Highlighting key writings from Professor Richard Pring's international career in education, the texts in this book provide a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern.
Highlighting key writings from Professor Richard Pring's international career in education, the texts in this book provide a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern.
Richard Pring is Emeritus Professor of Education, and was formerly Director of Department of Educational Studies, University of Oxford, UK.
Inhaltsangabe
Introduction Part I Philosophy of Education: meaning and importance Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education. Chapter 2 Am I a critical realist? Chapter 3 Philosophy of education according to John Dewey. Part II Aims of Education Chapter 4 What counts as an educated person? Chapter 5 Putting persons back into education. Chapter 6 Traditional or child-centred learning - a 'false dualism'? Chapter 7 Preparing for citizenship: relevance of John Dewey. Chapter 8 When is a 'university' not a 'university'? A changing concept. Part III Teaching and Research Chapter 9 Leadership: skilled manager or virtuous professional? Chapter 10 Research into practice: action research and practitioner research. Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism. Part IV Context of Education Chapter 12 Transformation of education: from public service to private gain. Chapter 13 The common school
Introduction; Part IPhilosophy of Education: meaning and importance; Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.; Chapter 2 Am I a critical realist?; Chapter 3 Philosophy of education according to John Dewey.; Part II Aims of Education; Chapter 4 What counts as an educated person?; Chapter 5 Putting persons back into education.; Chapter 6 Traditional or child-centred learning - a 'false dualism'?; Chapter 7 Preparing for citizenship: relevance of John Dewey.; Chapter 8 When is a 'university' not a 'university'? A changing concept.; Part III Teaching and Research; Chapter 9 Leadership: skilled manager or virtuous professional?; Chapter 10 Research into practice: action research and practitioner research.; Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.; Part IV Context of Education; Chapter 12 Transformation of education: from public service to private gain.; Chapter 13 The common school
Introduction Part I Philosophy of Education: meaning and importance Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education. Chapter 2 Am I a critical realist? Chapter 3 Philosophy of education according to John Dewey. Part II Aims of Education Chapter 4 What counts as an educated person? Chapter 5 Putting persons back into education. Chapter 6 Traditional or child-centred learning - a 'false dualism'? Chapter 7 Preparing for citizenship: relevance of John Dewey. Chapter 8 When is a 'university' not a 'university'? A changing concept. Part III Teaching and Research Chapter 9 Leadership: skilled manager or virtuous professional? Chapter 10 Research into practice: action research and practitioner research. Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism. Part IV Context of Education Chapter 12 Transformation of education: from public service to private gain. Chapter 13 The common school
Introduction; Part IPhilosophy of Education: meaning and importance; Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.; Chapter 2 Am I a critical realist?; Chapter 3 Philosophy of education according to John Dewey.; Part II Aims of Education; Chapter 4 What counts as an educated person?; Chapter 5 Putting persons back into education.; Chapter 6 Traditional or child-centred learning - a 'false dualism'?; Chapter 7 Preparing for citizenship: relevance of John Dewey.; Chapter 8 When is a 'university' not a 'university'? A changing concept.; Part III Teaching and Research; Chapter 9 Leadership: skilled manager or virtuous professional?; Chapter 10 Research into practice: action research and practitioner research.; Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.; Part IV Context of Education; Chapter 12 Transformation of education: from public service to private gain.; Chapter 13 The common school
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