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Author: D. Tröhler
Publisher: Springer
ISBN: 113734685X
Category : Education
Languages : en
Pages : 180
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Book Description
Johann Heinrich Pestalozzi transformed education theory and practice worldwide. Daniel Tröhler connects Pestalozzi's work to its context in Europe's late 18th- and early 19th-century republican movement, offering readers a way to understand the sociopolitical significance of education and its central role in the development of modern societies.
Author: D. Tröhler
Publisher: Springer
ISBN: 113734685X
Category : Education
Languages : en
Pages : 180
Get Book Here
Book Description
Johann Heinrich Pestalozzi transformed education theory and practice worldwide. Daniel Tröhler connects Pestalozzi's work to its context in Europe's late 18th- and early 19th-century republican movement, offering readers a way to understand the sociopolitical significance of education and its central role in the development of modern societies.
Author: D. Tröhler
Publisher: Palgrave Pivot
ISBN: 9781349475834
Category : Education
Languages : en
Pages : 170
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Book Description
Johann Heinrich Pestalozzi transformed education theory and practice worldwide. Daniel Tröhler connects Pestalozzi's work to its context in Europe's late 18th- and early 19th-century republican movement, offering readers a way to understand the sociopolitical significance of education and its central role in the development of modern societies.
Author: Paul Smeyers
Publisher: Springer Science & Business Media
ISBN: 1402097247
Category : Education
Languages : en
Pages : 244
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Book Description
Pushing ‘social’ responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use ‘Educationalization’ to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the ‘modernization’ of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on ‘educationalization’ to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the ‘learning society’, citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind. ‘Smeyers’ and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!’ Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland ‘This is a challenging, critical and analytical treatment of the tendency of contemporary administrations to overburden educational institutions with the expectation that they will provide the solutions to an increasingly diverse range of social and economic problems. It brings together the theoretical resources of a distinguished international group of philosophers and historians of education and deserves the careful attention of educational policy makers, practitioners and researchers alike.’ David Bridges, Von Hügel Institute, St Edmund’s College, Cambridge, England This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community are Educational Research: Why ‘What Works’ Doesn’t Work (2006) and Educational Research: Networks and Technologies (2007).
Author: Kimberly J. Stern
Publisher: Springer Nature
ISBN: 3030246043
Category : Language Arts & Disciplines
Languages : en
Pages : 271
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Book Description
Oscar Wilde: A Literary Life tracks the intellectual biography of one of the most influential minds of the nineteenth century. Rather than focusing on the dramatic events of Wilde’s life, this volume documents Wilde’s impressive forays into education, religion, science, philosophy, and social reform. In so doing, it provides an accessible and yet detailed account that reflects Wilde’s own commitment to the “contemplative life.” Suitable for seasoned readers as well as those new to the study of his work, Oscar Wilde: A Literary Life brings Wilde’s intellectual investments into sharp focus, while placing him within a cultural landscape that was always evolving and often fraught with contradiction.
Author: Tal Gilead
Publisher: Bloomsbury Publishing
ISBN: 1350074500
Category : Education
Languages : en
Pages : 401
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Book Description
This volume traces the history of Western philosophy of education through the Age of Enlightenment. The period between 1650 and 1850 was one of rapid intellectual development that revolutionized how education is viewed. Even the most progressive thinkers of the start of this period would have found the educational ideas expressed at its end odd, alien, and even dangerous. Shaped by broad intellectual movements, such as the Enlightenment, the counter-enlightenment and romanticism, as well as by the work of exceptional individuals including John Locke, Jean-Jacques Rousseau, Hélvetius, Mary Wollstonecraft, Pestalozzi, Fröbel and Emerson, the educational philosophy of this period has laid the foundations of how we think of and conduct education today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
Author: Pauli Siljander
Publisher: Springer
ISBN: 9463008276
Category : Education
Languages : en
Pages : 316
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Book Description
School is one of the most focal institutions in modern society. It is largely through the institutionalized forms of education that modern society attempts to secure and maintain its social and economic well-being and its valuable cultural life forms. In addition to this, school is the essential institution through which the future of a society is defined. Thus, at least when understood traditionally as a pedagogical institution, the school stands at the center of historically and socially constructed cultural life forms and at the brink of an unknown future: the determination of that future characterizes the pedagogical task of the school. It naturally ensues then, that modern discourses of the school have always been intertwined with the critical question of how past, present and future can be linked in educational practices so that schools can foster (in ever better ways) the well-being of individuals, societies and humanity. The chapters in this volume, despite the variety of viewpoints, share this critical view. The purpose of the volume is not to offer definite answers; rather it is to stress that to understand the role and functions of school in contemporary society and to orientate its transition, a well-founded critical evaluation of prevailing pedagogical practices and policy trends is required. This evaluation is vital for the future of school and society.
Author: Rosa Bruno-Jofré
Publisher: University of Toronto Press
ISBN: 1487502060
Category : Religion
Languages : en
Pages : 359
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Book Description
Catholic Education in the Wake of Vatican II is the first work dedicated to the effects of the Second Vatican Council on catholic education in various national and cultural contexts.
Author: Derek Hillard
Publisher: Berghahn Books
ISBN: 1789205522
Category : History
Languages : en
Pages : 286
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Book Description
Of the many innovative approaches to emerge during the twenty-first century, one of the most productive has been the interdisciplinary nexus of theories and methodologies broadly defined as “the study of emotions.” While this conceptual toolkit has generated significant insights, it has overwhelmingly focused on emotions as linguistic and semantic phenomena. This edited volume looks instead to the material aspects of emotion in German culture, encompassing the body, literature, photography, aesthetics, and a variety of other themes.
Author: Gerald L. Gutek
Publisher: IAP
ISBN:
Category : Biography & Autobiography
Languages : en
Pages : 154
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Book Description
In his interdisciplinary memoir, Gerald Gutek applies history and philosophy of education to educational biography. The author was guided by his focusing goals of exploring his path to becoming an educational biographer and working generalizations with his colleagues in the field. Gutek’s narrative begins with the author’s childhood experiences that inclined him to a career in education, followed by chapters on his doctoral program in the College of Education at the University of Illinois in Champaign-Urbana; his teaching of history and philosophy and education in the School of Education at Loyola University Chicago; his research and writing of biographies of Johann Heinrich Pestalozzi and Joseph Neef and his textbook, Historical and Philosophical Foundations of Education: a Biographical Introduction; and issues and strategies in writing about Maria Montessori. Throughout the book, Gutek analyzes concepts and applications he developed as an educational biographer such as parallel biographies, slice of life writing, reconsidering overlooked and understudied educators, and the role of place and space in telling life stories. ENDORSEMENTS: "Readers both new to educational biography or familiar with the discipline will find a valuable account of the author’s long and varied career as a biographer. From his childhood memory of listening to neighbors’ stories in his grandfather’s grocery store, to encounters with the important teachers in his life, Gutek brings his own story to life. As he recounts the influences on his personal intellectual history and the processes of his research and writing, readers gain valuable insights into the methods of an experienced educational biographer." — Larry Prochner, University of Alberta "For fifty years Gerald Gutek has been and remains one of the seminal and leading voices in the field of educational biography; thus it only makes sense for him to create something new: an intellectual memoir. From his work on Counts in 1970 to his work on Montessori (2016) and her acolytes in the US (2020)--Gutek has reliably bridged the worlds of educational history, educational biography, and philosophical foundations of education; this work cements his legacy. Gutek skillfully interweaves personal and family history with movements in educational history both formal and informal, then explains how these impacted his thinking and writing. Throughout this eminently readable memoir, Gutek also includes political and historical context without engaging in divisiveness. Scholars of life writing should give this a close reading, as Gutek sprinkles nuggets of methodological brilliance throughout the manuscript. Junior scholars would do well to read Gutek’s more substantive sections on the methods used to write each of his books; it is the academic equivalent of Master Class in textual form." — Ed Janak, University of Toledo
Author: Jil Winandy
Publisher: Routledge
ISBN: 1000572625
Category : Education
Languages : en
Pages : 381
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Book Description
Documenting the reception of the pre-eminent Austrian school reformer Johann Ignaz Felbiger and his pedagogical thought in European histories of education in the nineteenth century, this volume demonstrates how national and religious ideological preferences have propelled the construction of fundamental biases in educational historiography. Covering more than 200 years and multiple national contexts, this book’s case studies of France and Switzerland, as well as close analysis of historical documents and textbooks, reveal how a canon of glorified historical "heroes" have been promoted over and above other educational actors, with the aim of morally instructing future teachers according to national and religious values. Based on a strong array of historical sources, the author demonstrates how biased educational historiographies are utilized in gaining support for certain pedagogical and curricula models. Through the deep examination of textbooks used in teacher training and the explication of the work and actual influence of Felbiger’s method in Catholic parts of Europe, this book captures how these narratives impact our understanding of early national histories. Offering new knowledge in the history of curriculum studies, this volume will be of interest to scholars and researchers with an interest in the history of education, as well as comparative teacher education.
