Education and the Education of Teachers (International Library of the Philosophy of Education volume 18)

Routledge
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This collection of important and significant papers examines a wide range of issues. One of the author's main concerns is to clarify the meaning of 'education' and 'quality in education' - a phrase often used in public debate but seldom scrutinized. Long-standing ambiguities latent in the concept of 'liberal education' are also exposed, and Herbert Spencer's question 'What knowledge is of most worth?', vital in the light of the recent vast development of knowledge, is considered. The first section of the collection clarifies different aspects of the concept of education and to reflect upon the difficulties and dilemmas facing teachers who strive to educate their pupils as distinct from just preparing them for examinations. This section concludes with a constructive re-examination of Plato's conception of education with a view to seeing what is acceptable in it instead of just concentrating on what is manifestly unacceptable. The second section is concerned with the role of edcuational theory in the education of teachers.
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About the author

David E Cooper is Professor of Philosophy (Emeritus) at Durham University, having previously taught at the universities of Oxford, Miami and London. He has been a Visiting Professor in the USA, Canada, Germany, Malta, South Africa and Sri Lanka and the Chair of several learned societies, including The Philosophy of Education Society of Great Britain.

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Additional Information

Publisher
Routledge
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Published on
Feb 25, 2010
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Pages
212
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ISBN
9781135170394
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Language
English
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Genres
Education / General
Education / Philosophy, Theory & Social Aspects
Political Science / Reference
Reference / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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 Do you know who - and what - you are? Do you know who you're meant to be? Do you know how to find the answers to questions like these? Knowledge of Self is the result of a process of self-discovery, but few of us know where to begin when we're ready to start looking deeper. Although self-actualization is the highest of all human needs, it is said that only 5% of people ever attain this goal. In the culture of the Nation of Gods and Earths, commonly known as the Five Percent, students are instructed that they must first learn themselves, then their worlds, and then what they must do in order to transform their world for the better. This often intense process has produced thousands of revolutionary thinkers in otherwise desperate environments, where poverty and hopelessness dominate. Until now, few mainstream publications have captured the brilliant yet practical perspectives of these luminary men and women. Knowledge of Self: A Collection of Writings on the Science of Everything in Life presents the thoughts of Five Percenters, both young and old, male and female, from all over the globe, in their own words. Through essays, poems, and even how-to articles, this anthology presents readers with an accurate portrait of what the Five Percent study and teach, as well as sound direction on how to answer timeless questions like: Who am I, and why am I here? Why is there so much injustice in the world, and what can be done about it? Who is God and where on Earth is he? How do I improve myself without losing myself? Why are people of color in the situations they're in? What can we do about the global problems of racism and poverty?
教育工作者必讀!二十世紀英國教育哲學大師經典著作
在這實用功效至上的年代,我們該如何重溫教育的本質?
知識,曾是人類理解經驗的複雜方式
學習,更是你我培育寬廣視野的途徑
唯有找到教育的內在價值,才能跳脫工具性思考、厚實人生價值。

凡接觸過教育學門,必定讀過皮德思,他是奠基二十世紀英國教育哲學基礎的知名功臣。皮德思在1960年代運用概念分析方法賦予了教育哲學新生,替芸芸學子們指引了一條更為深遠、更能持續追求的學習途徑,引領時代風騷。其著作《倫理學與教育》是教育學經典文本,不但廣為流傳,書中提出的教育三大規準:「合價值性」、「合認知性」、「合自願性」更被奉為圭臬至今。
《倫理學與教育》一書涵蓋三大部份:教育的概念、教育的倫理學基礎、教育與社會控制;共十一章,自教育的最根基開始,細述其規準、理論,談論學生應在何種性質的教育環境下學習、教師與學生間權威與服從的關係,此外,他強調學校應當做為民主的機構、體現民主的價值,更將抽象的哲學精神帶入教育現場,對後世教育界的架構和精神皆有深遠的影響。
培養有意願且對具公共事務知識的下一代至關重要,皮德思在工商社會以專業至上、逐漸失落舊有教育精神之時,將二千年來西方博雅教育的傳統,帶入民主化的氛圍中,體現了它的現代價值。 
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