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Journal articles on the topic 'Education, Secondary Philosophy'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Fibla Ribera, Pilar. "The philosophy teachers and Secondary Education." Enrahonar. An international journal of theoretical and practical reason 20 (March 1, 1993): 119. http://dx.doi.org/10.5565/rev/enrahonar.558.

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2

Kiritisis, Dimitris. "The Subject of Philosophy in Greek Secondary Education." Thinking: The Journal of Philosophy for Children 20, no. 3 (2014): 98–104. http://dx.doi.org/10.5840/thinking2014203/415.

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3

Ćurko, Bruno, and Antonio Kovačević. "European projects related to ethical education in primary and secondary schools." Metodički ogledi 25, no. 2 (2019): 85–107. http://dx.doi.org/10.21464/mo.25.2.5.

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Through the Erasmus+ Program, in Key Activity 2 – “Strategic Partnerships in Education and Training” (KA2) – association for promotion of non-formal education, critical thinking and philosophy in practice “Petit Philosophy” has implemented or is implementing seven projects closely related to ethical education. The characteristics of these projects are that they are directed to ethical education in kindergartens and primary and secondary schools. Partners of “Petit Philosophy” in these projects were/are universities, primary and secondary schools, kindergartens, associations and institutions fr

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4

Millett, Stephan, and Alan Tapper. "Philosophy and Ethics in Western Australian Secondary Schools." Educational Philosophy and Theory 46, no. 11 (2013): 1212–24. http://dx.doi.org/10.1080/00131857.2013.771444.

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5

Ismail, Noorilham, Mohd Kasturi Nor Abd Aziz, Zarifah Arsani, and Makmur Haji Harun. "National Education Philosophy: A Review of Its Application in Malaysia's Education System." ZAHRA: Research and Tought Elementary School of Islam Journal 2, no. 2 (2021): 99–111. http://dx.doi.org/10.37812/zahra.v2i2.240.

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The implementation of the National Education Philosophy (NEP) at each stage of learning in the Malaysian education system will be the subject of this study. The primary goal that will be stressed is the implementation of the educational philosophy at the primary, secondary, and higher education levels. The emphasis would be on the areas covered in each level of education, whether academic or co-curricular in nature. This analysis will depend on educational reports from the Malaysian Ministry of Education, as well as memoirs, books, and newspapers. Such information will be analysed, compiled, a

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6

Collins, Peter. "HERBERT SPENCER AND THE “CARDINAL PRINCIPLES OF SECONDARY EDUCATION” (1918)." Philosophia: International Journal of Philosophy 21, no. 1 (2020): 1–18. http://dx.doi.org/10.46992/pijp.21.1.a.1.

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7

Rahayu, Arti Sri. "Islamic Education Foundation: An Axiological Philosophy of Education Perspective." International Journal of Nusantara Islam 4, no. 2 (2017): 49–60. http://dx.doi.org/10.15575/ijni.v4i2.974.

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This article is a literature study (library research), which aims to assess the qualitative description of the basis of Islamic education Axiological if viewed in the perspective of philosophy of education. To obtain the results of the study, the researcher uses several methods, among others: deductive, inductive, historical, and contextual. The type of research using library research (library research) with descriptive-analytic approach to data (primary and secondary) are qualitative. The results obtained is that Islam is the sistem of values that guide the Islamic way of life, in accordance

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8

Kai Shun, Mr Lam. "The Critics and Contributions of Mathematical Philosophy in Hong Kong Secondary Education." Academic Journal of Applied Mathematical Sciences, no. 71 (November 25, 2020): 16–26. http://dx.doi.org/10.32861/ajams.71.16.26.

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There are various schools of mathematical philosophy. However, none of them can be founded on mathematics alone. At the same time, there are two types of mathematical proof styles: Dialectic and algorithm mathematical proof. The relationship between proof and philosophy is to study philosophical problems with mathematical models. This type of proof is important to Hong Kong Secondary education. In addition, teachers should explain the connection between mathematics-based subjects, such as physics, so that lessons are more interesting rather than technical. Mathematics relates to nearly all oth

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9

Amirul Huda, Fawwaz Noor. "DIMENSI ONTOLOGI, EPISTEMOLOGI DAN AKSIOLOGI PENDIDIKAN ISLAM." EDUSOSHUM: Journal of Islamic Education and Social Humanities 1, no. 1 (2021): 67–72. http://dx.doi.org/10.52366/edusoshum.v1i1.4.

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Philosophy includes five branches of discussion, namely: logic, etestics, ethics, politics and metaphysics. The purpose of this research is to reveal how the meaning and function of the philosophy of science in Islamic education This research is a qualitative research that focuses on library research, using compare, summarize and synthesize approaches. In data source research there are two namely, primary data source and secondary source. The primary sources are books on the philosophy of Islamic education, while the secondary source is books related to the writing of this article. The method

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10

Stinner, Arthur. "Philosophy, thought experiments and large context problems in the secondary school physics course." International Journal of Science Education 12, no. 3 (1990): 244–57. http://dx.doi.org/10.1080/0950069900120303.

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11

Sleurs, Willy. "Education for Sustainable Development in Secondary Education of the Flemish Community: Challenges and Perspectives." Australian Journal of Environmental Education 22, no. 1 (2006): 91–97. http://dx.doi.org/10.1017/s0814062600001713.

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AbstractEnvironmental Education is one of the cross-curricular themes, introduced in the mid 1990s in the curriculum of Flemish secondary education (12-18 yr). Both the Brundtland report and the ENSI philosophy inspired the development of the objectives for EE. A strong partnership exists between the departments of education and the environment of the Flemish Ministry and the provincial authorities, which resulted in the project ‘MOS’, an environmental management system for primary and secondary schools. Besides environmental objectives, the pedagogical objectives of the project are strongly e

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12

Antonitsch, Peter K., Robert Kleinhagauer, and Peter Micheuz. "Incorporating History in Secondary Education Informatics Courses." IEEE Annals of the History of Computing 30, no. 3 (2008): 56–63. http://dx.doi.org/10.1109/mahc.2008.49.

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13

Ratnikov, Volodymyr. "The enduring relevance of philosophy in the education system. Part 1." Filosofiya osvity. Philosophy of Education 27, no. 1 (2021): 154–70. http://dx.doi.org/10.31874/2309-1606-2021-27-1-9.

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The subject of this article are philosophical questions that arise in the process of philosophical reflection on some modern trends in education. At a number of points, these issues intersect with the problems of philosophy of education as a relatively independent philosophical discipline. The article analyzes the actualization of philosophy in modern higher and secondary education. The general reasons for this actualization are revealed (insufficient accuracy in dealing with philosophical concepts; low level of philosophical and methodological culture; the general cultural mission of philosop

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14

Baseheart, Mary Catharine. "Edith Stein's Philosophy of Woman and of Women's Education." Hypatia 4, no. 1 (1989): 120–31. http://dx.doi.org/10.1111/j.1527-2001.1989.tb00871.x.

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Edith Stein, Husserl's brilliant student and assistant, devoted ten years of her life to teaching in a girls’ secondary school, during which time she gave a series of lectures on educational reform and the appropriate education to be provided to girls. She grounds her answer to these questions in a philosophical account of the nature of woman. She argues that men and women share some universally human character’ istics, but that they have separate and distinct natures. Her awareness of the rich variety of different personality types and specific differences among individuals allows her to hold

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15

Zulkifli, Hafizhah, and Rosnani Hashim. "Philosophy for Children (P4C) in Improving Critical Thinking in a Secondary Moral Education Class." International Journal of Learning, Teaching and Educational Research 19, no. 2 (2020): 29–45. http://dx.doi.org/10.26803/ijlter.19.2.3.

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16

Hägg, Gustav, and Agnieszka Kurczewska. "Towards a Learning Philosophy Based on Experience in Entrepreneurship Education." Entrepreneurship Education and Pedagogy 3, no. 2 (2020): 129–53. http://dx.doi.org/10.1177/2515127420910679.

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If experience is the guiding light in entrepreneurship education, then where is the philosophy of experience? This article illuminates the philosophical foundations of entrepreneurship education by discussing learning through experience. We introduce a diagram that addresses primary and secondary experiences and their interplay as well as a model that further reveals how educative entrepreneurial experience can be researched through empirical phenomenology. We suggest that although entrepreneurship is currently positioned as an experiential subject in academia, the theoretical and philosophica

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17

Balcombe, Jonathan. "Animals & Society Courses: A Growing Trend in Post-Secondary Education." Society & Animals 7, no. 3 (1999): 229–40. http://dx.doi.org/10.1163/156853099x00103.

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A survey of college courses addressing nonhuman animal ethics and welfare issues indicates that the presence of such courses has increased greatly since a prior survey was done in 1983. This paper provides titles and affiliations of 67 of 89 courses from the current survey. These courses represent 15 academic fields, and a majority are entirely devoted to animal issues. The fields of animal science and philosophy are proportionally well represented compared with biology and wildlife-related fields. An estimated 5000 or more North American students are now receiving instruction in these issues

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18

Szécsényi-Nagy, Gábor. "Astronomy Education in Hungary." International Astronomical Union Colloquium 105 (1990): 28–34. http://dx.doi.org/10.1017/s0252921100086322.

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Our educational system, like that of any other country, has grown up to meet the needs of the environment in which it developed. Perhaps its most distinctive feature is its emphasis on education of the masses rather than on education of the intellectuals.The philosophy of the Hungarian educational system is that a democracy depends upon a well-informed electorate, and that therefore each citizen should receive the best education possible. As a result, in our country most children in the same community attend school together from kindergarten through secondary school practically regardless of d

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19

Glavaš, Amanda, Ljerka Jukić Matić, and Sara Prša. "Upper-secondary teachers’ perceptions of the Matura exam in mathematics." Metodički ogledi 28, no. 1 (2021): 217–42. http://dx.doi.org/10.21464/mo.28.1.12.

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This paper reports a study on mathematics teachers’ perceptions of the Matura mathematics exam in Croatia. The study focuses on the suitability of mathematics school textbooks for students’ preparation for the exams, the complexity of the tasks in the exams, the grading and scoring of the exams, and teachers’ level of satisfaction with student achievement. The study used a convenience sampling method. It was conducted through a questionnaire administered to 308 upper secondary mathematics teachers. The findings showed that teachers do not perceive school textbooks as suitable resources to prep

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20

Jacobs, Wayne J., and Wayne E. Wylie. "Who Teaches Health Education in Texas Secondary Schools?" Journal of School Health 65, no. 9 (1995): 365–68. http://dx.doi.org/10.1111/j.1746-1561.1995.tb06234.x.

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21

Thibeault, Matthew D. "Dewey’s Musical Allergy and the Philosophy of Music Education." Journal of Research in Music Education 68, no. 1 (2020): 31–52. http://dx.doi.org/10.1177/0022429419896792.

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This historical study explores John Dewey’s ideas regarding music and music education through primary sources (his published writings, correspondence, and transcriptions of class lectures) and secondary sources (biographies and related scholarly literature). Dewey’s belief that he was unmusical is presented, including via a consideration of his novel conception of rhythm absent musical examples. Despite this belief, this study posits a case for a musical Dewey. This is presented through examples in his work that, while scattered, demonstrate several themes: that music is rooted in ritual and s

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22

Hägg, Gustav, and Agnieszka Kurczewska. "Toward a Learning Philosophy Based on Experience in Entrepreneurship Education." Entrepreneurship Education and Pedagogy 4, no. 1 (2019): 4–29. http://dx.doi.org/10.1177/2515127419840607.

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If experience is the guiding light in entrepreneurship education, then why is there so little mention of a philosophy of experience? This article aims to illuminate the philosophical foundations upon which entrepreneurship education rests by discussing learning through experience. In particular, we discuss the concept of experience used in educational research and learning activities for fostering knowledge development in entrepreneurship education. To illustrate our discussion, we develop a diagram that addresses primary and secondary experience and its interplay as well as a model that furth

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23

Brickhouse, Nancy W. "The teaching of the philosophy of science in secondary classrooms: case studies of teachers’ personal theories." International Journal of Science Education 11, no. 4 (1989): 437–49. http://dx.doi.org/10.1080/0950069890110408.

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24

Anamika. "Pedagogy of human rights education and secondary school pre-service teachers in India: Philosophy and praxis." PROSPECTS 47, no. 1-2 (2017): 119–31. http://dx.doi.org/10.1007/s11125-018-9422-4.

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25

Winters, Andrew M. "Experiential Learning Within and Without Philosophy." American Association of Philosophy Teachers Studies in Pedagogy 4 (2018): 1–14. http://dx.doi.org/10.5840/aaptstudies201842.

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Philosophy has made substantive contributions to education, going at least as far back as to well-known figures such as Plato and Aristotle. Along with disciplines like psychology and sociology, philosophy has helped shape some of the core features of experiential learning. The central aim of the present introduction is to illustrate how developments in experiential learning are the result of contributions from both within and without philosophy. Some secondary goals include discussing the historical and contemporary developments in experiential learning as a way of framing the essays that mak

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26

Brueckler, Franka Miriam, and Vladimir Stilinović. "An Early Appearance of Nondecimal Notation in Secondary Education." Mathematical Intelligencer 42, no. 3 (2019): 50–54. http://dx.doi.org/10.1007/s00283-019-09960-1.

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27

Grygorova, Nadiya Volodymyrivna. "The Modern School in the European Educational Philosophy Discourse." Filosofiya osvity. Philosophy of Education 21, no. 2 (2017): 258–61. http://dx.doi.org/10.31874/2309-1606-2017-21-2-258-261.

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The article presents the results of the discussions during the XVIII International Conference “Education and the Perspectives of National Development” with the panel “The Contemporary School: Tendencies for Development and Reflections of the Experience”, which was conducted at National Pedagogical H. S. Skovoroda University in Kharkiv, Ukraine on May, 19-20, 2017. A short review of reports made by participants of the conference, which were devoted to the problem of modernization of secondary education, are provided The school education reform in Ukraine should not be restricted by the program

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28

Goldfine, Bernard D., and Markus V. Nahas. "Incorporating Health-Fitness Concepts in Secondary Physical Education Curricula." Journal of School Health 63, no. 3 (1993): 142–46. http://dx.doi.org/10.1111/j.1746-1561.1993.tb06103.x.

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29

Crawford, Lachlan. "The development of secondary education in Hong Kong, 1945‐71." History of Education 24, no. 1 (1995): 105–21. http://dx.doi.org/10.1080/0046760950240108.

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30

Shpachinskyi, Ihor. "«Why» and «how» philosophy is needed today : methodological and ppsychological aspects." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 77–82. http://dx.doi.org/10.33310/2078-2128-2020-20-1-77-82.

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The article reflects some approaches of methodological and psychological nature to the teaching of philosophy in institutions of both high and general secondary education. The question of the introduction of effective methods of teaching philosophy was examined. It is actually from the point of persuasion of a modern complicated cultural situation in Ukraine and the world. This is equally important for the formation of spiritually developed personality, which is characterized by dialectical, systemic, strategic thought, the desire to create and develop oneself. The analysis of modern distance

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31

Morais, Teresa, Helena Silva, José Lopes, and Caroline Dominguez. "Argumentative skills development in teaching philosophy to secondary school students through constructive controversy: an exploratory study case." Curriculum Journal 28, no. 2 (2017): 249–65. http://dx.doi.org/10.1080/09585176.2016.1267654.

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32

Zhang, Chao. "A Brief Analysis of Orff's Music Teaching Concept." Review of Educational Theory 2, no. 3 (2019): 21. http://dx.doi.org/10.30564/ret.v2i3.873.

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Orff music teaching method is one of the most famous and widely used music education systems in the world, named after Karl Orff, a famous German musician. It endows the music education with humanity and fraternity under the perspective of anthropology, which has a profound impact on music education in primary and secondary schools all over the world. During the process of Chinese folk music teaching in primary and secondary schools, we should draw on the advantages of Orff's music teaching philosophy and promote the national characteristics of Chinese music teaching.

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33

Vysotska, Olha, Serhii Rieznikov, Elena Rohova, Oleksandr Vysotskyi, and Maryna Vatkovska. "Philosophy and Practice of Education for Sustainable Development in Ukraine: On the Example of Secondary Education in the Dnipropetrovsk Region." European Journal of Sustainable Development 10, no. 2 (2021): 256. http://dx.doi.org/10.14207/ejsd.2021.v10n2p256.

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The article reveals the features of introducing education for sustainable development in Ukraine, its theoretical basis and practical implementation on the example of Secondary Education in the Dnipropetrovsk region. The importance of forming an integrated developing educational environment based on the principles of education for sustainable development is proved. It determines the interdisciplinarity of the content of education for sustainable development, its high potential in creating a new type of educational environment. Methods and approaches of forming the values of sustainable develop

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34

Sadler, D. Royce. "Expert Review and Educational Reform: The Case of Student Assessment in Queensland Secondary Schools." Australian Journal of Education 36, no. 3 (1992): 301–17. http://dx.doi.org/10.1177/000494419203600306.

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Major reforms in assessment policy in Queensland secondary schools have occurred during the past 30 years. In each case, the reforms resulted from the adoption of recommendations, produced by a panel of experts, which constituted the design for a new system. Two features of the designs—their underlying philosophy and the status and technical adequacy of the recommendations—affected their prospects of success. Other influences were the experiences of teachers and public opinion as expressed and shaped through the media. Although substantial procedural changes were made to each assessment system

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35

Буйняк, М. "CULTUROLOGICAL DIRECTION OF THE DIGITAL STUDENŤS BOOK OF RUSSIAN AS A FOREIGN LANGUAGE FOR LOWER SECONDARY SCHOOLS." Russkii iazyk za rubezhom, no. 1(284) (March 18, 2021): 81–87. http://dx.doi.org/10.37632/pi.2021.284.1.010.

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Словацкая русистика под руководством Э. Колларовой уже 25 лет идет по пути культурологической мысли иноязычного образования. В статье мы представляем содержание цифровой версии учебника РКИ «Встречи с Россией. Начало» и «Встречи с Россией. Сегодня» в соответствии с этой философией. Предлагаем спираль продолжения учебного материала в рамках языковых уровней общеевропейской компетенции владения иностранным языком на основе творчества русского композитора П.И. Чайковского в контексте философии синтетической художественной культуры в русско-словацком компаративном плане диалога культур. E. Kollaro

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36

Grinshkun, Vadim Valerevich. "Problems and ways of informatization technologies in education effective use." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2018): 34–47. http://dx.doi.org/10.51314/2073-2635-2018-2-34-47.

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The article describes some of the problems that are typical for the current stage of informatization of education, justifies the need to study informatization, proposes measures aimed at improving the efficiency of the development and use of information technology in education. The content of the article was approved at the joint meeting of the bureau of the department of the philosophy of education and theoretical pedagogy, the department of professional education and the general secondary education department of the Russian Academy of Education on February 27, 2018.

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37

HAMATANI, Kana. "The Legitimacy of the Legal Status of ‘Ethics and Philosophy’ in German Secondary Education." Comparative Education 2004, no. 30 (2004): 168–85. http://dx.doi.org/10.5998/jces.2004.168.

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38

van Dijk, H., and C. A. Mandemakers. "Secondary education and social mobility at the turn of the century." History of Education 14, no. 3 (1985): 199–226. http://dx.doi.org/10.1080/0046760850140303.

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39

Robinson, Brian D. "Campus schemes of secondary education in England and Wales, 1952–82." History of Education 25, no. 4 (1996): 387–400. http://dx.doi.org/10.1080/0046760960250407.

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40

Barrow, Lloyd H. "Demographic survey of New England's preservice secondary science teacher education programs." Science Education 71, no. 5 (1987): 713–20. http://dx.doi.org/10.1002/sce.3730710508.

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41

Rudge, Linda. "Religious education: a conceptual and interdisciplinary approach for secondary level." International Journal of Children's Spirituality 16, no. 1 (2011): 60–62. http://dx.doi.org/10.1080/1364436x.2011.553470.

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42

SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.

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In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of compr

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43

Larson, Edward J. "Before the crusade: Evolution in American secondary education before 1920." Journal of the History of Biology 20, no. 1 (1987): 89–114. http://dx.doi.org/10.1007/bf00125259.

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44

O'Hear, Anthony. "Philosophy and Educational Policy." Royal Institute of Philosophy Supplement 45 (March 2000): 135–56. http://dx.doi.org/10.1017/s1358246100003362.

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There is a country where teachers have high status, and in which they have qualifications on a par with members of other respected profession. Parents and children have high aspirations and high expectations from education. Children are fully aware of the importance of hard and consistent work from each pupil. Schools open on 222 days in the year, and operate on the belief that all children can acquire the core elements of the core subjects. It is not expected that a class will have a tail. Those in danger of becoming part of an incipient tail have to make up work in their breaks or after scho

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45

Francis, Martin. "A socialist policy for education?: Labour and the secondary school, 1945‐51." History of Education 24, no. 4 (1995): 319–35. http://dx.doi.org/10.1080/0046760950240404.

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46

Marisi, Rossella. "8. From Thales to Berio: Water as a Common Theme of Philosophy, Physics, and Music." Review of Artistic Education 11, no. 1 (2016): 66–72. http://dx.doi.org/10.1515/rae-2016-0008.

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Abstract Listening to a music piece may trigger memories, give origin to reflections about the physical state of matter, and retrace the development of ancient philosophical thought. This article proposes an interdisciplinary path of active learning - encompassing music education, philosophy, biology, physics, and psychology - which can be realized, choosing an appropriate approach, in both primary and secondary schools.

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47

AL-Momani, Hazim. "Prevailing Educational Philosophy among Secondary School Teachers at Irbid Governorate Schools from their Point of View." Journal of Educational and Psychological Studies [JEPS] 13, no. 2 (2019): 256. http://dx.doi.org/10.24200/jeps.vol13iss2pp256-274.

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This study aimed to identify the prevailing educational philosophy among secondary school teachers at Irbid Governorate Schools from their point of view. The study was conducted on a sample that consisted of 215 male and female teachers from the first Directorate of Education of Irbid by using a questionnaire consisting of 60 items that represent the pragmatism, Islamic, existential, ideal and realistic philosophies. The study found that the level of having philosophical beliefs among secondary school teachers was intermediate; and that the Islamic philosophy was ranked first followed by pragm

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48

Henriksen, Ellen K., Berit Bungum, Carl Angell, Cathrine W. Tellefsen, Thomas Frågåt, and Maria Vetleseter Bøe. "Relativity, quantum physics and philosophy in the upper secondary curriculum: challenges, opportunities and proposed approaches." Physics Education 49, no. 6 (2014): 678–84. http://dx.doi.org/10.1088/0031-9120/49/6/678.

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49

Wojtowicz, G. Greg. "A Secondary Analysis of the School Health Education Evaluation Data Base." Journal of School Health 60, no. 2 (1990): 56–59. http://dx.doi.org/10.1111/j.1746-1561.1990.tb05906.x.

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50

Kelly, Gregory J. "Meaning making in secondary science classrooms." Science Education 89, no. 5 (2005): 875–77. http://dx.doi.org/10.1002/sce.20103.

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