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Books on the topic 'Pedagogical thought'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Grudtsyna, Lyudmila, Alyeksandr CHyernyavskiy, and Dmitriy Pashentsev. History of education and pedagogical thought. Vol. 1: History. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/24944.

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2

Rosenberg, Jan. Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26222-8.

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3

Nazarova, Nataliya, and Gennadiy Penin. Special pedagogy:Volume 1: History of special pedagogy. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1078993.

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The textbook presents the history of special pedagogy as an independent branch of scientific and pedagogical knowledge. Analyzes the development of scientific thought in special education from the standpoint of modern science and development of special education people with disabilities (prescientific period — beginning of XXI century). The main stages of the development of scientific knowledge in special pedagogy in connection with the formation of its individual branches are highlighted. The most important scientific ideas, concepts, and theories that have had a decisive influence on the dev

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4

IGOShIN, Vladimir. Logic with elements of mathematical logic. INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1856361.

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In the textbook, traditional logic is presented from the point of view of mathematical logic. Mathematization begins with the study of the topic "Concept", continues with the topic "Judgment" and reaches its greatest effectiveness in the study of deductive reasoning. Thus, the most effective part of traditional logic is subjected to mathematization. The issues of the relationship between logic and intuition in thought processes, the role of language in them, as well as plausible conclusions and elements of the theory of fuzzy sets and fuzzy logic are considered. Meets the requireme

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5

Michalski, Jarosław. Sens życia a pedagogika: Impulsy myśli Viktora E. Frankla = Life sense in the light of a pedagogy : the impulses of Viktor E. Frankl's thoughts. Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2011.

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6

Rosenberg, Jan. Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis Dubois. Springer International Publishing AG, 2020.

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7

Rosenberg, Jan. Intercultural Education, Folklore, and the Pedagogical Thought of Rachel Davis DuBois. Palgrave Macmillan, 2019.

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8

Dame, Frederick W. Jean-Jacques Rousseau on Adult Education and Revolution: Paradigma of Radical, Pedagogical Thought. Lang AG International Academic Publishers, Peter, 1999.

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9

Jean-Jacques Rousseau on adult education and revolution: Paradigma of radical, pedagogical thought. 2nd ed. P. Lang, 1999.

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10

Jean-Jacques Rousseau on adult education and revolution: Paradigma of radical, pedagogical thought. P. Lang, 1997.

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11

Arteaga Pupo, Frank. Martí’s thought in Philosophy of Education. Editorial Tecnocientífica Americana, 2021. http://dx.doi.org/10.51736/eta2021cs1.

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The book contains arguments on the anthropological, epistemological, teleological functions of educational philosophy; the experiential pedagogical experience as a qualitative research resource; the principle of an education from, during and for life, as a premise; the discipline of History in professional training; actuality of The Golden Age; importance of reading and its reflection as a function of life; Marti's ideology in Cuban culture; utopia of the Apostle's existence in the digital era; classic models for scientific writing; differences between the experiential and experimental methods

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12

Lukens, Herman T. The Connection Between Thought And Memory: A Contribution To Pedagogical Psychology On The Basis Of F. W. Dorpfeld's Monograph Denken Und Gedachtnis. Kessinger Publishing, LLC, 2007.

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13

Lukens, Herman T. The Connection Between Thought And Memory: A Contribution To Pedagogical Psychology On The Basis Of F. W. Dorpfeld's Monograph Denken Und Gedachtnis. Kessinger Publishing, LLC, 2007.

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14

Berezivska, Larysa, Olga Sukhomlynska, Nataliia Koliada, et al. Pedagogues of Ukraine (Second Half of the 19th – Early 21st Centuries): Encyclopaedic Biographical Dictionary. TVORY, 2025. https://doi.org/10.33407/lib.naes.id/745951.

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This Encyclopaedic Biographical Dictionary presents biographical and bibliographical information on more than 300 well-known and lesser-known pedagogues and educational figures of the past, reflecting the development of Ukrainian education and pedagogical thought in the second half of the 19th century and the beginning of the 21st century. The publication is intended for scientific, pedagogical, scientific and pedagogical workers of higher education institutions and regional institutes of postgraduate pedagogical education, students, librarians, and anyone interested in the history of educatio

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15

Aguerrondo, Monica. Grandes Pensadores/ Great Thinkers in Pedagogical History: Historia Del Pensamiento Pedagogico Occidental / History of Western Teaching Thoughts (Educacion / Education). Papers, 2005.

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16

Dali, Keren, and Kim M. Thompson, eds. Inglorious Pedagogy. The Rowman & Littlefield Publishing Group, 2023. https://doi.org/10.5040/9798881813567.

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Topics and issues in library and information science education pedagogy are commonly discussed in panels, conferences, peer-reviewed articles, professional articles, and dedicated monographs. However, in this abundance of education-oriented discussions, there are several noticeable gaps and omissions. Not always do education-oriented publications involve theoretical grounding that could make them stronger in argumentation and more generalizable to other contexts. Addressing these gaps, the book stands to strengthen the less covered areas of library and information science (LIS) pedagogical tho

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17

Roberts, Peter. Education, Literacy, and Humanization. Praeger, 2000. http://dx.doi.org/10.5040/9798400644016.

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The author adopts a holistic approach in exploring the ontological, epistemological, ethical, and pedagogical dimensions of Paulo Freire's thought. The book discusses Freire's approach to adult literacy education and investigates the political, dialogical, and critical aspects to the multidimensional word in Freirean theory. The author outlines and assesses a number of key critiques of Freire's modernism, concentrating in particular on questions pertaining to the problem of pedagogical intervention. He responds at some length to C.A. Bowers, one of Freire's most important and persistent critic

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18

Trendel, Aristi. Pedagogic Encounters. The Rowman & Littlefield Publishing Group, 2021. https://doi.org/10.5040/9781978725188.

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This book offers a new approach to the genre of the campus novel. Through a critical analysis of eleven novels, Aristi Trendel argues that the specificity and complexity of the pedagogic rapport between professor and student calls for a new genre: the Master-Disciple novel. After the 1980s, the professor-student relationship was highly scrutinized and politicized, making the Master-Disciple novel essential to critical theorists and educators. Furthermore, the Master-Disciple novel broadens the scope of the campus novel as the master-pupil rapport can develop beyond the halls of academia. Thoug

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19

Gutierrez, Ofelia Contreras, and Ana Elena del Bosque Fuentes. Aprender con estrategia: Desarrollando mis inteligencias multiples (Pedagogia Dinamica). Editorial Pax Mexico, 2005.

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20

Chua, Lawrence. Contemporary Buddhist Architecture. Edited by Michael Jerryson. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199362387.013.10.

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This chapter places the historical development of contemporary Buddhist architecture in its historical context. It examines the ways that architects, builders, and monastics have drawn on historical typologies like the stupa, the stambha, and the caitya hall in producing new spaces for the teaching, dissemination, and veneration of Buddhist thought and practices. Sites like Wat Phra Dhammakaya, the Erawan Museum, the Spiritual Theater at Suan Mokkh , the Water Temple, and the Water-Moon Monasteryhave sought to reconcile the reflective and pedagogical aspects of historic Buddhist architecture w

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21

Gershon, Walter S. Curriculum and Students in Classrooms. Lexington Books, 2017. https://doi.org/10.5040/9781666993523.

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Curriculum and Students in Classrooms: Everyday Urban Education in an Era of Standardization is a timely and thought-provoking work that attends to often-neglected aspects of schooling: the everyday interactions between curriculum, teachers, and students. Walter S. Gershon addresses the bridge between the curriculum and the students, the teachers, and their everyday pedagogical decisions. In doing so, this book explores the students' perspectives of their teachers, the language arts curriculum at an urban elementary school, and how the particular combination of curriculum and teaching work in

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22

Keating, AnaLouise. Pedagogies of Invitation. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037849.003.0006.

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This chapter calls for and attempts to enact alternatives to critical pedagogy. More specifically, it explores the implications of positing interconnectivity as a framework for invitational pedagogies and relational models of identity. Language, belief, perception, and action are intimately interwoven. All too often, however, we (educators and students) assume that our perceptions and beliefs accurately reflect the entire truth about reality and ourselves; such assumptions narrow, limit, and restrict our worldviews and inhibit our actions. After examining the crucial role self-enclosed individ

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23

Lisbôa, Ednei, and Helena Midori Kashiwagi. A utilização de parques urbanos como ferramenta pedagógica para o ensino das ciências ambientais na educação de jovens e adultos. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-292-6.

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This literary work seeks to highlight the importance of the public school as a real and effective possibility in facing contemporary socioenvironmental problems, using urban parks as non-formal educational spaces for the teaching of Environmental Sciences (ES), especially in Youth and Adult Education (EJA). Among the main intentions proposed in the construction of this material, we highlight the intention to stimulate and intensify Environmental Education (EE) in schools; as well as strengthening the idea and the need for the teaching and learning of ES to be thought beyond the walls of the sc

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24

Tam, Henry. Communitarianism. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350422438.

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This thoroughly revised and updated edition of Henry Tam’sCommunitarianismbrings different strands of communitarian thought together into a critical synthesis, at the centre of which is the ideal of inclusive communities based on the three principles of mutual responsibility, cooperative enquiry, and citizen participation. Tam shows how communitarian ideas can be applied in practice, addressing key problems in social, economic, and political life, with case studies from the state, business, and voluntary sectors to demonstrate how we can more effectively respond to the major problems facing so

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25

MACEDO, EUNICE, ed. Freire and Feminism. Bloomsbury Publishing Plc, 2025. https://doi.org/10.5040/9781350473072.

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This book introduces Freire’s engagement with feminism in theory and practice. It features chapters from academics and practitioners based in Brazil, Canada, Portugal, and Spain, with a focus on the themes of social transformation, autonomy, social justice, equality, freedom, practice and reflection. The contributors engage feminist theorists including bell hooks, Simone de Beauvoir, and Betty Friedan to draw out the value and uniqueness of Freire’s contribution to feminist thought. The topics covered in the book include Freirian feminism as it relates to film, sex education, violence against

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26

Elliott, Dyan. Chaste Bodies, Salacious Thoughts. Edited by Adrian Thatcher. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199664153.013.28.

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At the centre of the clerical vocation was the conundrum of balancing the clergy’s commitment to chastity with the many aspects of their professional training and responsibilities that either tacitly or overtly concerned sex. On a pedagogical level, there were pagan authors, like the sexually savvy Ovid, who were at the cornerstone of the acquisition of letters. But biblical tradition, theology, and ascetical literature also treated sexuality and sexual temptation very explicitly. Such concerns loom even larger on a practical level. The clergy had always assumed the responsibility of monitorin

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27

Saul, Jennifer. Beyond Just Silencing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198791508.003.0007.

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One popular line of thought in the media holds that academic freedom of speech is under threat from politically correct students and universities. In this chapter, it is argued that this debate is enhanced by enriching our range of concepts for thinking about freedom of speech. While silencing is an important concept, it’s a crude tool for thinking through these complex issues. Several new categories are introduced, presenting uncontroversial instances of each before working through how they apply to the more controversial instances that are the main focus. Using this new framework, it is argu

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28

Cavender, Gray, and Nancy C. Jurik. Prime Suspect and Progressive Moral Fiction. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037191.003.0007.

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This chapter discusses the strengths and limitations of Prime Suspect as a work of progressive moral fiction. It identifies ways that the conventions of the crime genre and the strictures of television work against the transformative potential of the series. It elaborates apparent flaws in the character of Jane Tennison: incidents of personality issues and unethical behavior that appear in the series. It suggests that Tennison's flaws can actually enhance debates about gender and justice. The chapter draws on the work of feminist critical race scholar Patricia Hill Collins (2000) in her work B

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29

Jarvis, Darryl S. International Relations and the Third Debate. Praeger, 2002. http://dx.doi.org/10.5040/9798400671548.

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Jarvis provides a collection of essays designed to survey the issues, debates, themes, and points of contention surrounding postmodernist and poststructuralist thought in international relations and the Third Debate. It serves as an introduction to these new theoretical mediums, and as a critique to highlight weaknesses, problems, or concerns that arise in the context of perspectivism, interpretivism, postfoundationalism, relativism, ethics, and knowledge. In the fullest sense, the essays are concerned with assessing what postmodern and poststructural theories can contribute to international r

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30

Regan, Barry J. Leadership Practices in Speech and Debate Coaches. The Rowman & Littlefield Publishing Group, 2022. https://doi.org/10.5040/9781666997323.

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Intercollegiate forensics is an extracurricular activity venerated in American higher education for producing influential thought leaders, public servants, and highly trained professionals. In spite of its sterling reputation, financial support for and student participation on intercollegiate forensics teams is in an alarming state of decline. The author argues that intercollegiate forensics coaches, in the face of enormous challenges which threaten the continued vitality of competitive speech and debate at institutions across the United States, must chart a strategic pathway forward for curre

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31

De Lissovoy, Noah, Raúl Olmo Fregoso Bailón, and Alex J. Armonda, eds. Teaching as Radical Logic. Lexington Books, 2024. https://doi.org/10.5040/9798881894634.

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Teaching as Radical Logic: Dialectic, Analectic, and Education features original contributions from leading scholars in the fields of decolonial theory, Marxist theory, and critical education. This volume revitalizes the cross-fertilizing dialogue between traditions that historically propelled global anti-capitalist and anti-imperialist political movements, while restoring to pedagogy its central role as an organizing principle for liberation. At the same time, this volume explores the necessary ground of teaching in fundamental logics of radical thought and action. Starting from an engagement

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32

Froebel, F. Pedagogics of the Kindergarten: The Origins of Nursery Education: The Frobelian Experiment (History of British Educational Thought). Routledge, 2001.

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33

Kellerman, Barbara. Professionalizing Leadership. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695781.001.0001.

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Leadership is an occupation—not a profession. Why is this? Why have medicine and law evolved into professions that require extended periods of education, training, and development, but not leadership? How has it come to pass that while the ancients—think Confucius, Plato, Machiavelli—thought learning to lead was the work of a lifetime, the contemporary leadership industry presumes quite the opposite, that learning to lead can be accomplished quickly and easily. Leadership has no body of knowledge, or core curriculum, or skill set considered essential. Leadership has no metric or clear criteria

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34

Freire, Paulo. Pedagogy of Freedom: Ethics, Democracy, and Civic Courage (Critical Perspectives Series). Rowman & Littlefield Publishers, Inc., 2001.

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35

Freire, Paulo. Pedagogy of Freedom. Rowman & Littlefield Publishers, Inc., 2000.

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36

Martin, Barbara, and Susan Foster. Preparing Culturally Informed Educators. Rowman & Littlefield, 2025. https://doi.org/10.5040/9798881844752.

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Preparing Culturally Informed Educators: Examining Complexities in Practice aims to prepare mainstream educators to work effectively with diverse learners. Though not an exhaustive review of what is required for mastery of culturally informed instruction, this approach does equip educators with content knowledge, pedagogical skills, and professional dispositions necessary to provide diverse learners with equitable educational opportunities. Chapters explore theoretical foundations and challenges of culturally informed pedagogy, culturally informed reading education for English learners (EL) an

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37

Shor, Ira. Empowering Education: Critical Teaching for Social Change. Univ. Chicago P., 1992.

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38

Hagen, Benjamin D. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.001.0001.

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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptual

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39

Hayes, Mary, and Allison Burkette, eds. Approaches to Teaching the History of the English Language. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.001.0001.

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Approaches to Teaching the History of the English Language: Pedagogy in Practice consists of commissioned chapters, each of which focuses on an issue relevant to teaching the History of the English Language (HEL) in contemporary colleges and universities. The volume reads as a series of “master classes” taught by experienced instructors who explain the pedagogical challenges that inspired resourceful teaching practices. Although its chapters are authored by seasoned academics, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career st

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40

Dewar, Jacqueline M. Evidence: From Interviews, Focus Groups, and Think-Alouds. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0007.

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Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to

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41

Mitchell, Mimi, ed. Early Music in the 21st Century. Oxford University Press, 2024. https://doi.org/10.1093/oso/9780197683064.001.0001.

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Abstract It is time to reimagine the early music movement. This collaborative volume features a diverse group of authors—from young scholars to established voices working in the Americas, Europe, the Middle East, and Australia—who share their ideas for the early music movement in the twenty-first century. The chapters are grouped under five main headings: Methodological Viewpoints, (Non) Historical Instruments, Pedagogical Perspectives, Transformative Technologies, and Revisiting History. Inspired by Nicholas Kenyon’s Authenticity and Early Music, which tackled the most pressing ideological co

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42

Kellerman, Barbara. Professionalization. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695781.003.0009.

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This final chapter reminds readers that the book is based on three fundamental assumptions. First, the leadership industry does not take sufficiently seriously its responsibility for teaching people how to lead. Second, the industry has the capital to prime the pedagogical pump—though not, self-evidently, so far, the political will. Third, experts and educators must themselves lead the charge for change. This is not just idle intellectual chatter, but a practical issue of the utmost consequence. For so long as professionalism is shunned, so long will leadership stay stuck—an occupation of dubi

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43

Springer, Simon, Marcelo Lopes de Souza, and Richard J. White, eds. Radicalization of Pedagogy. Rowman & Littlefield International Ltd, 2016. https://doi.org/10.5040/9798881817374.

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How do activists learn radical politics? Does the increasing neoliberalisation of education limit the possibilities of transgressive pedagogies? And in what contexts have anarchist geographers successfully shaped alternative pedagogic practices? Pedagogy is central to geographical knowledge and represents one of the key sites of contact where anarchist approaches can inform and revitalize contemporary geographical thought. This book looks at how anarchist geographers have shaped pedagogies that move towards bottom-up, ‘organic’ transformations of societies, spaces, subjectivities, and modes of

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44

Farías, Alejandra. Understanding and Creating Bimodal Narratives in the EFL Classroom. Teseo, 2021. http://dx.doi.org/10.55778/ts878835020.

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<p>The practicality of clearly explained frameworks integrating theoretical perspectives from systemic functional linguistics and multimodal semiotics, literary appreciation of picture books, and EFL pedagogy makes this book an indispensable resource for teachers, teacher educators and researchers. This work enthusiastically portrays new insights into the thought-provoking brilliance and delight of picture books and how they can be used to enhance teaching and learning in the English classroom. It stimulates both critical, interpretive reading and creative, impassioned and semiotically i

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45

Apple, Michael W. Power, Meaning, and Identity: Essays in Critical Educational Studies (Counterpoints (New York, N.Y.), Vol. 109.). Peter Lang Publishing, 1999.

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46

Bezzant, Rhys S. Edwards the Mentor. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190221201.001.0001.

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Among his many accolades, Jonathan Edwards was an effective mentor who trained many leaders for the church. Though his pastoral work is often overlooked, this book investigates the background, method, theological rationale, and legacy of his mentoring ministry. He does what mentors normally do—meeting with individuals to discuss ideas and grow in skills—but undertakes these activities in a distinctly modern or affective key. His correspondence is composed in an informal style, his understanding of friendship and conversation takes up the conventions of the great metropolitan cities of Europe o

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47

Belvadi, Anilkumar. Missionary Calculus. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190052423.001.0001.

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Missionary Calculus tells the story for the first time of the making of the Sunday school in Victorian India (1858–1901), focusing on American missionaries, its most active promoters. Unlike other mission histories, this book studies the means missionaries adopted in building this institution rather than on their evangelical ends. Based on extensive archival research, it addresses the question: How did the process of building institutions affect the Christian values to establish which they were built? The book provides a richly detailed account of Indian colonial educational history, discussin

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48

James, David, ed. Modernism and Close Reading. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198749967.001.0001.

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The kinship between modernism and close reading has long between taken for granted. But for that reason, it has also gone unexamined. As the archives, timeframes, and cultural contexts of global modernist studies proliferate, the field’s rapport with close reading no longer appears self-evident or guaranteed—even though for countless students studying literary modernism still invariably means studying close reading. This authoritative collection of essays illuminates close reading’s conceptual, institutional, and pedagogical genealogies as a means of examining its enduring potential. The volum

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49

Brode, Douglas, and Shea T. Brode, eds. Debating Disney. Rowman & Littlefield, 2016. https://doi.org/10.5040/9798881815141.

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With stakes in film, television, theme parks, and merchandising, Disney continues to be one of the most dominant forces of popular culture around the globe. Films produced by the studio are usually blockbusters in nearly every country where they are released. However, despite their box office success, these films often generate as much disdain as admiration. While appreciated for their visual aesthetics, many of these same films are criticized for their cultural insensitivity or lack of historical fidelity. In Debating Disney: Pedagogical Perspectives on Commercial Cinema, Douglas Brode and Sh

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