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Critical Thinking And Education

Author: John E. McPeck
Publisher: Routledge
ISBN: 1315463679
Size: 36.58 MB
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The skills of ‘critical thinking’ occupy a contentious place in debates on education. It is of course widely recognised that education must consist of more than an unreasoning accumulation of facts and skills, and that modern society demands a highly-developed critical awareness to cope with its ever-increasing complexities. Yet the very term ‘critical thinking’ threatens to become a vague and unexamined slogan, displayed more in party tricks than in useful knowledge. In this book, first published in 1981, Professor McPeck offers a critique of the major ideas and important work in the field, including those of Ennis and de Bono, while at the same time presenting his own rigorous ideas on the proper place in critical thinking in the philosophy of education. The book aims to establish a sound basis on which the role of critical thinking in schools can be evaluated and the author makes a strong case for the contribution it can make to resolving current dilemmas of the curriculum.

Victorian Education And The Ideal Of Womanhood

Author: Joan N. Burstyn
Publisher: Routledge
ISBN: 1315444305
Size: 72.47 MB
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This study, first published in 1980, argues that higher education for women was accepted by the end of the nineteenth-century, and higher education was becoming a desirable preparation for teachers in girls’ schools. By accepting the opponents’ claim that higher education for women had the potential to revolutionise relations between the sexes, this fascinating book demonstrates how the relevance of the nineteenth-century serves to enhance our understanding of the contemporary women’s movement. This title will be of interest to students of history and education.

Education And Social Control

Author: Rachel Sharp
Publisher: Routledge
ISBN: 1351808850
Size: 52.13 MB
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First published in 1975, this book offers a critique of some of the ‘new perspectives’ in the sociology of education. This is achieved through a case study of a progressive child centred school. The book suggests that a liberal approach to education fails to appreciate how thoroughly a complex, stratified industrial society penetrates the school. It argues that the practice of ‘progressive’ education may be a modern form of conservativism and an effective form of social control both in the narrow sense of achieving classroom discipline and in the wider sense of contributing to the promotion of a static social order. It cautions against naïve utopian solutions which see the freedom and self-development of the child as an individualized process, unrelated to a social context which may undermine the ideals of freedom and spontaneous self-development. In addition to offering a study of the implementation of the ‘open’ approach to child development and pedagogy, the book can also be read as a piece of critical sociology, intended to make the reader look again at the way in which problems have been generated and solutions proposed within sociology and education.

Doing Sex Education

Author: Bonnie Trudell
Publisher: Routledge
ISBN: 1351705725
Size: 68.14 MB
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Originally published in 1993. This book takes the reader inside the contested issue of sex education by examining how a sexuality curriculum is actually taught to a ninth-grade health class and how it impacts on both the teacher and students. Drawing on observations and interviews with teachers, students, and other school personnel to capture the complexity and tension of lived classroom culture, this volume illustrates the dynamic, complex, and sometimes contradictory processes by which traditional versions of appropriate sexual behaviour and gender relations are legitimated as well as contested. The book describes in detail the classroom knowledge that is produced by the interactions between gendered, raced and classed students and teacher, the planned curriculum, and the social organisation of the school and community. The book also tackles the broader issues of how sex education should be taught and even whether it should be taught at all.

Teaching Critical Thinking

Author: John E. McPeck
Publisher: Routledge
ISBN: 1315526476
Size: 23.52 MB
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This book, first published in 1990, takes a critical look at the major assumptions which support critical thinking programs and discovers many unresolved questions which threaten their viability. John McPeck argues that some of these assumptions are incoherent or run counter to common sense, while others are unsupported by the available empirical evidence. This title will be of interest to students of the philosophy of education.

Philosophical Foundations For The Curriculum

Author: Allen Brent
Publisher: Routledge
ISBN: 1315532271
Size: 15.39 MB
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In this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.

Foucault And Education

Author: Stephen J. Ball
Publisher: Routledge
ISBN: 1135174660
Size: 14.40 MB
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First published in 1990, this book was the first to explore Foucault's work in relation to education, arguing that schools, like prisons and asylums, are institutions of moral and social regulation, complex technologies of disciplinary control where power and knowledge are crucial. Original and challenging, the essays assess the relevance of Foucault's work to educational practice, and show how the application of Foucauldian analysis to education enables us to see the politics of educational reform in a new light.

The Micro Politics Of The School

Author: Stephen J. Ball
Publisher: Routledge
ISBN: 1136670599
Size: 59.66 MB
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Stephen Ball’s micro-political theory of school organization is a radical departure from traditional theories. He rejects a prescriptive ‘top down’ approach and directly addresses the interest and concerns of teachers and current problems facing schools. In doing so he raises question about the adequacy and appropriateness of the existing forms of organizational control in schools. Through case studies and interviews with teachers, the book captures the flavour of real conflicts in schools – particularly in times of falling rolls, change of leadership or amalgamations – when teachers’ autonomy seems to be at stake.

Learning Theory And Behaviour Modification

Author: Stephen Walker
Publisher: Routledge
ISBN: 135179759X
Size: 18.26 MB
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The ability to learn is of crucial importance in human life, but understanding this ability has proved to be difficult. There have been many attempts to formulate scientific theories based on both animal experiments and human experience; and these have been applied to education and the treatment of psychological disturbance, with a certain amount of success. Originally published in 1984, this incisive guide to the research and its outcomes provides the background to one of the most debated topics in psychology today. Learning Theory and Behaviour Modification introduces the work of major figures, such as Pavlov and Skinner, which has strongly influenced theories in educational and clinical psychology, and formed the basis of the techniques known as ‘behaviour modification’. As well as giving examples of these techniques the author relates new ideas about the scope and limits of behaviour modification to recent changes in the views of learning theorists. How much can experiments on animals tell us about human psychology?

Psychological Aspects Of Learning And Teaching

Author: Kevin Wheldall
Publisher: Routledge
ISBN: 1351756265
Size: 30.41 MB
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Educational psychology has much to offer teachers and trainee teachers which can be of help to them in their work. In this book, originally published in 1983, leading experts look at a number of important topics in educational psychology. The chapters present detailed overviews of these key issues, survey recent research findings and advances in the subject at the time, and discuss innovative techniques and approaches which are particularly relevant for classroom practice. This book, much needed at the time, will still be extremely useful to mature teachers and to all students of educational psychology.