PRZEDMIOTEM OFERTY JEST KOD DOSTĘPOWY DO KSIĄŻKI ELEKTRONICZNEJ (EBOOK)
KSIĄŻKA JEST DOSTĘPNA NA ZEWNĘTRZNEJ PLATFORMIE. KSIĄŻKA NIE JEST W POSTACI PLIKU.
This set of 21 volumes, originally published between 1955 and 1997, amalgamates several topics on the philosophy of education, with a particular focus on religious education, curriculum studies, and critical thinking. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of philosophy, education and those undertaking teaching qualifications.
- Autorzy: Various Authors
- Wydawnictwo: Taylor & Francis
- Data wydania: 2022
- Wydanie: 1
- Liczba stron:
- Forma publikacji: PDF (online)
- Język publikacji: angielski
- ISBN: 9781315457888
BRAK MOŻLIWOŚCI POBRANIA PLIKU. Drukowanie: OGRANICZENIE DO 2 stron. Kopiowanie: OGRANICZENIE DO 2 stron.
- Volume1
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Dedication
- Introduction
- 1: 'Mixed Ability' – What Do We Mean?
- 2: The Rationale
- 3: Justice and Equality
- 4: Fraternity
- 5: Grouping, Teaching Styles and Subjects
- 6: The Lessons of Experience
- 7: 'Going Mixed Ability' – Who Should Decide?
- Notes on Further Reading
- Select Bibliography
- Index
- Volume2
- Cover
- Half Title
- Title Page
- Copyright Page
- Preface to the Re-issue
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- 1: Introduction
- 2: Truth
- 3: Knowledge
- 4: Opinion
- Notes
- Further Reading
- References
- Index
- Volume3
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Dedication
- Introduction
- 1: Plato and Transcendental Reality
- The Theory of the Forms
- The Temporal Argument
- The Recognitional Argument
- The Relational Argument
- The Process of Education and the Curriculum: Further Allegories
- An Analytical Critique of the Theory of Forms
- Conclusion
- 2: The Contemporary Curriculum and the Ghost of Plato
- Newman and Barnes: Traditionalist and Student-centrist Proposals
- Cardinal J. H. Newman and the Idea of a University
- Douglas Barnes and the Role of Language in Learning
- Hegel and Marx: Freire's Radical Curricular Proposals
- Paulo Freire: the Alternative Curriculum of a De-schooler
- 3: Paul Hirst and Linguistic Intersubjectivity
- Hirst's Theory of the Forms of Knowledge
- The Structure of the Forms of Knowledge
- The Empirical Form
- The Mathematical Form
- The Moral Form
- The Religious Form
- The Aesthetic Form
- The Historical/sociological Form
- The Logical Autonomy and Irreducibility of the Forms
- The Curricular Deduction from the Forms
- Knowledge, Objectivity and 'language Games'
- The Impossibility of a Non-transcendental Justification of Forms
- 4: The Possibility of Transcendental Curriculum Judgements
- A Non-transcendental Statement of the Theory of Forms
- The Logical Impossibility of a Non-transcendental Version of the Forms of Knowledge
- The Forms as Logically Primitive Organisations of Consciousness
- The Indispensability of the Forms
- Example 1: the Confusion of the Alchemist
- Example 2: the Perfect Hypocrite
- Differing Versions of the Forms of Knowledge
- 5: Conclusion: Teaching the Art of Making Truth Judgements
- Index
- Volume4
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Dedication
- 1: Behaviourist Foundations and Approaches to Pedagogy
- 1.1 A Typical Characterisation of a Traditional Classroom
- 1.2 The Behaviourist Perspective: General Principles
- 1.3 Classical Behaviourism: Pavlov's Dogs
- 1.4 Operant Behaviourism: Skinner's Pigeons
- 2: Behaviourism and the Philosophy of Language
- 2.1 Locke, Universals and Innate Ideas
- 2.2 Quine's Logical Behaviourism and Classical Empiricism
- 2.3 Quine and Objectivity: the Indeterminacy of Translation
- 2.4 The Early Wittgenstein and Logical Behaviourism
- 2.5 Quine and the Later Wittgenstein on Universals
- 3: Skinner's Conflicting Paradigms of Science
- 3.1 Empiricist Approaches to Science
- 3.2 Empiricism and the Problem of Induction
- 3.3 Einstein's Probability and Skinner's Determinism
- 3.4 Behaviourism and Evolutionary Theory
- 3.5 Hume's Problem of Induction and Einstein's Revolution
- 3.6 Summary and Further Conclusions: Quine's Weak Empiricism
- 4: Behaviourism: Curricular Deductions
- 4.1 Aims and Objectives: Bloom's Taxonomy
- 4.2 Teaching Science: the Taxonomy of Learning Photosynthesis
- 4.3 Empiricist Historiography and the Jesus of History
- 4.4 Behaviourist Historiography and Hitler's 'Final Solution'
- 4.5 Morals, Religion and Aesthetics: Bloom's 'Affective' Domain
- 4.6 Cognitive and Affective Aims and Classical Empiricism
- 4.7 Conditioning, Reductionism and Exhaustive Quantification
- 4.8 Indoctrination, Reductionism and Exhaustive Quantification
- 4.9 Affective and Cognitive States: Concluding Remarks
- 5: Marxist Alternatives
- 5.1 A Typical Characterisation of a Marxist Alternative to the Traditional School
- 5.2 The Marxist Perspective: General Principles
- 5.3 Classical Marxism and the Nature of Reality
- 5.4 The Phenomenological Alternative to Classical Marxism
- 5.5 Freudian Psychoanalysis and Phenomenological Marxism
- 5.6 Freudian Reinterpretations of Classical Marxism: Dialectical Solutions
- 5.7 Marxism and the Psychoanalytic Model: Persistent Incoherencies
- 6: Classical and Phenomenological Marxist Pedagogy
- 6.1 General Features of a Marxist Critique of Schooling
- 6.2 Young's Critique of the Schooling of Science
- 6.3 Hand's Critique of the Schooling of English
- 6.4 Models, Reality and Curriculum Decisions: Some Conclusions
- 7: Bernstein, Hirst and Rule-Following Models
- 7.1 A Typical Characterisation of the 'Consensus Curriculum'
- 7.2 Bernstein's Durkheimian Model of Educational Change
- 7.3 The Durkheimian Model: Some Criticisms
- 7.4 Hirst's Theory and the Durkheimian Perspective
- 8: Forms of Knowledge, Categorial Concepts and Linguistic Universals
- 8.1 Chomsky and the Theory of Linguistic Universals
- 8.2 Hirst's Thesis and Wittgenstein's Language-Games
- 8.3 The Basis for Objectivity and the Fact of Change
- 8.4 'Truth' or 'Objectivity' as Meaning 'What is Testable against a Given Social Backcloth?'
- 8.5 A Pre-Linguistic Form of Life as an Alternative to Deep-Structure
- 8.6 Analogical Inference, Extension and Implicit Knowledge of Rules
- 8.7 The Analogical Inference/Extension Distinction
- 8.8 Freudian Examples and Unconscious Knowledge-That
- 8.9 Rule-Following Reformulations of Freud and the Role of Forgetting
- 8.10 The Coherence of the Postulate of Innate Endowment
- 9: Categorial and Substantive Concepts, Morphemes and Family-Resemblance
- 10: Conclusions: Multicultural Education and the Place of Religion
- Bibliographical References
- Index
- Volume5
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Acknowledgments
- Introduction: Proper Claims and Expectations
- 1: Criteria for Uses of Schooling
- Inadequacy of the Replicative Criterion
- Inadequacy of the Applicative Criterion
- The Associative Use of Schooling
- The Interpretive Use of Schooling
- The Allusionary Base
- 2: General Education – Proper Claims and Expectations
- Aesthetic Symbolism
- Types of Associative Use
- Schooling as an Associational and Interpretive Resource
- Schooling Resources for Interpretive Use
- 3: The Search for Evidence
- The Search for Research
- Case Studies
- Analysis of Responses
- 4: Tacit Knowing or Knowing with
- On Knowing with
- 5: The Role of Imagery in Uses of Schooling
- Aesthetic Properties
- 1 Sensory Properties
- 2 Formal Properties
- 3 Technical Properties
- 4 Expressive Properties
- 5 Phenomenological Objectivity
- The Allusionary Base
- Language and the Allusionary Base
- Imagery and Judgment
- Schooling in the Arts
- 6: The Curriculum and the Uses of Schooling
- Symbolics of Information
- Skills of Aesthetic Perception
- Scanning
- Basic Concepts
- Developmental Studies
- Cosmos Developmental Studies I
- Institutions Developmental Studies Ii
- Culture Developmental Studies Iii
- Exemplars
- 7: The Citizen's Use of Schooling
- The School as a Community
- Molar Problem Solving
- Judgments of Truth
- Judgments of Credibility
- Value Norms
- Criteria of the Good Society
- The American Creed
- Achievement, Justice, Compassion
- Imagery and Credibility
- Cognitive and Evaluative Maps
- Notes
- Index
- Volume6
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Acknowledgments
- 1: Introduction
- 2: Consent and the Restriction of Freedom
- 3: Freedom and Democracy
- 4: The Right to Liberty
- 5: Children's Rights to Liberty
- 6: Paternalism
- 7: Paternalism Towards Children
- 8: Compulsory Education and the Freedom of Children
- 9: Freedom in Schools
- 10: Liberty, Democracy and Education
- Bibliography
- Index
- Volume7
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- 1: Introduction: The Problem and Why It Matters
- 2: Some Theories of the Inherent Worth of Knowledge
- I Intuitionist Theories
- II Naturalistic Theories of Justification
- III Answers from the Nature of Knowledge
- IV Religious Answers
- V Views that Educators Cannot or Should Not Make Judgements of Educational Worthwhileness
- 3: Towards a Positive Answer
- 4: Suggestions for Further Reading
- References
- Index
- Volume8
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Foreword
- Table of Contents
- Part I: Commonsense and the Curriculum
- 1: Curriculum Theory and Curriculum Reform
- 2: A Particular Case: The Classics and the Ancient World
- 3: Liberal Education Reconsidered
- 4: A Controversial Question: Compulsory Religion in the Public School System
- Part II: Commonsense and Concepts
- 5: Facts, Beliefs and Values
- 6: Can We Work Together If Our Beliefs Differ?
- 7: The Concept of Rights in Education
- 8: The Concept of Equality in Education
- 9: Three Ways of Thinking About Education
- 10: The Concept of Research in Education
- Notes and References
- Index
- Volume9
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- Introduction
- Chapter 1: Knowing and Interpreting the World
- Introduction
- The Individual and the World
- The Empiricist-inductivist Model
- Theory and Concepts Precede Investigation
- Theory, Concepts and Methodology
- Gaining Data About the World
- Mental Sets
- Empiricism and the World
- Ordering Data About the World
- Chapter 2: Theory and Critical Preference
- Introduction
- Falsificationism
- Lakatos and Methodological Falsificationism
- Some Implications from Lakatos's Thesis
- Ideology and Critical Preference
- The Problem of Anomalies
- Knowledge as Production
- Evaluation of the 'knowledge as Production' Thesis
- Conclusion
- Chapter 3: Ideology
- Introduction
- Conspiracy and Self-delusion
- Ideology: a Context of Theory
- Repression
- The Place of Institutions
- Supportive Rhetoric
- Ideology: a Context of Lived Experience
- Chapter 4: Attacking Ideology
- Introduction
- Recognising the Ideological
- Mystification
- False Consciousness
- Internal Contradictions
- Dialectics
- Conclusion
- Chapter 5: Education
- Introduction
- The Value of Ignorance
- Education as Political Manipulation (i)
- Education as Political Manipulation (ii)
- Education as Political Manipulation (iii)
- Conclusion
- Chapter 6: Possibilities
- Introduction
- The Obligation to Change
- Must One's Programme Provide the Answers?
- Consciousness-Raising
- Needs, Power, Authority and Learning
- Can Education Be Changed?
- Possibilities
- Notes
- Index
- Volume10
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Preface
- 1: Aims of Religious Education
- Introduction
- 1 the Practical Importance of Aims in Re
- 2 Meaningful Talk About Aims
- 3 The Functions of Aims
- 4 Four Kinds of Aim
- 5 Justifying Aims
- 6 Criteria of General Aims
- 2: Education, Conversion and Edification
- Introduction
- 1 The Concept of Person
- 2 Induction and Conversion
- 3 Edification
- 4 Education
- 3: The Religious Dimension of Personal Life
- Introduction
- 1 The Religious Dimension of Personal Life
- 2 The Formal Conditions of the Concept
- 3 Dimensional Criteria
- 4: Intellectual Understanding
- Introduction
- 1 Individual Consciousness by Way of Social Determinants
- 2 An Interactive State of Creative Intuition
- 3 The Rich Diversity of Understanding
- 4 Breadth and Depth of Understanding
- 5 The Understanding and the Public Demonstration of Insight
- 5: Religious Understanding
- Introduction
- 1 The Nature of Religious Understanding
- 2 Scholarly Understanding of Religion
- 3 Religious Understanding Without Religious Faith
- 6: Teaching Religion
- Introduction
- 1 Practical Implications for Teaching
- 2 The Religiously Educated Person
- 3 Religious Education of Children of All Ages
- 4 Learning Which Aids the Provocation of Religious Understanding
- 5 Some Possible Objections to Such a Programme of Learning
- 6 the Justification of Religious Education
- Notes
- Name Index
- Subject Index
- Volume11
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Dedication
- Preface
- Introduction
- 1: Philosophy of Education
- 2: Education
- 3: Teaching and Learning
- 4: Teaching and Related Concepts
- 5: Indoctrination
- 6: Autonomy, Community and Education
- 7: The Justification of Education
- 8: The Institutionalisation of Education
- 9: Neutrality in Education
- 10: Equality, Schooling and Education
- 11: Intelligence
- 12: Curriculum Choice
- 13: Competition
- 14: Assessment and Grading
- 15: Children and Rights
- 16: Education and Authority
- 17: Schooling, Education and Discipline
- 18: Education and Punishment
- 19: Moral Education
- 20: Religious Education
- Indexes
- Volume12
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Acknowledgements
- 1: The Meaning of Critical Thinking
- 2: Critical Thinking, Epistemology and Education
- 3: The Prevailing View of the Concept of Critical Thinking
- 4: Informal Logic and Critical Thinking
- 5: Edward de Bono and Thinking
- 6: Reading, Testing and Critical Thinking
- 7: Forward to Basics
- Bibliography
- Further Reading
- Index
- Volume13
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Foreword
- Preface
- Acknowledgments
- Part I: The Position
- 1: What Kind of Knowledge Will Transfer?
- 2: Three Competing Conceptions of Critical Thinking
- 3: Teaching Critical Thinking Through the Disciplines
- 4: Some Practical Guidelines for Teaching Critical Thinking
- 5: Problems of Evaluating Critical Thinking Programs
- Part II: Critiques of the Position
- 6: Thinking About Critical Thinking: Philosophers Can't Go It Alone
- 7: Mcpeck, Informal Logic, and the Nature of Critical Thinking
- 8: Response to Stephen Norris and Harvey Siegel on the Analysis of Critical Thinking and Education
- 9: Mcpeck's Mistakes
- 10: Richard Paul's Critique of Critical Thinking and Education
- Notes
- Index
- Volume14
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Preface
- Table of Contents
- 1: Philosophy and Education
- 2: The Nature of Philosophy
- 3: The Justification of Value Judgments
- 4: Theories and Explanations
- 5: What is an Educational Theory?
- 6: Some Questions of Morals and Religion
- Bibliographical Notes
- Bibliography
- Index
- Volume15
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- 1: Introduction
- 2: Practice as Applied Science
- 3: An Epistemology of Practice
- 4: Normative Theory of Education
- 5: Theory of Practice
- 6: The Nature of Teaching
- 7: The Practice of Teaching
- 8: Teacher Education
- Notes
- Bibliography
- Index
- Volume16
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Acknowledgments
- Introduction
- 1: What Is Thinking?
- 2: The Educational Significance of Cognitive Psychology
- 3: Contexts for Developing Thoughtfulness
- 4: Thinking in Society
- Conclusion
- Notes
- Bibliography
- Index
- Volume17
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Preface
- 1: A Philosophical Approach to Problems in Religious Education
- 2: Religion and Knowledge
- 3: Is It Meaningful to Speak of the 'Religiously Educated' Person?
- 4: Theories of Religious Education
- Part I: The Nature of Religion in Education
- Part II: The Function of Religion in Education
- 5: Indoctrination, Commitment and Religious Education
- 6: Teaching Religion
- 7: Suggestions for Further Reading
- References
- Index
- Volume18
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Introduction
- Part 1: Values Across the Curriculum Specific Areas
- Values in Art and Design Education
- Values in the Teaching of English and Drama
- Values in Geographical Education
- Values in History and Social Studies
- Values in Home Economics Teaching
- Values in Mathematics Education
- Use or Ornament? Values in the Teaching and Learning of Modern Languages
- Values in Physical Education
- Revaluing Science Education
- Part 2: Values Across the Curriculum General Issues
- Aims, Problems and Curriculum Contexts
- Values and the Social Organization of Schooling
- Values Teaching: Some Classroom Principles
- Index
- Volume19
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Dedication
- Table of Contents
- Introduction
- 1: The Philosophical Paradigm
- Background
- Pragmatism and Philosophical Hermeneutics
- Relativism
- Touchstone Theory
- The Making of an Education Programme
- Ideology
- Conclusions
- 2: Lifelong Education
- The Movement
- Semantics and Programmes
- Informal Education
- Contingent 'Characteristics'
- Theoretic Difficulties
- The State of the Theory
- Conclusions
- 3: Humanism
- Background
- In Search of a Definition
- Science and Scientific Humanism
- Manifestos and Consensus
- Conclusions
- 4: Humanism in Current Educational Theory and Lifelong Education
- Humanist Educational Theory
- Existentialism
- Lifelong Education and 'Romantic' Humanism
- Lifelong Education and Existentialism
- Can the Lifelong Education Programme be an Existentialist One?
- Conclusions
- 5: Lifelong Education and Liberal Philosophy of Education
- Background
- John White and Lifelong Education
- The Concept of the Educated Man
- Upbringing
- Conclusions
- 6: Lifelong Education and John Dewey
- Background
- Compatibilities with the Lifelong Education Programme
- Control and Conformism
- Conclusions
- 7: The Learning Society
- Background
- The 'Learning Society' as Community
- Self-Realization
- Socialization
- Conclusions
- Postscript
- Bibliography and Further Reading
- Name Index
- Subject Index
- Volume20
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Acknowledgments
- Introduction
- 1: Historical Introduction
- 2: Intelligence, Language, and Learning
- 3: Class, Culture, and Interest
- 4: The Theory of Intelligence
- 5: Intelligence Quotient Theory and Education
- 6: A Critique of the Theory of Intelligence Quotient
- 7: Theories of Cultural and Verbal Deficit
- 8: Verbal-Deficit Theories: The Counterattack
- 9: Verbal-Deficit Theories: An Overview
- 10: The Educational Implications of the Verbal-Deficit Controversy
- 11: Literacy, Literate Culture, and Education
- 12: Equality, Culture, and Interest
- 13: Conclusion
- Bibliography
- Index
- Volume21
- Cover
- Half Title
- Title Page
- Copyright Page
- Original Title Page
- Original Copyright Page
- Table of Contents
- Dedication
- Preface
- Part I: Introduction
- 1: Aims: Who Needs Them?
- 2: A Framework for the Discussion of Aims
- Part II: Aims and the Individual
- 3: The Limits of Happiness
- 4: Natural Growth, Needs and Interests
- 5: The Trouble with Rational Autonomy
- 6: Children into Workers
- Part III: Aims and Society
- 7: Supporting Law and Order
- 8: Equality
- 9: Justice
- 10: Justice, Race and Gender
- Part IV: Intrinsic Values
- 11: Liberal Education and Intrinsically Worthwhile Activities
- 12: The Centrality of the Cognitive
- Suggestions for Further Reading
- Bibliography
- Index
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