sarah, Origen's bride and Bridegroom, Plotinus' journey of the alone to the Alone, Augustine's Confessions, the tragic love of Abelard and Heloise, Dante's encounters in the infernal, purgatorial and paradisical realms of human experience, Shakespeare's great playing within the same realm, and Descartes' doubting genius provide a rich ensemble, each resonating with the next, opening out intellectual, affective, volitional, and imaginative paths through the full terrain of human existence. This multidimensional approach points towards a flexible and insightful pedagogics that works with the enormous variety and capacity of human learning rather than heavy-handedly insisting on one path, or, even worse, not recognizing and dealing with specific areas of human living that occur in the upper and lower reaches of our educational endeavours. Phenomenological, Hermeneutic and Integral methods suggested by Heidegger and Wilber amongst others were used to inform the process of research. The results of this thesis are not contained in its reconunendations but in the effects of its reading. It is itself a tool that embodies and encourages the principles of an educational tradition that has existed within the history of western learning, not seeking a return to ancient or medieval ways but to provide a backlight that assists current initiatives working with the full range of human potential.
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Gorsline, Christie Bayless. „Marketing classroom philosophy to achieve critical literacy“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/868.

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Harouni, Houman. „Purpose and Education: The Case of Mathematics“. Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461047.

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Why do schools teach mathematics, and why do they teach the mathematics that they do? In this three-part dissertation, I argue that the justifications offered by national education systems are not convincing, and that students are tested on content whose purpose neither they nor their teachers clearly understand. In the first part of the dissertation, I propose a theoretical framework for understanding the content and pedagogy of school mathematics as a set of practices reflecting socio-political values, particularly in relation to labor and citizenship. Beginning with a critical study of history, I trace the origins of modern mathematics education, in the process unearthing common, unexamined assumptions regarding the place and form of mathematics education in contemporary society. In the second part of the dissertation I use the above theoretical framework to re-examine the literature on mathematical word problems. Word problems have interested research because they operate at the intersection between mathematics, education, and labor. I argue that scholarly discussions of word problems have so far adopted unexamined assumptions regarding the role of history, the structure of everyday life, and the relationship between mathematics and other disciplines. Through the lens of political economy I examine these assumptions and offer new categories and explanation for understanding word problems. In the final part of the dissertation, I apply my theoretical framework to practice. Using a dialogical approach, I present a group of undergraduate students and pre-service teachers with artifacts and problems that embody some of the defining tensions of mathematics education. Through twelve weeks of in-depth discussion, fieldwork and exploration, students eventually arrive at a more critical understanding of the social purpose of mathematics and the impact of this purpose on its teaching and learning in various contexts. The results for the students include an expanded vision of the possibilities of mathematics, a radical critique of its place in society, and reports of reduced math anxiety as well as increased curiosity toward mathematics.
Culture, Communities, and Education
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Gibbs, Jesulon Sharita Ronae. „The First Amendment and modern schools a legal analysis of off-campus student speech cases /“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3324540.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008.
Title from PDF t.p. (viewed on May 12, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 2961. Advisers: Suzanne E. Eckes; Martha M. McCarthy.
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Bücher zum Thema "330102 History and philosophy of education"

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Kant, Immanuel. Anthropology, history, and education. Cambridge, UK: Cambridge University Press, 2007.

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Kant, Immanuel. Anthropology, history, and education. Cambridge, UK: Cambridge University Press, 2007.

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Kant, Immanuel. Anthropology, history, and education. Cambridge, UK: Cambridge University Press, 2007.

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Glines, Don E. Year-round education: History, philosophy, future. San Diego, CA: National Association for Year-Round Education, 1995.

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Birch, Dinah. Our Victorian education. Malden, MA: Blackwell Pub., 2008.

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Speaking of teaching: Lessons from history. Lanham, MD: Lexington Books, 2008.

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A primer on the history and philosophy of education. Lanham, Md: University Press of America, 2010.

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Fry, C. George. Avicenna's philosophy of education: An introduction. Washington, C.D. [i.e. D.C.]: Three Continents Press, 1990.

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National Council of Educational Research and Training (India), Hrsg. Reflections on the philosophy of education. New Delhi: National Council of Educational Research and Training, 2001.

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The history and philosophy of education: Voices of educational pioneers. Upper Saddle River, N.J: Pearson/Merrill Prentice Hall, 2006.

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Buchteile zum Thema "330102 History and philosophy of education"

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Erduran, Sibel, und Ebru Kaya. „Epistemic Beliefs and Teacher Education“. In Science: Philosophy, History and Education, 51–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_3.

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Wagner, Paul A. „Warranted Indoctrination in Science Education“. In Science: Philosophy, History and Education, 307–15. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62616-1_12.

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Kelly, Gregory J., und Peter Licona. „Epistemic Practices and Science Education“. In Science: Philosophy, History and Education, 139–65. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62616-1_5.

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Caelli, William J. „History and philosophy of cyber security education“. In Cyber Security Education, 8–28. Names: Austin, Greg, 1951- editor. Title: Cyber-security education : principles and policies / edited by Greg Austin. Description: London ; New York : Routledge/Taylor & Francis Group, 2021. | Series: Routledge studies in conflict, security and technology: Routledge, 2020. http://dx.doi.org/10.4324/9780367822576-1.

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Wu, Hantian, und Qiang Zha. „Chinese Higher Education, History of“. In Encyclopedia of Educational Philosophy and Theory, 1–7. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-287-532-7_598-1.

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Erduran, Sibel, und Ebru Kaya. „Philosophy of Chemistry and Chemistry Education“. In Science: Philosophy, History and Education, 1–24. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_1.

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Erduran, Sibel, und Ebru Kaya. „Defining the Epistemic Core of Chemistry“. In Science: Philosophy, History and Education, 25–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_2.

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Erduran, Sibel, und Ebru Kaya. „Incorporating the Epistemic Core in Teacher Education Practice“. In Science: Philosophy, History and Education, 81–104. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_4.

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Erduran, Sibel, und Ebru Kaya. „Pre-service Chemistry Teachers’ Representations and Perceptions of the Epistemic Core: A Thematic Analysis“. In Science: Philosophy, History and Education, 105–28. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_5.

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Erduran, Sibel, und Ebru Kaya. „The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on One Pre-service Chemistry Teacher“. In Science: Philosophy, History and Education, 129–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15326-7_6.

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Konferenzberichte zum Thema "330102 History and philosophy of education"

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Mnozhynska, R. V. „Grigory Skovoroda on the human mind and education“. In HISTORY, POLITICAL SCIENCE, PHILOSOPHY AND SOCIOLOGY: EUROPEAN DEVELOPMENT DIRECTION. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-120-6-22.

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Kuz'micheva, L. N., und O. V. Zagorskaya. „Spiritual and moral development and education of the individual“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-02.

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Kiselev, Valery. „First Steps of the History of Chinese Philosophy in China“. In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.392.

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Udovkina, T. V., I. YU Rojba und O. F. Lobazova. „Cultural and educational tourism in spiritual and moral education youth“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-02-2020-03.

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Kopaev, V. P. „Social and humanitarian aspect of perspective pedagogical planning in physical education“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-05-2020-03.

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Orlova, E. A. „Art project as a new form of environmental education for youth“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-03.

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V'yunov, P. N. „Educational management as a strategy for the development of education: historical aspect“. In Scientific dialogue: Questions of philosophy, sociology, history, political science. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/spc-01-06-2020-09.

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Fidchenko, E. V., und O. V. Fidchenko. „Digital transformations: the modern stage in the history and philosophy of education“. In Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth" (MTDE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/mtde-19.2019.146.

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Gerbeshi Zylfiu, Bahtije. „PERCEPTION OF STUDENTS ABOUT MEDIA AND THEIR ROLE ON CIVIC EDUCATION“. In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s8.021.

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Sevcik, Milos. „ART AS EDUCATION: JAN PATOCKA ON THE RELATION OF ART TO DEEP AND SUPERFICIAL HISTORY“. In SGEM 2014 Scientific SubConference on ANTHROPOLOGY, ARCHAEOLOGY, HISTORY AND PHILOSOPHY. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b31/s11.091.

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