Education Autonomy And Critical Thinking
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| Author | : Christopher Winch |
| Publisher | : Routledge |
| Total Pages | : 201 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : 9780415322379 |
The concepts of autonomy and of critical thinking are of key importance in many contemporary accounts of the aims of education. Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy. Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated. Drawing from discussions on epistemology and the philosophy of language which concern the nature of rationality, Christopher Winch produces a powerful critique of concepts central to contemporary philosophy of education - autonomy and critical thinking.
| Author | : Asha Bhandary |
| Publisher | : Routledge |
| Total Pages | : 348 |
| Release | : 2019-06-25 |
| Genre | : Philosophy |
| ISBN | : 1000227960 |
This book presents the first systematic account of dependency care in a liberal theory of justice. Despite the fact that receiving dependency care is necessary for human survival, the practices with which we meet society’s care needs are seldom recognized for their functional role. Instead, norms about gender and race obscure and shape expectations about whose needs for care are legitimate as well as about whose caregiving labor more advantaged members of society will receive. These opaque arrangements must be made visible if we are to remedy skewed intuitions and judgements about care. Freedom to Care develops a modified form of social contract theory with which to evaluate society’s caregiving arrangements. Building on work by feminist liberals and care ethicists, it reframes debates about care to move beyond gender with an inequality-tracking framework that can be employed in any culture. Because care provision has been enmeshed in the subordination of women and people of color, eliminating the invisibility of these forms of labor yields a critical liberal theory of justice with feminist and anti-racist aims.
| Author | : Christopher Winch |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2009-03-06 |
| Genre | : Autonomy (Philosophy) |
| ISBN | : 9780415543927 |
The concepts of autonomy and critical thinking are of key importance in many contemporary accounts of the aims of education. This book analyses their relationship to each other and to education.
| Author | : John Macalister |
| Publisher | : Routledge |
| Total Pages | : 241 |
| Release | : 2009-09-10 |
| Genre | : Education |
| ISBN | : 1135204071 |
Crystal-clear and comprehensive yet concise, this text describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them. The description of the steps is done at a general level so that they can be applied in a wide range of particular circumstances. The process comes to life through plentiful examples of actual applications of the steps. Each chapter includes: examples from the authors’ experience and from published research tasks that encourage readers to relate the steps to their own experience case studies and suggestions for further reading that put readers in touch with others’ experience Curriculum, or course, design is largely a 'how-to-do-it' activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description, and materials production. Combining sound research/theory with state-of-the-art practice, Language Curriculum Design is widely applicable for ESL/EFL language education courses around the world.
| Author | : Joel Westheimer |
| Publisher | : Teachers College Press |
| Total Pages | : 282 |
| Release | : 1998 |
| Genre | : Education |
| ISBN | : 0807775274 |
A compelling and thoroughly readable account of two middle schools—one urban and one suburban—that attempt to build communities which will foster student growth and learning. This book shatters prevailing beliefs and furthers our understanding of the ways in which teachers’ relationships impact their work and their lives in schools. “This is no once-over-lightly piece of research. . . . [Joel Westheimer] leaves in tatters the tapestry of rhetoric that has been woven by reformers around the idea that all teacher communities are alike and that building them requires only a few hardy souls with moxie and determination.” —From the Foreword by Larry Cuban, Stanford University “Westheimer’s account is at once passionate and analytic, critical and empathic. It is exactly the kind of rendering of schools we need for our own democratic dialogue as scholars.” —Suzanne M. Wilson, Michigan State University “Timely and informative. . . . This is an important book for both teachers and policy makers.” —Nel Noddings, Stanford University “Joel Westheimer takes us beyond the rhetoric of community as something necessarily sunny and succulent, revealing both the conceptual limits and the daily difficulties of community-building as a strategy for reform. . . . If we are propelled to act, [his] charting of this tricky terrain will be a useful map, an essential guide to survival.” —William Ayers, University of Illinois at Chicago
| Author | : Matthew Lipman |
| Publisher | : Cambridge University Press |
| Total Pages | : 320 |
| Release | : 2003-01-20 |
| Genre | : Education |
| ISBN | : 9780521012256 |
In our increasingly complex world, the teaching of thinking has become imperative. Yet evidence shows that our children are not learning how to think. Matthew Lipman, a leading educational theorist, gets to the heart of our educational problems, in Thinking in Education and makes profound and workable suggestions for solving those problems. Thinking in Education describes procedures that must be put in place if students at all levels of education are to become more thoughtful, more reasonable, and more judicious. It recommends that the classroom be converted into a community of inquiry and that the discipline of philosophy be redesigned so as to provide the concepts and values now missing from the curriculum. These recommendations have now been carried out; the community of inquiry is a recognized pedagogical strategy, and traditional academic philosophy has been transformed into a discipline that offers a model of higher-order thinking and an image of what all education can be. Copyright © Libri GmbH. All rights reserved.
| Author | : Karl Maton |
| Publisher | : Routledge |
| Total Pages | : 283 |
| Release | : 2015-10-08 |
| Genre | : Education |
| ISBN | : 1317372883 |
Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.
| Author | : Vincent-Lancrin Stéphan |
| Publisher | : OECD Publishing |
| Total Pages | : 360 |
| Release | : 2019-10-24 |
| Genre | : |
| ISBN | : 926468400X |
Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education.
| Author | : David Bridges |
| Publisher | : Routledge |
| Total Pages | : 295 |
| Release | : 2002-11-01 |
| Genre | : Education |
| ISBN | : 1134741960 |
Across the globe educators are being required to respond to a changing political environment. New nations emerge out of the collapse of old empires; new democracies struggle out of old structures of oppression. Driven on by the fierce competitiveness of the ‘tiger economies’ of the east, old social welfare[1]based democracies are transformed into new market led enterprise societies. The essays in this international collection are a response from twenty-two educators to these changes and to the reassessment that they provoke of some of the fundamental principles which shape educational thought and practice. They focus in particular on four key clusters of issues to do with the role of education in cultivating: • national identity Authors from political settings as culturally distant as Lithuania and Taiwan consider what role, if any, nationalistic education might play in the context of a democratic liberal education. • market principles Contributors offer different perspectives on the internationally pervasive application of the principles of the market economy to education and the consequent ‘commodification’ of learning. • personal autonomy Different dimensions of the contested notion of autonomy are examined along with the related discourses of ‘edification’ and ‘empowerment’. • democratic citizenship From post-Soviet Russia to the new South Africa, in schools and in the context of professional training, educators examine what education for democratic citizenship might mean in practice and tease out some of the conflicts of principle which are raised in its implementation. The contributors are distinguished scholars drawn from every continent. They write consciously for an international readership and there is constant cross reference to developments in different parts of the world. All are practitioners in education sharing an interest in the philosophical issues underlying social change. The philosophical discussion is clearly rooted in and referred back to the world of educational practice and its political context.
| Author | : Stewart Hase |
| Publisher | : A&C Black |
| Total Pages | : 339 |
| Release | : 2013-09-26 |
| Genre | : Education |
| ISBN | : 1441191488 |
Heutagogy, or self-determined learning, redefines how we understand learning and provides some exciting opportunities for educators. It is a novel approach to educational practice, drawing on familiar concepts such as constructivism, capability, andragogy and complexity theory. Heutagogy is also supported by a substantial and growing body of neuroscience research. Self-Determined Learning explores how heutagogy was derived, and what this approach to learning involves, drawing on recent research and practical applications. The editors draw together contributions from educators and practitioners in different fields, illustrating how the approach can been used and the benefits its use has produced. The subjects discussed include: the nature of learning, heutagogy in the classroom, flexible curriculum, assessment, e-learning, reflective learning, action learning and research, and heutagogy in professional practice settings.
