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Artigos de revistas sobre o tema "330102 History and philosophy of education"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 2 de fevereiro de 2022

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1

Otte, Michael. "Mathematical history, philosophy and education". Educational Studies in Mathematics 66, n.º 2 (27 de março de 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, n.º 1 (fevereiro de 2004): 55–73. http://dx.doi.org/10.1111/j.0309-8249.2004.00363.x.

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3

Jonathan, Ruth. "Education, Philosophy of Education and Context". Journal of Philosophy of Education 19, n.º 1 (julho de 1985): 13–25. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00072.x.

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4

SAITO, NAOKO. "Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell". Journal of Philosophy of Education 40, n.º 3 (agosto de 2006): 345–56. http://dx.doi.org/10.1111/j.1467-9752.2006.00527.x.

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5

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

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6

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

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7

HAMLYN, D. W. "Education and Wittgenstein's Philosophy". Journal of Philosophy of Education 23, n.º 2 (dezembro de 1989): 213–22. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00208.x.

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8

DAVIS, ANDREW. "Philosophy of Mathematics Education". Journal of Philosophy of Education 26, n.º 1 (julho de 1992): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00272.x.

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9

McCarty, Luise Prior, e J. J. Chambliss. "Philosophy of Education: An Encyclopedia". History of Education Quarterly 37, n.º 4 (1997): 475. http://dx.doi.org/10.2307/369898.

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10

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

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11

Harlan, L. R. "History Education Reform and the National History Education Network". OAH Magazine of History 10, n.º 1 (1 de setembro de 1995): 15–16. http://dx.doi.org/10.1093/maghis/10.1.15.

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12

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

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13

HIRST, PAUL, e WILFRED CARR. "Philosophy And Education-A Symposium". Journal of Philosophy of Education 39, n.º 4 (novembro de 2005): 615–32. http://dx.doi.org/10.1111/j.1467-9752.2005.00459.x.

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14

Harris, Kevin. "Education, philosophy and equality". Educational Philosophy and Theory 29, n.º 2 (janeiro de 1997): 51–66. http://dx.doi.org/10.1111/j.1469-5812.1997.tb00020.x.

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15

Hager, Paul. "Postfoundational Philosophy of Education?" Educational Philosophy and Theory 32, n.º 3 (janeiro de 2000): 315–17. http://dx.doi.org/10.1111/j.1469-5812.2000.tb00456.x.

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16

Morreall, John. "Humor, Philosophy and Education". Educational Philosophy and Theory 46, n.º 2 (9 de outubro de 2012): 120–31. http://dx.doi.org/10.1080/00131857.2012.721735.

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17

Clark, John. "Philosophy, Neuroscience and Education". Educational Philosophy and Theory 47, n.º 1 (19 de dezembro de 2013): 36–46. http://dx.doi.org/10.1080/00131857.2013.866532.

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18

Devine, Nesta, e Georgina Stewart. "Women, philosophy, and education". Educational Philosophy and Theory 51, n.º 7 (5 de julho de 2018): 681–83. http://dx.doi.org/10.1080/00131857.2018.1493420.

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19

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

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20

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

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21

Jeanine M. Grenberg. "Anthropology, History, and Education (review)". Journal of the History of Philosophy 47, n.º 3 (2009): 474–75. http://dx.doi.org/10.1353/hph.0.0143.

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22

Peterson, Kent D., e Chester E. Finn. "Literature, History, Philosophy Stimulate Principals, Improve Schools". NASSP Bulletin 69, n.º 485 (dezembro de 1985): 67–72. http://dx.doi.org/10.1177/019263658506948513.

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23

Matthews, Michael R. "History, Philosophy and Science Teaching: A Rapprochement". Studies in Science Education 18, n.º 1 (janeiro de 1990): 25–51. http://dx.doi.org/10.1080/03057269008559980.

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24

KOOPMAN, COLIN, e DARREN GARSIDE. "Transition, Action and Education: Redirecting Pragmatist Philosophy of Education". Journal of Philosophy of Education 53, n.º 4 (novembro de 2019): 734–47. http://dx.doi.org/10.1111/1467-9752.12399.

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25

JONATHAN, RUTH. "Education, Philosophy of Education and the Fragmentation of Value". Journal of Philosophy of Education 27, n.º 2 (dezembro de 1993): 171–78. http://dx.doi.org/10.1111/j.1467-9752.1993.tb00653.x.

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26

Nielsen, Henry, e Poul V. Thomsen. "History and philosophy of science in physics education". International Journal of Science Education 12, n.º 3 (maio de 1990): 308–16. http://dx.doi.org/10.1080/0950069900120310.

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27

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

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28

Gadamer, Hans‐Georg. "Education is Self‐Education". Journal of Philosophy of Education 35, n.º 4 (novembro de 2001): 529–38. http://dx.doi.org/10.1111/1467-9752.00243.

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29

HODSON, DEREK. "Philosophy of Science and Science Education". Journal of Philosophy of Education 20, n.º 2 (dezembro de 1986): 215–25. http://dx.doi.org/10.1111/j.1467-9752.1986.tb00128.x.

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30

Suissa, Judith. "Anarchism, Utopias and Philosophy of Education". Journal of Philosophy of Education 35, n.º 4 (novembro de 2001): 627–46. http://dx.doi.org/10.1111/1467-9752.00249.

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31

BAILEY, CHARLES. "Lifelong Education and Liberal Education". Journal of Philosophy of Education 22, n.º 1 (julho de 1988): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1988.tb00184.x.

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32

McCulloch, Gary. "Virtual history and the history of education". History of Education 32, n.º 2 (março de 2003): 145–56. http://dx.doi.org/10.1080/00467600304161.

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33

McCann, Hugo, e Bevis Yaxley. "Retaining the Philosophy of Education in Teacher Education". Educational Philosophy and Theory 24, n.º 1 (janeiro de 1992): 51–67. http://dx.doi.org/10.1111/j.1469-5812.1992.tb00219.x.

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34

FLEW, ANTONY. "The Philosophy of Schools Council History". Journal of Philosophy of Education 23, n.º 1 (julho de 1989): 113–21. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00630.x.

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35

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

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36

Muir, James R. "Is our history of educational philosophy mostly wrong?" Theory and Research in Education 3, n.º 2 (julho de 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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37

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

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38

Evers., Colin W. "Naturalism and philosophy of education". Educational Philosophy and Theory 19, n.º 2 (janeiro de 1987): 11–21. http://dx.doi.org/10.1111/j.1469-5812.1987.tb00002.x.

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39

Bojesen, Emile. "Education and philosophy: an introduction". Educational Philosophy and Theory 51, n.º 10 (29 de outubro de 2018): 1061–62. http://dx.doi.org/10.1080/00131857.2018.1533464.

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40

LEVISOHN, JON A. "Negotiating Historical Narratives: An Epistemology of History for History Education". Journal of Philosophy of Education 44, n.º 1 (fevereiro de 2010): 1–21. http://dx.doi.org/10.1111/j.1467-9752.2010.00737.x.

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41

Addiss, Stephen, e Mary Erickson. "Art History and Education". Journal of Aesthetics and Art Criticism 52, n.º 4 (1994): 486. http://dx.doi.org/10.2307/432044.

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42

Greenberg, D. "Reform of History Education". OAH Magazine of History 6, n.º 1 (1 de junho de 1991): 3–4. http://dx.doi.org/10.1093/maghis/6.1.3.

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43

Gardner, J. "National History Education Network". OAH Magazine of History 6, n.º 1 (1 de junho de 1991): 44–45. http://dx.doi.org/10.1093/maghis/6.1.44.

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44

Gilroy, Peter. "The Revolutions in English Philosophy and Philosophy of Education". Educational Philosophy and Theory 45, n.º 2 (21 de janeiro de 2013): 202–18. http://dx.doi.org/10.1080/00131857.2012.752985.

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45

Martínez Valle, Carlos. "Using Quentin Skinner in history and philosophy of education". Encounters in Theory and History of Education 15 (10 de novembro de 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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46

Cotinguiba Gomes, Euvaldo. "Philosophy and Its Course in History of Brazilian Education". American Journal of Educational Research 5, n.º 7 (26 de agosto de 2017): 770–75. http://dx.doi.org/10.12691/education-5-7-12.

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47

Maemonah, Maemonah, e Siti Anisatun Nafi'ah. "CONTEXTUAL LEARNING FOR BASIC EDUCATION: THE HISTORY AND PHILOSOPHY". Sunan Kalijaga International Journal on Islamic Educational Research 1, n.º 1 (21 de setembro de 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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48

Clumpner, Roy A. "A History and Philosophy of Sport and Physical Education". Canadian Journal of History of Sport 26, n.º 2 (dezembro de 1995): 65–69. http://dx.doi.org/10.1123/cjhs.26.2.65.

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49

Maskell, Duke. "Education, Education, Education: or, What has Jane Austen to teach Tony Blunkett?" Journal of Philosophy of Education 33, n.º 2 (julho de 1999): 157–74. http://dx.doi.org/10.1111/1467-9752.00128.

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50

Tranvik, Mark D., e Sachiko Kusukawa. "Philip Melanchthon: Orations on Philosophy and Education". Sixteenth Century Journal 32, n.º 1 (2001): 163. http://dx.doi.org/10.2307/2671413.

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