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Artículos de revistas sobre el tema "History and philosophy of education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 29 de enero de 2023

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1

Otte, Michael. "Mathematical history, philosophy and education." Educational Studies in Mathematics 66, no. 2 (March 27, 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, no. 1 (February 2004): 55–73. http://dx.doi.org/10.1111/j.0309-8249.2004.00363.x.

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3

Anton, John P. "A History of Philosophy." Teaching Philosophy 9, no. 2 (1986): 166–70. http://dx.doi.org/10.5840/teachphil19869221.

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4

Kalin, Ibrahim. "History of Islamic Philosophy." Teaching Philosophy 26, no. 4 (2003): 397–99. http://dx.doi.org/10.5840/teachphil200326455.

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5

Cotinguiba Gomes, Euvaldo. "Philosophy and Its Course in History of Brazilian Education." American Journal of Educational Research 5, no. 7 (August 26, 2017): 770–75. http://dx.doi.org/10.12691/education-5-7-12.

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6

Jonathan, Ruth. "Education, Philosophy of Education and Context." Journal of Philosophy of Education 19, no. 1 (July 1985): 13–25. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00072.x.

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7

Maluleka, P., and T. Mathebula. "Trends in African philosophy and their implications for the Africanisation of the South Africa history caps curriculum: a case study of Odera Oruka philosophy." Yesterday and Today 27 (2022): 65–89. http://dx.doi.org/10.17159/2223-0386/2022/n27a3.

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A Kenyan philosopher, Henry Odera Oruka (1944-1995), conceptualised and articulated the six trends in African philosophy. These are ethno-philosophy, nationalistic-ideological philosophy, artistic (or literary philosophy), professional philosophy, philosophic sagacity and hermeneutic philosophy. In this article, we maintain that the last three of these trends, namely professional philosophy, philosophic sagacity, and hermeneutic philosophy, are useful in our attempt to contribute to Africanising the school history curriculum (SHC) in the Curriculum Assessment Policy Statement (CAPS) in post-ap

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8

SAITO, NAOKO. "Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell." Journal of Philosophy of Education 40, no. 3 (August 2006): 345–56. http://dx.doi.org/10.1111/j.1467-9752.2006.00527.x.

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9

Boh, Ivan. "A History of Western Philosophy." Teaching Philosophy 12, no. 2 (1989): 166–68. http://dx.doi.org/10.5840/teachphil198912233.

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10

HAMLYN, D. W. "Education and Wittgenstein's Philosophy." Journal of Philosophy of Education 23, no. 2 (December 1989): 213–22. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00208.x.

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11

DAVIS, ANDREW. "Philosophy of Mathematics Education." Journal of Philosophy of Education 26, no. 1 (July 1992): 121–26. http://dx.doi.org/10.1111/j.1467-9752.1992.tb00272.x.

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12

McCarty, Luise Prior, and J. J. Chambliss. "Philosophy of Education: An Encyclopedia." History of Education Quarterly 37, no. 4 (1997): 475. http://dx.doi.org/10.2307/369898.

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13

Scribner, Campbell F. "Friendship, Philosophy, and the History of Black Education." Philosophy of Education 77, no. 4 (2021): 108–13. http://dx.doi.org/10.47925/77.4.108.

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14

Harris, Kevin. "Dismantling a deconstructionist history of philosophy of education." Educational Philosophy and Theory 20, no. 1 (January 1988): 50–62. http://dx.doi.org/10.1111/j.1469-5812.1988.tb00492.x.

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15

Nielsen, Henry, and Poul V. Thomsen. "History and philosophy of science in physics education." International Journal of Science Education 12, no. 3 (May 1990): 308–16. http://dx.doi.org/10.1080/0950069900120310.

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16

Snider, Eric W. "The Oxford History of Western Philosophy." Teaching Philosophy 18, no. 4 (1995): 381–84. http://dx.doi.org/10.5840/teachphil199518460.

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17

Burgess-Jackson, Keith. "The Columbia History of Western Philosophy." Teaching Philosophy 23, no. 1 (2000): 63–71. http://dx.doi.org/10.5840/teachphil20002319.

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18

Keen, Ralph, Philip Melanchthon, Sachiko Kusukawa, and Christine F. Salazar. "Orations on Philosophy and Education." Sixteenth Century Journal 31, no. 2 (2000): 494. http://dx.doi.org/10.2307/2671640.

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19

HIRST, PAUL, and WILFRED CARR. "Philosophy And Education-A Symposium." Journal of Philosophy of Education 39, no. 4 (November 2005): 615–32. http://dx.doi.org/10.1111/j.1467-9752.2005.00459.x.

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20

Peterson, Kent D., and Chester E. Finn. "Literature, History, Philosophy Stimulate Principals, Improve Schools." NASSP Bulletin 69, no. 485 (December 1985): 67–72. http://dx.doi.org/10.1177/019263658506948513.

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21

Matthews, Michael R. "History, Philosophy and Science Teaching: A Rapprochement." Studies in Science Education 18, no. 1 (January 1990): 25–51. http://dx.doi.org/10.1080/03057269008559980.

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22

KUZANYAN, Satenik. "Philosophy of Education and Argumentation." WISDOM 8, no. 1 (June 29, 2017): 107. http://dx.doi.org/10.24234/wisdom.v8i1.180.

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This paper presents the basic issues of Philosophy of Education that have been under concern throughout the history, stressing the Janus-faced nature of philosophy of education. Discussing the role, urgency and necessity of argumentation in philosophy of education, the paper presents the understanding of argumentation according to the viewpoint of Yerevan School of Argumentation. It offers the investigation of the argumentation language, its conceptual apparatus in philosophy of education and the study of the components’ functioning specificities.

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23

Harris, Kevin. "Education, philosophy and equality." Educational Philosophy and Theory 29, no. 2 (January 1997): 51–66. http://dx.doi.org/10.1111/j.1469-5812.1997.tb00020.x.

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24

Hager, Paul. "Postfoundational Philosophy of Education?" Educational Philosophy and Theory 32, no. 3 (January 2000): 315–17. http://dx.doi.org/10.1111/j.1469-5812.2000.tb00456.x.

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25

Morreall, John. "Humor, Philosophy and Education." Educational Philosophy and Theory 46, no. 2 (October 9, 2012): 120–31. http://dx.doi.org/10.1080/00131857.2012.721735.

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26

Clark, John. "Philosophy, Neuroscience and Education." Educational Philosophy and Theory 47, no. 1 (December 19, 2013): 36–46. http://dx.doi.org/10.1080/00131857.2013.866532.

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27

Devine, Nesta, and Georgina Stewart. "Women, philosophy, and education." Educational Philosophy and Theory 51, no. 7 (July 5, 2018): 681–83. http://dx.doi.org/10.1080/00131857.2018.1493420.

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28

Sesanti, Simphiwe. "Teaching Ancient Egyptian Philosophy of Education in Teacher Education." Filosofia Theoretica: Journal of African Philosophy, Culture and Religions 11, no. 2 (September 23, 2022): 109–26. http://dx.doi.org/10.4314/ft.v11i2.8.

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In 2003, almost a decade after South Africa’s 1994 first democratic elections, an academic debate emerged about the need to include the indigenous African philosophy of education in teacher education. Subsequently, Ubuntu philosophy has been given attention in philosophy for teacher education. However, ancient Egyptian philosophy of education, an indigenous African tradition, is absent. On their part, European and Asian philosophies of education are centred, leaving space for some philosophers of education to falsely attribute the genesis of philosophy, in general, and philosophy of education,

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29

McCulloch, Gary. "History of education in Britain since 1960." Histoire de l'éducation, no. 154 (December 31, 2020): 119–41. http://dx.doi.org/10.4000/histoire-education.5640.

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30

FLEW, ANTONY. "The Philosophy of Schools Council History." Journal of Philosophy of Education 23, no. 1 (July 1989): 113–21. http://dx.doi.org/10.1111/j.1467-9752.1989.tb00630.x.

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31

JONATHAN, RUTH. "Education, Philosophy of Education and the Fragmentation of Value." Journal of Philosophy of Education 27, no. 2 (December 1993): 171–78. http://dx.doi.org/10.1111/j.1467-9752.1993.tb00653.x.

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32

KOOPMAN, COLIN, and DARREN GARSIDE. "Transition, Action and Education: Redirecting Pragmatist Philosophy of Education." Journal of Philosophy of Education 53, no. 4 (November 2019): 734–47. http://dx.doi.org/10.1111/1467-9752.12399.

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33

Harlan, L. R. "History Education Reform and the National History Education Network." OAH Magazine of History 10, no. 1 (September 1, 1995): 15–16. http://dx.doi.org/10.1093/maghis/10.1.15.

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34

Muir, James R. "Is our history of educational philosophy mostly wrong?" Theory and Research in Education 3, no. 2 (July 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 un

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35

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

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36

Clumpner, Roy A. "A History and Philosophy of Sport and Physical Education." Canadian Journal of History of Sport 26, no. 2 (December 1995): 65–69. http://dx.doi.org/10.1123/cjhs.26.2.65.

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37

Maemonah, Maemonah, and Siti Anisatun Nafi'ah. "CONTEXTUAL LEARNING FOR BASIC EDUCATION: THE HISTORY AND PHILOSOPHY." Sunan Kalijaga International Journal on Islamic Educational Research 1, no. 1 (September 21, 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 (

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38

Matthews, Michael R. "History, philosophy, and science teaching: The present rapprochement." Science and Education 1, no. 1 (1992): 11–47. http://dx.doi.org/10.1007/bf00430208.

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39

Kushnazarova, Yulduzkhon Kulnazarovna. "MATHATICS AS PEDAGOGY, IN THE HISTORY OF PEDAGOGY AND EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 110–16. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-24.

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Global paradigms "cover all types of activity and underlie the shift from the deterministic stochastic and to the third synergetic paradigm." The paradigm can be described using three keywords: self-organization, open systems, non-linearity. This work uses the data tabulation method and the graphical presentation of the results. The philosophy of postmodernism is a motor speech between a person and his reality. The value of education is not to memorize facts, to encourage the brain to think. In other words, postmodernism is "a new model of thinking that refuses to embrace traditionalism withou

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40

HODSON, DEREK. "Philosophy of Science and Science Education." Journal of Philosophy of Education 20, no. 2 (December 1986): 215–25. http://dx.doi.org/10.1111/j.1467-9752.1986.tb00128.x.

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41

Suissa, Judith. "Anarchism, Utopias and Philosophy of Education." Journal of Philosophy of Education 35, no. 4 (November 2001): 627–46. http://dx.doi.org/10.1111/1467-9752.00249.

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42

Gilroy, Peter. "The Revolutions in English Philosophy and Philosophy of Education." Educational Philosophy and Theory 45, no. 2 (January 21, 2013): 202–18. http://dx.doi.org/10.1080/00131857.2012.752985.

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43

McCann, Hugo, and Bevis Yaxley. "Retaining the Philosophy of Education in Teacher Education." Educational Philosophy and Theory 24, no. 1 (January 1992): 51–67. http://dx.doi.org/10.1111/j.1469-5812.1992.tb00219.x.

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44

Evers., Colin W. "Naturalism and philosophy of education." Educational Philosophy and Theory 19, no. 2 (January 1987): 11–21. http://dx.doi.org/10.1111/j.1469-5812.1987.tb00002.x.

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45

Bojesen, Emile. "Education and philosophy: an introduction." Educational Philosophy and Theory 51, no. 10 (October 29, 2018): 1061–62. http://dx.doi.org/10.1080/00131857.2018.1533464.

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46

Firode, Alain. "Le cartésianisme dans le cours de philosophie au début du XVIIIe siècle." Histoire de l'éducation, no. 120 (September 1, 2008): 55–76. http://dx.doi.org/10.4000/histoire-education.1832.

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47

Montagutelli, Malie. "VINOVSKIS (Maris A.). – History & Educational Policymaking." Histoire de l'éducation, no. 93 (January 1, 2002): 149–51. http://dx.doi.org/10.4000/histoire-education.938.

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48

Meijer, Wilna A. J. "The Concept of Education in Contemporary Dutch Philosophy of Education." Journal of Philosophy of Education 19, no. 1 (July 1985): 81–90. http://dx.doi.org/10.1111/j.1467-9752.1985.tb00079.x.

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49

COOPER, DAVID E. "Practice, Philosophy and History: Carr vs. Jonathan." Journal of Philosophy of Education 21, no. 2 (December 1987): 181–86. http://dx.doi.org/10.1111/j.1467-9752.1987.tb00157.x.

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50

Wagnon, Sylvain. "ALIX (Sébastien-Akira), L’éducation progressiste aux États-Unis. Histoire, philosophie et pratiques (1876-1919)." Histoire de l'éducation, no. 149 (June 30, 2018): 166–68. http://dx.doi.org/10.4000/histoire-education.4091.

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