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Thematische Bibliographien / History and philosophy of education / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „History and philosophy of education“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Januar 2023

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1

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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2

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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3

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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4

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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5

Cotinguiba Gomes, Euvaldo. „Philosophy and Its Course in History of Brazilian Education“. American Journal of Educational Research 5, Nr. 7 (26.08.2017): 770–75. http://dx.doi.org/10.12691/education-5-7-12.

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6

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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7

Maluleka, P., und T. Mathebula. „Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy“. Yesterday and Today 27 (2022): 65–89. http://dx.doi.org/10.17159/2223-0386/2022/n27a3.

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A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity and hermeneutic philosophy. In this article, we maintain that the last three of these trends, namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are useful in our attempt to contribute to Africanising the school history curriculum (SHC) in the Curriculum Assessment Policy Statement (CAPS) in post-apartheid South Africa. Against this background, we make use of Maton's (2014) Epistemic-Pedagogic Device (EPD), building on from Bernstein's (1975) Pedagogic Device as a theoretical framework to view African philosophy and its implications for the Africanisation of the SHC in CAPS in post-apartheid South Africa. Through the lens of Maton's EPD, we show how the CAPS' philosophy of education is questionable; untenable since it promotes 'differences of content'; and is at the crossroads, i.e., it is stretched and pulled in different directions in schools. Ultimately, we argue that Oruka's three trends form a three-piece suit advertising one's academic discipline (professional philosophy); showing South Africa's rich history told in the words ofAfrican elders (sage philosophy); and imploring school history learners to embark on a restless, unfinished quest for knowledge in the classrooms in post-apartheid South Africa.

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8

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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9

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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10

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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11

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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12

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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13

Scribner, Campbell F. „Friendship, Philosophy, and the History of Black Education“. Philosophy of Education 77, Nr. 4 (2021): 108–13. http://dx.doi.org/10.47925/77.4.108.

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14

Harris, Kevin. „Dismantling a deconstructionist history of philosophy of education.“ Educational Philosophy and Theory 20, Nr. 1 (Januar 1988): 50–62. http://dx.doi.org/10.1111/j.1469-5812.1988.tb00492.x.

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15

Nielsen, Henry, und Poul V. Thomsen. „History and philosophy of science in physics education“. International Journal of Science Education 12, Nr. 3 (Mai 1990): 308–16. http://dx.doi.org/10.1080/0950069900120310.

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16

Snider, Eric W. „The Oxford History of Western Philosophy“. Teaching Philosophy 18, Nr. 4 (1995): 381–84. http://dx.doi.org/10.5840/teachphil199518460.

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17

Burgess-Jackson, Keith. „The Columbia History of Western Philosophy“. Teaching Philosophy 23, Nr. 1 (2000): 63–71. http://dx.doi.org/10.5840/teachphil20002319.

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18

Keen, Ralph, Philip Melanchthon, Sachiko Kusukawa und Christine F. Salazar. „Orations on Philosophy and Education“. Sixteenth Century Journal 31, Nr. 2 (2000): 494. http://dx.doi.org/10.2307/2671640.

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19

HIRST, PAUL, und WILFRED CARR. „Philosophy And Education-A Symposium“. Journal of Philosophy of Education 39, Nr. 4 (November 2005): 615–32. http://dx.doi.org/10.1111/j.1467-9752.2005.00459.x.

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20

Peterson, Kent D., und Chester E. Finn. „Literature, History, Philosophy Stimulate Principals, Improve Schools“. NASSP Bulletin 69, Nr. 485 (Dezember 1985): 67–72. http://dx.doi.org/10.1177/019263658506948513.

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21

Matthews, Michael R. „History, Philosophy and Science Teaching: A Rapprochement“. Studies in Science Education 18, Nr. 1 (Januar 1990): 25–51. http://dx.doi.org/10.1080/03057269008559980.

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22

KUZANYAN, Satenik. „Philosophy of Education and Argumentation“. WISDOM 8, Nr. 1 (29.06.2017): 107. http://dx.doi.org/10.24234/wisdom.v8i1.180.

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This paper presents the basic issues of Philosophy of Education that have been under concern throughout the history, stressing the Janus-faced nature of philosophy of education. Discussing the role, urgency and necessity of argumentation in philosophy of education, the paper presents the understanding of argumentation according to the viewpoint of Yerevan School of Argumentation. It offers the investigation of the argumentation language, its conceptual apparatus in philosophy of education and the study of the components’ functioning specificities.

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23

Harris, Kevin. „Education, philosophy and equality“. Educational Philosophy and Theory 29, Nr. 2 (Januar 1997): 51–66. http://dx.doi.org/10.1111/j.1469-5812.1997.tb00020.x.

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24

Hager, Paul. „Postfoundational Philosophy of Education?“ Educational Philosophy and Theory 32, Nr. 3 (Januar 2000): 315–17. http://dx.doi.org/10.1111/j.1469-5812.2000.tb00456.x.

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25

Morreall, John. „Humor, Philosophy and Education“. Educational Philosophy and Theory 46, Nr. 2 (09.10.2012): 120–31. http://dx.doi.org/10.1080/00131857.2012.721735.

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26

Clark, John. „Philosophy, Neuroscience and Education“. Educational Philosophy and Theory 47, Nr. 1 (19.12.2013): 36–46. http://dx.doi.org/10.1080/00131857.2013.866532.

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27

Devine, Nesta, und Georgina Stewart. „Women, philosophy, and education“. Educational Philosophy and Theory 51, Nr. 7 (05.07.2018): 681–83. http://dx.doi.org/10.1080/00131857.2018.1493420.

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28

Sesanti, Simphiwe. „Teaching Ancient Egyptian Philosophy of Education in Teacher Education“. Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 11, Nr. 2 (23.09.2022): 109–26. http://dx.doi.org/10.4314/ft.v11i2.8.

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In 2003, almost a decade after South Africa’s 1994 first democratic elections, an academic debate emerged about the need to include the indigenous African philosophy of education in teacher education. Subsequently, Ubuntu philosophy has been given attention in philosophy for teacher education. However, ancient Egyptian philosophy of education, an indigenous African tradition, is absent. On their part, European and Asian philosophies of education are centred, leaving space for some philosophers of education to falsely attribute the genesis of philosophy, in general, and philosophy of education, in particular, to Europe and Asia since the two are dated. In contrast, Ubuntu philosophy of education is not dated. In this article, I argue that ancient Egyptian philosophy of education must be reclaimed and centred on teacher education not only in South Africa but wherever Africans are. Such an approach will not only expose Africans to their rich philosophical heritage but will also help to reclaim African philosophy’s space as a leader of humankind in the history of philosophy.

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29

McCulloch, Gary. „History of education in Britain since 1960“. Histoire de l'éducation, Nr. 154 (31.12.2020): 119–41. http://dx.doi.org/10.4000/histoire-education.5640.

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30

FLEW, ANTONY. „The Philosophy of Schools Council History“. Journal of Philosophy of Education 23, Nr. 1 (Juli 1989): 113–21. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00630.x.

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31

JONATHAN, RUTH. „Education, Philosophy of Education and the Fragmentation of Value“. Journal of Philosophy of Education 27, Nr. 2 (Dezember 1993): 171–78. http://dx.doi.org/10.1111/j.1467-9752.1993.tb00653.x.

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32

KOOPMAN, COLIN, und DARREN GARSIDE. „Transition, Action and Education: Redirecting Pragmatist Philosophy of Education“. Journal of Philosophy of Education 53, Nr. 4 (November 2019): 734–47. http://dx.doi.org/10.1111/1467-9752.12399.

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33

Harlan, L. R. „History Education Reform and the National History Education Network“. OAH Magazine of History 10, Nr. 1 (01.09.1995): 15–16. http://dx.doi.org/10.1093/maghis/10.1.15.

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34

Muir, James R. „Is our history of educational philosophy mostly wrong?“ Theory and Research in Education 3, Nr. 2 (Juli 2005): 165–95. http://dx.doi.org/10.1177/1477878505053300.

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There are two very different accounts of the history of educational philosophy and ideas presently available. One account is the work of historical scholars and classicists, and is based on thorough historical research. The other account is the work of educationists and philosophers, and is generally based on little or no historical research in the history of educational thought. Consequently, the prevailing accounts of the history of educational philosophy produced by educationists and philosophers over the past 50 years are remarkably inaccurate. The inaccuracies are of two kinds: (1) the unequalled influence of the educational ideas and practices of Isocrates, Plato’s rival, is almost wholly unrecognised, and (2) knowledge of the tradition of autonomous educational thought has been lost. Contemporary educational philosophy has much to gain, both in new methods and ideas and in the recovery of some of the academic credibility it still lacks, by recovering the legacy of Isocrates and the tradition of autonomous educational thought.

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35

Martínez Valle, Carlos. „Using Quentin Skinner in history and philosophy of education“. Encounters in Theory and History of Education 15 (10.11.2014): 81–102. http://dx.doi.org/10.24908/eoe-ese-rse.v15i0.5370.

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Quentin Skinner’s work is central to Intellectual History. This article reviews his methodological critiques and exegetical recommendations as they can be of interest for historians of education, educational comparatists, and analysts of educational policies. The article analyzes Skinner’s proposals against alternative methodologies. Firstly, it explores the criticisms he makes to traditional forms of the History of Ideas. These criticisms attack, in an original way, well known fallacies that are also common in History of Education. Secondly, the article explores his constructive proposals based in linguistic philosophy. The article introduces Skinner’s idea of “meaning,” which focuses on the intention of the author in issuing or writing the utterance or text. This intention can be worked out by considering the linguistic-rhetoric context of the work. The focus on intentions and contexts, which puts at the center of the exegesis what was considered a fallacy among positivist historians, implies a change in the conception of History of Education and in its relation to Philosophy of Education. The article sketches, as a way of conclusion, some implications of these constructive proposals for the work of comparatists, historians and philosophers of education. DOI: http://dx.doi.org/10.15572/ENCO2014.05

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36

Clumpner, Roy A. „A History and Philosophy of Sport and Physical Education“. Canadian Journal of History of Sport 26, Nr. 2 (Dezember 1995): 65–69. http://dx.doi.org/10.1123/cjhs.26.2.65.

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37

Maemonah, Maemonah, und Siti Anisatun Nafi'ah. „CONTEXTUAL LEARNING FOR BASIC EDUCATION: THE HISTORY AND PHILOSOPHY“. Sunan Kalijaga International Journal on Islamic Educational Research 1, Nr. 1 (21.09.2018): 51–64. http://dx.doi.org/10.14421/skijier.2017.2017.11-04.

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Discourse models or contextual approaches as part of the learning concept, which is still dwelling on the dimension of implementation either in the context of certain subjects or in the context of a particular class or school. Such in current conditions the assumption from educators’ scopes that contextual learning as something perfect, independent and in accordance with the present reality. The limitation of understanding gives impact to a closed mind. By those reasons, this paper seeks to explore the idea of contextual learning or which is often called as Contextual Teaching and Learning (CTL) both in terms of historical and philosophical dimensions. Based on the historical approach, contextual learning as a solution as well as a criticism of the stagnation of the constructivism flow in the face of global competition in the third era nowadays. However, the root of pragmatism is very strong in contextual learning. Therefore, in terms of philosophy, the discourse of contextual learning has been focused on the issue of education substance rather than the education values so that in the realm of its application in Indonesia, contextual learning should be given a critical note to be truly in accordance with the culture and behavior of Indonesian society.

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38

Matthews, Michael R. „History, philosophy, and science teaching: The present rapprochement“. Science and Education 1, Nr. 1 (1992): 11–47. http://dx.doi.org/10.1007/bf00430208.

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39

Kushnazarova, Yulduzkhon Kulnazarovna. „MATHATICS AS PEDAGOGY, IN THE HISTORY OF PEDAGOGY AND EDUCATION“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 08 (31.08.2021): 110–16. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-24.

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Global paradigms "cover all types of activity and underlie the shift from the deterministic stochastic and to the third synergetic paradigm." The paradigm can be described using three keywords: self-organization, open systems, non-linearity. This work uses the data tabulation method and the graphical presentation of the results. The philosophy of postmodernism is a motor speech between a person and his reality. The value of education is not to memorize facts, to encourage the brain to think. In other words, postmodernism is "a new model of thinking that refuses to embrace traditionalism without reflection and reappraisal." In postmodernism, all similar, different and non-traditional data and knowledge coexist. Thus, if in modernism educational services are important, if they are useful, then in postmodernism the usefulness of a product or service is determined by the emotions of the person for whom the product was created. From this point of view, the educational product and service should be memorable.

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40

HODSON, DEREK. „Philosophy of Science and Science Education“. Journal of Philosophy of Education 20, Nr. 2 (Dezember 1986): 215–25. http://dx.doi.org/10.1111/j.1467-9752.1986.tb00128.x.

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41

Suissa, Judith. „Anarchism, Utopias and Philosophy of Education“. Journal of Philosophy of Education 35, Nr. 4 (November 2001): 627–46. http://dx.doi.org/10.1111/1467-9752.00249.

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42

Gilroy, Peter. „The Revolutions in English Philosophy and Philosophy of Education“. Educational Philosophy and Theory 45, Nr. 2 (21.01.2013): 202–18. http://dx.doi.org/10.1080/00131857.2012.752985.

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43

McCann, Hugo, und Bevis Yaxley. „Retaining the Philosophy of Education in Teacher Education“. Educational Philosophy and Theory 24, Nr. 1 (Januar 1992): 51–67. http://dx.doi.org/10.1111/j.1469-5812.1992.tb00219.x.

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44

Evers., Colin W. „Naturalism and philosophy of education“. Educational Philosophy and Theory 19, Nr. 2 (Januar 1987): 11–21. http://dx.doi.org/10.1111/j.1469-5812.1987.tb00002.x.

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45

Bojesen, Emile. „Education and philosophy: an introduction“. Educational Philosophy and Theory 51, Nr. 10 (29.10.2018): 1061–62. http://dx.doi.org/10.1080/00131857.2018.1533464.

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46

Firode, Alain. „Le cartésianisme dans le cours de philosophie au début du XVIIIe siècle“. Histoire de l'éducation, Nr. 120 (01.09.2008): 55–76. http://dx.doi.org/10.4000/histoire-education.1832.

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47

Montagutelli, Malie. „VINOVSKIS (Maris A.). – History & Educational Policymaking“. Histoire de l'éducation, Nr. 93 (01.01.2002): 149–51. http://dx.doi.org/10.4000/histoire-education.938.

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48

Meijer, Wilna A. J. „The Concept of Education in Contemporary Dutch Philosophy of Education“. Journal of Philosophy of Education 19, Nr. 1 (Juli 1985): 81–90. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00079.x.

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49

COOPER, DAVID E. „Practice, Philosophy and History: Carr vs. Jonathan“. Journal of Philosophy of Education 21, Nr. 2 (Dezember 1987): 181–86. http://dx.doi.org/10.1111/j.1467-9752.1987.tb00157.x.

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50

Wagnon, Sylvain. „ALIX (Sébastien-Akira), L’éducation progressiste aux États-Unis. Histoire, philosophie et pratiques (1876-1919)“. Histoire de l'éducation, Nr. 149 (30.06.2018): 166–68. http://dx.doi.org/10.4000/histoire-education.4091.

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