During the past thirty years, while foundations of education programs have been shrinking on American campuses, faculty in the School of Education at the University of Wisconsin-Milwaukee created an undergraduate degree program in community education that has attracted older, nontraditional students. Using a curriculum that provides skills and understandings needed to improve urban communities and schools, the Department of Educational Policy and Community Studies expanded on traditional notions of educational foundations to create courses for (...) students from all over campus interested in studying the complex dynamics of race and class in urban environments. (shrink)

The objective of this paper is to discuss some of the foundational issues centering around the question of integrating education in human values with professional engineering education: its necessity and justification. The paper looks at the efforts in ‘tuning’ the technical education system in India to the national goals in the various phases of curriculum development. The contribution of the engineering profession in national development and India’s self-sufficiency is crucially linked with the institutionalization of expertise and (...) the role of morality and responsibility. This linkage can be created through a proper understanding of the social role of the profession—what motivates the professionals and what makes professional life meaningful. Value education facilitates the process of moral maturity and the development of a ‘holistic’ mindset. This paper deals with the need to create such a mindset, the human values associated with it and gives examples of efforts to impart such education through ‘action-oriented’ programmes introduced in some institutes of engineering in India. (shrink)

In _Why Knowledge Matters_, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences. Hirsch, author of _The Knowledge Deficit_, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children’s life success and ensuring equal (...) opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science. The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas. _Why Knowledge Matters _introduces a new generation of American educators to Hirsch’s astute and passionate analysis. (shrink)

La Educación Parvularia en Chile y principalmente su gestión pedagógica, se sitúa en un nuevo escenario que exige de los educadores competencias más humanas que de funcionalidad técnica para adaptarse a las impresiones, la emergencia, la incertidumbre y la complejidad de los procesos epistemológicos infantiles; comprender cómo aprenden los niños, cómo acceden al conocimiento y qué estrategias utilizan para hacerlo, es fundamental para contribuir a un sistema educativo de calidad. Si bien en Chile se han intentado algunas reformas e innovaciones (...) curriculares para la Educación Parvularia con el firme propósito de mejorar la calidad del sistema educativo, aún no está claro, qué es aquello que entorpece el logro de los aprendizajes y pone en peligro la calidad del sistema. En este contexto, resulta interesante centrar la mirada en los juegos infantiles, describir el tipo de interacciones sociales y con el entorno que se producen en estas dimensiones lúdicas e intentar descubrir los indicios epistemológicos que en ellas surjan; descubrir en los espacios de informalidad en que se desarrollan los juegos infantiles algunas aproximaciones que nos contextualicen epistemológicamente, nos permitirá comprender que las prácticas adultistas utilizadas en los espacios educativos formales no impactan significativamente los procesos de aprendizaje de los niños. (shrink)

This paper draws upon both Carl Jung’s theory of the psyche and nonviolence philosophy to re-examine curriculum dynamics in the context of teacher education. An integrative psychic life is enabled by the transcendent function of assimilating the unconscious to expand the horizon of consciousness while the integrative power of nonviolence heals the wounds of violence and promotes compassionate relationships. These theories follow different directions—the primary focus of Jung’s theory is the individual person and that of nonviolence theory is (...) humane relationality—but their underlying philosophical principles also intersect in ways that have important implications for today’s education. This paper focuses on three major intersections: the thread of interconnectedness is the undercurrent of an integrative psychic life and the underlying foundation for nonviolent relations; the shadow awareness within the individual psyche creates a social space for compassionate relationships with others; and complementary modes of psychic and nonviolent integration provide multiple pathways for teacher educators’ pedagogy and students’ self-education. After elaborating on these intersecting aspects and their curriculum implications, the final section discusses curriculum dynamics for subjective and social transformation through analysing the interactive relationships between and among teacher educators, students, texts, and contexts. (shrink)

The teaching profession -- The purpose of schools -- Trends in education -- Philosophical foundations of education -- International influences on the foundations of education -- Historical foundations of American education -- Legal and ethical issues in education -- Social issues in education -- The administration and governance of schools -- School funding -- Teachers in the schools -- The school curriculum -- Effective instructional strategies -- Managing the classroom environment (...) -- Schools and their environment -- Education in other countries. (shrink)

Phenomenologists or Continental thinkers argue for the subject-object continuum. For phenomenology, subjectivity is of the object, and object is for the subject. This book applies that continuum to the holistic foundations of work or specialization. The author devotes a chapter to each of eight cultural applications of the subject-object continuum. Chapter One examines the specialist-generalist continuum meaning specialization for general education. That continuum comprises the framework for the remaining seven chapters. Those seven include production for community, design for (...) user, automation for user, computing for society, taxation for society, information for manufacturing, and procedure for goal. These eight applications constitute the basis for a core curriculum. The core curriculum gives holistic meaning, order, or cosmos to all jobs and to all people. Cosmos is a Greek word meaning humanistic-scientific order, irreducible to physics. The core curriculum is fundamental cosmology. Each of the eight continuities follow in a logical, systematic manner from the analytic-subjective continuum meaning object for subjectivity. Phenomenology of education can become the human basis of a promising holistic logic, bringing together analytic and existential themes. (shrink)

An analysis is presented of the problems that have existed for over 20 years in the moral education curriculum in primary schools of China. These include the separation of moral education from children's lives, the moralizing and memorization used as the basic methods of teaching and learning, and the overlaps between courses on society and ideological moral character. The paper then introduces the main innovations in the contemporary reform of the primary moral education curriculum, including (...) lifelong moral education as its theoretical foundation and making the development of children's morality relate to life, with ‘real’ everyday life events as source materials for textbooks. Embodied in the textbooks are some new ideas behind the revised educational objectives, such as putting oneself in another's position, ecological interdependence, ‘win‐win’, dialogue, sharing and diversity. As the curriculum is child centred so the textbooks use a dialogical pedagogy. In conclusion the paper considers ongoing and new challenges for moral education in primary schools to be faced by the curriculum reform. (shrink)

One of the most prominent African American intellectuals of the twentieth century, W. E. B. Du Bois continues to influence the understanding of race relations in the United States. In this deeply personal introduction to the man and his ideas, esteemed scholar Carl A. Grant reflects on how Du Bois's work has illuminated his own life practices as a Black student, teacher, assistant principal, and professor. Sharing the story of a brilliant man's life contribution to teaching about race and the (...) ideologies and methodologies of racism in education and social and political thought, Grant begins his narrative with a broad overview of Du Bois's life and scholarship, before turning more specifically to Du Bois's theory of an educational system. The book concludes with an examination of Du Bois's curriculum model, predicated upon the work of the NAACP, the Harlem Renaissance, and Du Bois's own writings, as well as a discussion of the lasting legacy of Du Bois's educational and social theory in the present day. Ideal for graduate-level courses in curriculum theory, educational foundations, and education history, Du Bois and Education provides an in-depth examination of Du Bois's scholarship, social criticism, and political thought as they relate to his educational theory. (shrink)

This article analyzes the epistemological aims and justification of character education legislation passed by the North Carolina General Assembly. I take this specific state law as representative of the broader national trends in the character education movement. I primarily use the work of Richard Rorty as the theoretical lens for the analysis and critique. I conclude by commending aspects of the legislative effort, but I suggest that greater emphasis must be placed on strengthening students' ethics through democratic action (...) inside and outside schools and not on a right-leaning, conservative, and didactic curriculum. Further, as social foundations educators, it is imperative to make strides in our classrooms to expose preservice teachers to the apparent and hidden contradictions of using character education as a tool of educational reform. (shrink)

In this research, religious courses in Kyrgyzstan secondary schools were discussed. With the independence of Kyrgyzstan, the return to national, spiritual and religious values was revived. In the first year of independence, the Law on Freedom of Belief and Religious Institutions was adopted. Freedom of religion is recognized within the framework of the Law. Accordingly, the search for teaching religion lessons within general education has begun. While the first searches began to take place as a result of civil initiatives, (...) the Iyman course began to be taught by the state. However, when the official curriculum of the Iyman course was determined, it was understood that it was not a religious course. The society continued to seek religious lessons again. Freedom of religion could only be realized by rearranging the Law according to social and political needs. This research aimed to analyze and reveal the religion courses in secondary schools. As a result of the different understanding of the constitutional principle of secularism in the first years of independence, this constituted a major obstacle to the inclusion of religion lessons in the school curriculum. The political revolutions of the people that took place in the history of the country paved the way for religious education. Later, the events that took place in society in the name of religion accelerated the political will and the formation of the legal foundations of religious education in practice. Thus, religion lessons began to be taught in secondary schools. However, on the grounds that the content of religion lessons did not meet the expectations of society, it was possible to organize religion lessons again in 2022. In this study, using descriptive research methods, the history of religion education, its legal development, and the state standard of religion education, curriculum, textbooks, and course teachers were examined. (shrink)

Originally published in 1967, this volume provides an account of the early development of English education. The schools and universities of the mediaeval period arose to meet the social needs of that time. The book charts developments up to the sixteenth century when the Reformation brought profound social and religious changes which affected education: not only the organisation of schools and universities but also the curriculum. This was the turning point when the foundations of an educational (...) system, in the modern sense of the term, were laid. (shrink)

Originally published in 1967, this volume provides an account of the early development of English education. The schools and universities of the mediaeval period arose to meet the social needs of that time. The book charts developments up to the sixteenth century when the Reformation brought profound social and religious changes which affected education: not only the organisation of schools and universities but also the curriculum. This was the turning point when the foundations of an educational (...) system, in the modern sense of the term, were laid. (shrink)

In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...) educated mind weighs heavily on our notions on how we educate our young. When we focus on intellectual and scholarly issues in high school as opposed to issues, such as communications, basic psychology, or child raising, we are continuing to rely on outdated notions of the educated mind that come from elitist notions of who is to be educated and what that means. To accommodate the realities of today's world it is necessary to change these elitist notions. We need to rethink what it means to be educated and begin to focus on a new conception of the very idea of education. Students need to learn how to think, not how to accomplish tasks, such as passing standardized tests and reciting rote facts. In this engaging book, Roger C. Schank sets forth the premises of his argument, cites its foundations in the Great Books themselves, and illustrates it with examples from an experimental curriculum that has been used in graduate schools and with K-12 students. Making Minds Less Well Educated Than Our Own is essential reading for scholars and students in the learning sciences, instructional design, curriculum theory and planning, educational policy, school reform, philosophy of education, higher education, and anyone interested in what it means to be educated in today's world. (shrink)

The point of education is to support students to be able to live meaningful, autonomous lives, filled with rich experiences. The arts and aesthetic education are vital to such flourishing lives in that they afford bold, beautiful, moving experiences of awe, wonder and the sublime that are connected to the central human functional capability Nussbaum labels senses, imagination and thought. Everyone ought to have the opportunity to learn about art, to appreciate and create art, to critique art and (...) to understand how we are connected to the culture of our society. A life without art is unimaginable, and to the extent that people lack aesthetic experiences, their lives are impoverished, not ‘fully human’. Given that the distinctive value of art objects is that they afford aesthetic experience, it is upon this foundation that an argument ought to be mounted as to why schooling needs the arts, specialised teachers, and all students deserve aesthetic education. Therefore, in this paper, I offer a defence of compulsory aesthetic education across the curriculum on the basis of the aesthetic experiences the arts afford, and the central role such experiences play in eudaimonia—the flourishing life. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Foundations For Flow:A Philosophical Model For Studio InstructionKrista RiggsThe need for a new approach to studio instruction becomes evident when the current state of the profession and the effects of typical teaching methods are considered. In a profession with relatively little demand for a large supply of candidates for professional employment, realistically very few undergraduate music performance majors will achieve success as either orchestral players or as soloists. (...) Extreme competitiveness and the political hierarchy common in a typical music studio setting can squelch creativity and hinder a student's possibility to attain optimal experience in performance. Such an environment can pose a threat to a student's self-image and motivation, possibly becoming detrimental to the success of the student in any chosen occupation, whether ultimately within music or outside the profession.1As Roland Persson notes, studio teachers are generally hired primarily for their performance accomplishments and place in the historic lineage of their instrument's pedagogy without much regard for previous training in educational theories.2 With a lack of training in instructional methods or developmental theories, college music teachers tend to conduct lessons in the manner in which they were taught. Thus, little attention may be paid to individual differences or developmental issues.3 Studio instruction has also traditionally been approached [End Page 175] in a maestro-like, authoritarian manner with one-directional commands given as law from master teacher to seemingly subordinate students. Such a manner of teaching may contradict the tendency of creative individuals to show more deviant traits of critical and independent thought, possibly hindering the student's potential for artistic growth.4Many music students tend to gain much of their concept of self-worth based on how they perceive their musical ability to be assessed by their studio instructor.5 A dependency for approval can lead to the pursuit of unachievable perfection that can be detrimental to the emotional development and self-confidence of the student.6 A common focus on a final product in instruction rather than on the creative process of personal and artistic growth can also contribute to the detrimental setting of unrealistic goals and resulting lack of self-esteem in the student. Evaluation of artistically, intellectually, and emotionally developing students against an unattainable perceived aesthetic ideal or in comparison to other students of differing strengths and levels of development can hinder motivation while increasing anxiety, extreme competition, and negative emotional response in the learning experience.7 In a more personalized curriculum that centers on individual strengths and weaknesses through a mentoring approach, each student may be guided to develop the intellectual, emotional, physical, and spiritual faculties leading to optimal experience. From creative flow and the peak experiences of self-actualization comes intrinsic motivation for students to pursue creativity as a way of life, with further motivation to find moments for artistic expression and personal satisfaction in all aspects of their being.8A new model concerned with the development of the "whole" student as an individual can serve as a philosophical supplement to studio instructors who may not have received much training in developmental issues, educational theories, or related facets of the psychology of learning and performance. Although each aspect of the model can be considered separately, the potential of guiding a student toward the attainment of optimal experience is increased when all aspects are considered according to strengths and weaknesses present in the individual student. Incorporating the theories and ideas in studio instruction may help enhance a student's artistic and personal development while also strengthening a healthy mentoring relationship between teacher and student. While the model presents aspects of psychology alongside developmental and educational theories, the focus remains as a philosophical synthesis of diverse ideas into a unified system with flow at the center. Rather than aiming to deconstruct or refute opposing theories, the model synthesizes supporting ideas. As Estelle Jorgensen notes, the purpose of a synthesis-oriented or "synoptic" model is not so much to argue or refute contrasting views as it is to build upon the supporting theories and ideas of other writers. The "body of thought" serves an explanatory purpose [End Page 176] of the "clarification of terms and exposition... (shrink)

This paper sets out to examine the place of theory in preschool education, considering the theories to which practitioners and providers have access and which provide a rationale for everyday practices and shape the experiences of young children. The paper reflects the circumstances of preschool provision, practices and thinking in the UK in general and in Scotland in particular. The central argument is that while there may be little obvious recourse to theorising and limited exposure to explicit (...) theory about children’s development, learning and education, practitioners and those responsible for provision have tacit understandings or implicit theories which can be seen to shape their practices. The paper begins by considering the explicit theory which practitioners are exposed to through the development of practice guidance and professional education. This is followed by an examination of the explicit theories adopted from psychology and more recent theoretical developments which have their roots in other disciplines and perspectives. Some influences on practitioners’ implicit theories are discussed before considering two key aspects of the dominate consensus about good practice: that play is the medium through which children learn and that practice should be child-centred. The paper concludes with a discussion of the ‘identity’ of preschool education theory and the benefits of articulating the implicit theory and folk beliefs on which local practices are based. (shrink)

Orff-Schulwerk has become a foundational element of U.S. music education. Often positioned as an open, exploratory, and approachable form of music teaching and learning, it is associated with developing musicianship and, importantly, creativity. This article, drawing from a curriculum studies approach, considers the epistemologies, histories, and entanglements that produce Orff-Schulwerk and position it in this way. To do so, the article reviews an archive of method books, writing from Orff-Schulwerk pedagogues, and instrument designs. It then places these artifacts (...) alongside the intellectual foundations through that, in part, their modes of thought and action are constructed. In the process, this article traces how Orff-Schulwerk has been produced and given a particular sensibility through modes of thought largely outside of music such as cognitive science and German body culture. As a result, Orff-Schulwerk and the object of twenty-first century music curriculum become visible as not simply direct translations of creative, musical exploration into curriculum. Rather, Orff-Schulwerk is a distinct ontological object produced through ideas and desires that often have less to do with music and more to do with governing people in modernity. In doing so, the article seeks to question and develop understandings surrounding the foundations of classroom practice and research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 37.1 (2003) 1-12 [Access article in PDF] Art and Mathematics in Education Richard Hickman and Peter Huckstep We begin by asking a simple question: To what extent can art education be related to mathematics education? One reason for asking this is that there is, on the one hand, a significant body of claims that assert that mathematics is an art, (...) and, on the other, work in art that has a mathematical basis. Observations of these kinds are not trivial. They have significant implications for the teaching of these areas of the curriculum in at least two ways. First, there is the methodological issue of the extent to which we should teach mathematics and art separately, and second, the teleological question of why they appear in the curriculum at all. So the relationship between the nature of mathematics and art, perceived or real, bears down on questions of the individuation and the justification of these disciplines, or, in other words, upon pedagogy and purpose. Although in principle both the pedagogy and the purpose of any discipline are distinct, there are important connections between them, as we shall draw out.As far as mathematics goes, it has been stressed that the purposes of even rudimentary aspects of mathematics such as counting do need to be made explicit to pupils. 1 What have been seen as errors in understanding are internally linked with pupils' ideas of the purposes of counting. Anna Sierpinska discusses a similar situation within the broader aspect of what she calls "theory" in higher mathematics. 2 More generally, John Passmore, in his analysis of pupils' understanding includes the case where a pupil sees no need to understand since he or she cannot understand the point of learning the subject. 3 If the purposes of art and mathematics are strikingly similar then there is reason to suppose that certain pedagogical approaches that [End Page 1] follow from this will improve understanding of both mathematics and art, and therefore understanding of reasons for engaging in math-based and art-based activities.In schools we see what appears to be some evidence of connections between art and mathematics in cross-curricular work, such as that described in Jacqueline Cossentino and David Schaffer. 4 Apart from providing much-needed motivation, an important value of this approach toward mathematics is that it can illuminate pupils' understanding of some of its purpose by, at the very least, allowing them to recognize instances of mathematics at work, often in unsuspecting contexts. In particular, by facilitating some transference of knowledge pupils can appreciate the so-called "power" of mathematics in its widespread application to the world of artefacts produced by themselves and others.Can we go further than displaying connections between these disciplines? Can we treat mathematics itself as art? In particular, can we suppose that pupils can make mathematics just as they can make artefacts? Some writers seem to imply this by invoking the notion of creativity as a common property between the two disciplines. 5 Leaving aside the ironic sense of creativity in, for example, the case of "creative accountancy" pupils must indeed "make" sense of mathematics and they must originate mathematical assertions of their own that have not been directly taught. In both respects mathematics is similar to the learning of a language. Further than this, we value pupils' inventiveness in their approaches to areas of mathematics, calculations for example.The linking of mathematics and art via creativity has its most persuasive force in the change of attitude toward axiomatic foundations. 6 The story is familiar: for centuries Euclidean geometry was (wrongly) supposed to offer truths of the actual space in which we lived, since its axioms were thought to be confirmed by our intuitions of space. However, when it was found that consistent and useful axiomatic systems could be constructed by making certain alterations to these axioms, it became clear that mathematics was not simply discovered. It involved a significant measure of creativity. Yet one thing is clear: the sense that children make of mathematics, the original utterances they make... (shrink)

Controlling defects in educational policies established by the state is a formidable challenge. The state invariably believes that the solution lies in developing and improving educational outcomes. However, evaluating and monitoring these outcomes is not a straightforward process that unfolds over a year or two; it requires a span of 14–16 years, encompassing two years of preschool, 12 years of basic and secondary education, and four years of university education. Despite this extensive period, the discovery of “the (...) quality of educational policies” and subsequently “the quality of education” often proves elusive, amounting to mere rhetoric without tangible impact. In the realm of educational philosophy, drawing upon Immanuel Kant’s Enlightenment principles from December 1784 emerges as both necessary and urgent. This approach could guide us back to the foundational infrastructure and core principles of learning design, where reason and critical thought commence a critique of current educational policies in any context. With greater freedom, this enables the innovation of new concepts. Traditional education policies rendered obsolete across generations, bear striking resemblance to the religious institutions that Kant, along with scholars before him during the Dark Ages, found constraining. The critique of existing educational frameworks and the advocacy for freedom and autonomy in learning draw on the foundational work of Heckman, James and Carneiro, Pedro, (2003), who delve into human capital policy, suggesting that education systems need to be more responsive to individual needs and potential (Heckman & Carneiro, 2003). The paramount question arises: Have traditional education policies succeeded in making students subservient to their systems, structures, and models, burdened with theories of educational reform and development? It is evident that from early childhood through the stages of basic and secondary education, students are deprived of the choice in systems, structures, and curricula that suit them best. This limitation extends to university education, which is contingent upon high school grades and reliant on inadequately designed, intimidating examinations. Furthermore, it is ineffectively tethered to public policies, socio-economic conditions, and linguistic competencies (as determined by TOEFL, IELTS, etc.), or international assessments (e.g., PISA). The focus on the individual — his or her abilities, skills, aspirations, hobbies, and concerns — remains conspicuously absent from the calculus of all educational policy considerations. This research endeavors to revisit foundational questions: Why do societies necessitate education initially, followed by policies governing it? It then delves deeper into examining the relationships between educational policies and the future job market, which remains ambiguous and unknown. Keywords : Enlightenment, Educational Policies, Kantian Philosophy, Critical Thinking, Human Capital, Strategic Insight, Artificial Intelligence, Educational Reform, Lifelong Learning, Global Citizenship, Technological Revolution, Equity in Education, Educational Philosophy, Intellectual Freedom, Skill Development, Inclusive Education. (shrink)

This systems approach to the major schools of philosophy of education gives readers a cognitive map of the areas, as well as the ideology in relationship to educational theory. It carefully examines the major schools of philosophy of education; considers the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyzes the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. Previously (...) published as Philosophical and Ideological Perspectives on Education, and as New Perspectives on Philosophy and Education, this new version follows the content and organizational framework of these earlier editions. Each chapter includes: Definitions of terms; Historical contributors and antecedents; A general discussion of the particular philosophy, ideology, or theory; and Relationships and application to education, especially to schools, curriculum instruction, and to teachers and students. While retaining the helpful pedagogical aids that made the previous editions so popular-- Questions for Reflection and Discussion, Inquiry and Research Projects, Internet Resources, and Suggestions for Further Reading--this edition includes new marginal explanatory and cross reference notes and consistent updating throughout. Also from Gerald L. Gutek: 0205594336 - New Perspectives on Philosophy and Education, 1/e - ©2009 0205360181 - Philosophical and Ideological Voices in Education, 1/e - ©2004 0130122335 - Historical and Philosophical Foundations of Education: Selected Readings, 1/e - ©2001 020526106X - Philosophical and Ideological Perspectives on Education, 2/e - ©1997 0205132030 - Education and Schooling in America, 3/e - ©1997. (shrink)

(2013). Affirming and Rethinking our Visions and Responsibilities as Social Foundations Scholars and Educators. Educational Studies: Vol. 49, Critical, Interpretive, and Normative Perspectives of Educational Foundations: Contributions for the 21st Century, pp. 101-103.

Portugal ranks fourth among countries with the highest rate of overweight population, considering that 67.6% of the Portuguese population over the age of 15 is overweight or obese. To our knowledge, limited studies have investigated students’ attitudes toward physical education in Portugal. Such research is necessary because it can provide valuable insights for policy and application in the curriculum development for physical education, which may eventually increase participation in physical and sports activities. This study analyzed students’ attitudes (...) toward physical education (PE) according to sociodemographic variables, including grade level, socioeconomic status, and gender, and their participation in extracurricular sports activities and respective PE grades. The sample comprised 476 high school students (from the 7th, 8th, and 9th-grade levels) from five public schools located in Portugal. The Students’ Attitudes toward Physical Education Questionnaire was adapted and validated for use with Portuguese students as a two-factor model. Findings show that students generally have a moderately positive attitude toward PE. However, students’ positive attitudes tend to decrease throughout high school, which is particularly significant in the 9th grade. Furthermore, students’ attitudes are influenced by gender, extracurricular sports practice, and grades. These findings may help stakeholders reflect on how to frame PE in a more meaningful way to create a solid foundation for maintaining an active lifestyle throughout life. Implications for further research and practice are discussed. (shrink)

Philosophy is an important relation with education as it gives theoretical ground for its development. Principles and values of life learnt through education and experience gives birth to philosophy. Philosophy lays the foundation of leading one’s life based on principles. Education is the source of learning and philosophy it’s applications in human life. While discussing about the real nature of philosophy in present time, we should have a single criteria as if it to be acceptable to all (...) reasonable people of the world. In defining Positive Philosophy it may be said, The Positive Philosophy is an attempt to achieve an intellectual detachment from all philosophical systems, and not to solve specific philosophical problems, but to become sensitively aware of what it is we do when we philosophize. It is an attitude as well as a methodology for both academician and common person. It make education process positive so that it can make something useful for societal growth and in working process it also make the person sensitive about the societal problems and make them ready to be a part of social change. I am not negating something, here “positive” word is not an antonym but it is an adjective. Where there are merely religious, metaphysical and passive ideologies in our education system, we are not able to have a good and creative education. Positive Philosophy is working on that issues which have some worth for human. It is a process to do something creative. We are using innovative method. An innovator could be rebellion because he breaks the established method, norms and redefines the layer of thought. Innovation not simply implies questioning, reshaping, restricting but also developing through transformation. A teacher can play an important role in promoting this discussion because a teacher has the capacity to influence students with their thoughts and personality and engages them to creative activities. Innovativeness needs to be included in the curriculum. Once one becomes habitual to this attitude he/she will be ready to do some positive or creative. In this paper it is an attempt being made to apply positive philosophy though innovative method in our present education system. -/- . (shrink)

With the growth of neuroscience research, new neuroscience and society (NeuroX) fields like neuroethics, neurolaw, neuroarchitecture, neuroeconomics, and many more have emerged. In this article we report on lessons learned about mentoring students in the interdisciplinary space of neuroscience and society. We draw on our experiences with the recently launched Dana Foundation Career Network in Neuroscience & Society. This resource supports educators and practitioners mentoring students aiming to apply neuroscience in diverse fields beyond medicine and biomedical science. Through our programming, (...) we identified three key lessons: (1) students are interested in exploring a wide range of neuroscience and society intersections; (2) outreach to underserved institutions generates avenues for students to join NeuroX conversations; and (3) by offering free access to online NeuroX resources and a network of subject-matter experts, the Career Network joins many partners helping to bridge the gap between neuroscience and society. (shrink)

Philosophy seems to be an obsolete human interest today not because it is really obsolete but because its development comes into the full and thus becomes hidden into the scene in the name of development itself. The trend of this so-called modern time is technological and practical. This is so because philosophy in the history of mankind reaches its second level i.e. the level of praxis, the practical level. Even the trend in education as well as in the field (...) of industry is more on hands-on, manual, technological and practical level. Philosophy belongs to speculative science but is a perfect science which contains both the level of knowledge (philos) and the level of wisdom (Sophia). It also adheres to education as a lifelong process because it aims at learning new theories. Its ultimate aim is to turn thought into action, knowledge into wisdom, science into technology, theory into praxis, and faith into charity. And so its essence and spirit moves the current trend of modern education and industry in the process of development in search for the truth. KEYWORDS: Introduction to Philosophy, Foundation, Modern Education, Qualitative ResearchDesign, Philippines. (shrink)

This book combines theory, practice, and ethnography in an exploration of how teachers can fully implement diversity and antiracism as a foundation of their teaching approach. Kailin presents her curriculum, which has been influenced by many years of active involvement with parents and teachers in schools, along with ethnographic reports of the processes of change that teachers experience as they fully explore the realities of race relations, its history, and the lived experiences of others.

This article is an attempt to provide a systematic and integrative picture of the main contributions presented at the colloquium which addressed the current state of theological education, proposals for the basic values to be laid as foundation for a new theological curriculum and concrete attempts to build such a curriculum in South Africa, the African continent and especially at the University of Pretoria with a particular stress on decolonisation as contextualisation. In dealing with these aspects, the (...) article focuses on whether or not theology as an academic field has a future in university and society by implementing a concrete programme of decolonisation which is adapted – by means of education – to the specifics of various local contexts including those in Africa. If the answer to this question is positive – and the colloquium contributors, as well as the authors, of this article do believe to be so – then one must find out how theology should be done in the university, how theology should work in society and what theology should be taught in the university so that its impact in society is continuously transformative and permanently relevant to human life and human existence in Africa and throughout the world. (shrink)

본 연구는 현재 독서교육의 문제점을 성찰하고, 그 해결을 위해 ‘메타(meta)-독서’ 개념을 바탕으로 그 필요성을 고찰하여, 도덕교육의 관점에서 ‘메타(meta)-독서교육’의 가능성을 탐색한 시론(試論)이다. ‘메타-독서’란 ‘독서의 본질에 대한 철학적 이해’라고 볼 수 있다. 즉, 독서란 독서 행위 이전에 이루어지는 ‘나와 책과의 은밀한 만남’이자 인간의 본질 실현의 표현이라는 점에서 존재론적․가치론적 의미를 지닌다. 최근 초․중․고등학생들의 독서율은 높아졌지만 성인들의 독서율은 낮아지고, 대학생들의 독서 기피 현상의 원인에 중․고등학교 독서교육이 있다. 구체적으로, 중․고등학교 독서교육의 현황, ‘학교생활기록부’의 독서활동상황 기재 문제, ‘독서’ 영역을 분석해 보면, 학교 독서교육의 문제점과 한계로는, 수단적 방법으로서의 (...) 독서 경향과 본질보다 방법을 중심에 둔 교육을 들 수 있다. 올바른 독서교육을 위해서는 입시와 성공의 수단으로서 의미를 넘어 삶의 가치적 측면에서 독서의 본질 이해 교육이 선행되어야 하며, 이것이 바로 메타-독서교육이다. 메타-독서교육은 가치지향성을 지닌다는 점에서 도덕 교과가 중심이 되어야 하지만, 제 교과목들과 유기적 관계에서 이루어져야 한다. 메타-독서교육이 가능해질 때 현재의 수단적 독서에서 벗어나 즐거운 독서를 통해 인생의 행복을 위한 독서가 되지 않을까 기대해본다. (shrink)

High vocation education is an important foundation for China to cultivate high teaching quality and technical and skilled talents. In the new era, the acceleration of the development of modern vocational education is put in a more prominent position. It is proposed that we should adhere to moral education, closely combine this with the needs of technological change and industrial upgrading, constantly improve the quality of high vocational education teaching, and cultivate more technical and skilled talents (...) with both political integrity and ability for modernization construction. Under the background of social informatization, using artificial intelligent technology to solve these problems can play an important role for improving the teaching quality of high vocational education. This paper proposed a data mining approach in promoting student satisfaction with the teaching quality of high vocational education. We design a questionnaire for Students’ satisfaction with the teaching quality of basic entrepreneurship curriculum. We take the survey data of vocation education as an example and use mining technology analysis software to understand the current status of the teaching quality of basic entrepreneurship curriculum. The results determine the main factors affecting Students’ satisfaction with teaching quality. The results of this paper can be used in student management, education strategy, student education satisfaction, and teaching quality in high vocation college education, and to improve the teaching quality of fundamentals of entrepreneurship curriculum in high vocation education. (shrink)

This paper combines a review of existing literature in the field of business ethics education and a case study relating to the integration of ethics into an undergraduate degree. Prior to any discussion relating to the integration of ethics into the business curriculum, we need to be cognisant of, and prepared for, the arguments raised by sceptics in both the business and academic environments, in regard to the teaching of ethics. Having laid this foundation, the paper moves to (...) practical questions such as who should teach ethics, and when and how can ethics be taught. The paper presents alternative models for the teaching of ethics in the curriculum of undergraduate and postgraduate business programmes. An integrative model is elaborated on in more detail with a case example describing the six-stage process undertaken in the move from a single entry course to an integrated approach. The case study details not only the planning and initial implementation of ethical education in the context of an undergraduate business degree programme, but also the means by which a change in the way that ethics is taught was achieved in a business faculty in a tertiary institution. (shrink)

Academic integrity is a growing concern in colleges and universities worldwide, with business programs no exception. Business educators have wrestled with the best ways to promote a culture of ethical behavior by implementing effective policies and practices to prevent and respond to academic misconduct (McCabe et al. 2006). Traditional punitive systems often fail to deter misconduct effectively. This paper explores both historical approaches to academic integrity and proposes adopting restorative alternatives that are centered on a foundation of moral repair. Considering (...) the unique challenges of the business school context, the paper advances the idea that promoting moral repair through restoration could reshape academic integrity enforcement, fostering a culture of trust and responsibility in business education and beyond. It specifically suggests applying Goodstein and Butterfield’s restorative justice model, which was developed with the workplace in mind, to the academic context, emphasizing proactive community standards, faculty involvement, and trust and accountability. The paper includes a case study, which describes an initial effort in applying these models through the curriculum. The discussion concludes with lessons learned, opportunities and challenges in implementing such approaches, and opportunities for future research. (shrink)

Comprehensively improving the level of vocational education and teaching quality has become an important initiative to meet the new round of technological revolution and industrial change. The traditional teaching mode can no longer meet the needs of industries and enterprises for job competences, and all higher education institutions are actively thinking about how to carry out teaching reform. Virtual reality can effectively solve the above-mentioned drawbacks, but the hardware facilities of the existing VR systems are extremely expensive, making (...) it impossible to popularize it in teaching. In this context, this paper is based on VR for the design of an interactive teaching platform. This paper discusses the key technologies of virtual reality, introduces the relevant theoretical foundation, and describes the current virtual reality devices with high popularity and their advantages and disadvantages for systematic analysis. From the perspective of teaching design, the design of human-computer interaction teaching process using VR technology to develop learning scenes is studied, introducing 3D modeling techniques, model construction, the production of picture and text panels, the production of video materials, and the establishment of virtual tour guide 3D scenes. The principle of this paper is to build a 3D vision for building 3D views of educational needs to design high quality images and video animation using 3DMAX and unity 3D engines. Then, we introduce the use of VR glasses, smart phones, and Bluetooth wireless handle to build a simple interactive teaching platform; the platform is of low cost of construction and student coverage, to solve the teaching resources shortage, equipment conditions lagging behind, the curriculum content aging, teachers and students who cannot interact in real time, and a series of problems. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:What's so Important about Music Education?Leonard TanJ. Scott Goble, What's so Important about Music Education? (New York, NY: Routledge, 2010)In What's so Important about Music Education, J. Scott Goble proposes a new philosophical foundation for music education in the United States based on the theory of semiotics by American pragmatist Charles Sanders Peirce. Following a brief summary, I will note several merits in Goble's (...) book before sketching four recommendations for future editions.In Chapter One, Goble notes how the inclusion of non-Western musics in the public schools as espoused in the 1967 Tanglewood Declaration has raised two crucial questions: "Whose music should be included in the curriculum?" and "What is the role or social importance of public school music education in the United States as a postmodern society?" Noting that music education was established in the United States during the modern era, and that the Tanglewood Declaration did not account for vast differences in beliefs about music, Goble argues that there is a need to establish a new philosophical foundation that can accommodate the varied beliefs and practices of diverse cultural groups in postmodern United States.In Chapter Two, Goble sketches and critiques five cultural anthropologists. Of the five, he singles out Clifford Geertz's conception of culture as "semiotic [End Page 201] webs" (p. 20) as the conceptual foundation that is appropriate for this study. He then links Geertz's notion of culture to the semiotic theory of C. S. Peirce which is to become the theoretical underpinning of the book. Subsequently, he unpacks many key Peircian themes: human conceptions are maintained not individually but collectively in cultural groups, provisional truth (as opposed to absolute Truth) is relative and dependent on conceptions of communities, and the scientific method is the sole mode of inquiry by which people in communities may use to satisfy their doubts to formulate beliefs. Most importantly, Goble expounds the "pragmatic maxim" that since humans live in communities united by common beliefs, "the 'clear' meaning of an idea held by a member of the community will almost inevitably stem from the beliefs—or ways of understanding—held by members of that community" (p. 30). Goble concludes the chapter by presenting the Peircian semiotic system of cognition which posits that a "sign" is conceptualized in a triadic relationship: the Sign or "Firstness," the Object or "Secondness," and the Interpretant or "Thirdness" (p. 33).In Chapter Three, Goble considers how music is a sign based on the theoretical framework laid in Chapter Two. Drawing on the work of ethnomusicologists, anthropologists, psychiatrists, and a neuroscientist, he formulates a Peircian pragmatic approach to musical practices which posits that "the musical practices of different cultural communities represent a diverse cluster of community-specific ritualized behaviors involving sound" (p. 252). Furthermore, each of the musical practices "serves those persons who meaningfully participate in it as a means of psychophysiological, psychosocial, and/or sociopolitical equilibration relative to the worldview—or ordered conception of Reality—they tacitly share" (p. 252). For Goble, this pragmatist conception of musical practices is neither ethnocentric, universalist, nor relativist, and can serve as a conceptual framework for all diverse musical practices in postmodern United States.With the Peircian pragmatic conception in mind, Goble examines historical factors that contributed to current conceptions of music in the United States in Chapter Four. He laments that as a result of European Enlightenment and three socio-political phenomena in the United States (the separation of church and state, promotion of no other worldview than democracy, and adoption of democratic capitalism), music is no longer pragmatically oriented but trivialized and pursued by self-serving musicians.In Chapter Five, Goble traces the philosophical justifications for music education throughout the history of the United States. While the sign "musical practice" was conceptualized as "worship" in colonial America, the sign "music" was conceived as "art" during the age of Enlightenment, and as "product" during the age of science and technology. Noting that Bennett Reimer's music education as aesthetic education is limited in its Western focus on music as works [End Page 202] of artistic objects, Goble aligns his Peircian conception along praxial lines—in particular, with... (shrink)

This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and self-cultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, (...) particularly in how he is taken up by Cavell, shows that such a turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example. (shrink)

_A proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school._ In _Teach for Climate Justice_, accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK–12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice—the convergence of climate change and social justice—in a way that is emotionally safe, developmentally appropriate, and ultimately empowering. Drawing on (...) examples of real-life educators teaching climate change, Roderick identifies eight key dimensions of climate education that will prepare students to face the challenges of the climate crisis and give them the means to take action. These dimensions include not only educating for a deep understanding of the scientific, geopolitical, and socioeconomic equity issues that surround global warming, but also cultivating appreciation for the environment, building a supportive community, and fostering active hope for the future. Roderick's intentional layering of skills will help students develop the knowledge and sense of agency necessary to engage in civil resistance and nonviolent activism. In support of this crucial endeavor, Roderick suggests evidence-based teaching strategies, practices that promote inclusivity, and tools for social and emotional learning. This timely and uplifting book lays out a powerful vision for teaching, learning, and curriculum development to nurture a generation of courageous, informed advocates for climate justice. (shrink)

Kroz program Erasmus+, u Ključnoj aktivnosti 2 – “Strateška partnerstva u području obrazovanja i osposobljavanja ” – Udruga “Mala filozofija” provela je ili upravo provodi ukupno sedam projekata koji su usko vezani uz etičko obrazovanje. Tu valja pridodati i projekt “ETHOS: Ethical Education in Primary and Pre-Primary Schools for a Sustainable and Dialogic Future”, koji je uspješno proveden pod programom Comenius od 2012. do 2014. godine. Karakteristika je ovih projekata usmjerenost na obrazovanje u vrtićima te osnovnim i srednjim školama. (...) Uz “Malu filozofiju”, u projektima sudjeluju sveučilišta, osnovne i srednje škole, vrtići, udruge i institucije iz trinaest zemalja. Navedeni Erasmus+ KA2 projekti su: ETHIKA – Ethics and Values Education in Schools and Kindergartens, LITTLE – Learning Together to Live Together: Teachers Leading Ethical Education for an Inclusive Society, AVAL – Added Value Learning for Preschool Teachers & Pedagogical Coordinators, COMET – A Community of Ethics Teachers in Europe, Integrating Ethics of Sport in Secondary School Curriculum, BEAGLE – Bioethical Education and Attitude Guidance for Living Environment, TRACE – Traditional Children’s Stories for a Common Future. U članku ćemo ukratko prikazati projektne aktivnosti u navedenim projektima, s posebnim naglaskom na materijale koji su namijenjeni odgajateljima, nastavnicima i učenicima. (shrink)

The concepts of ‘tradition’ and ‘authority’ are generally understood to be problematical in history curriculum design. Drawing on MacIntyre’s account of disciplines as social practices, this article argues that, to the contrary, these are concepts that need to be incorporated into any curriculum theory that attempts to build a school subject on the foundations provided by an academic discipline. In history education, there is a strong consensus towards deriving the ideas of the history curriculum from (...) the discipline of history, and this article argues that it is therefore necessary for history curriculum theory to account for the concepts of ‘tradition’ and ‘authority’ as they exist in disciplinary practice. (shrink)

The objective of this paper is to establish a theoretical foundation for food education in schools. Amartya Sen’s capability approach (CA), an ethical theory concerning the freedom required to achieve one’s well-being, was applied to define the previously unchallenged ethical nature of food education. The analyses were informed by foundational CA concepts, Sen’s own perspectives on ‘food’ and ‘education’, and CA-based education studies. Through these analyses, the fundamental nature of food education was defined as follows: (...) ‘Capability to eat well’ is the freedom to convert commodities (such as food or pocket money) into the ‘functionings to eat well’ that constitute children’s ‘well-eating’ (Definition 1); and the objective of food education as public policy is to expand such capability to eat well (Def. 2). However, if an appropriate pedagogy is not employed, children’s capability can be reduced (Def. 3); therefore, to avoid this, the pedagogy has to enable them to perceive more ‘associations’ (in a Deweyan sense) between related conversion factors (Def. 4), as well as to choose and participate in the educational process (Def. 5). This theory not only elucidated the ethical nature of food education but also expanded the scope of the application of the CA to food issues. (shrink)

The paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information (...) that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed. (shrink)

SummaryOn its foundation in 1842, St Francis Xavier's College, Liverpool, was the first British manifestation of the renaissance of Jesuit day-schools throughout nineteenth-century Europe. Initially, the College developed along traditional Jesuit lines, imbibing the spirit of the Ratio Studiorum, the centuries-old educational code of the Society of Jesus.By 1875, a new era had hawned as the needs of one of the largest commercial and industrial centres in the British Empire forced the Jesuits to examine critically the type of education (...) being dispensed in their Liverpool college. The curriculum was rapidly extended away from its traditional roots in the Classics to embrace scientific and technical training. This paper seeks to show how the Jesuits in Liverpool adapted in the last quarter of the nineteenth century to changing demands both at home and from their Superior General in Rome. (shrink)

The third edition of the Standards for Academic and Professional Instruction in Foundations of Education, Educational Studies, and Educational Policy Studies (Standards) challenge us to envision what ?a more holistic, inclusive and intellectually challenging approach to preparing educators? might look like. This article discusses how the operating principles of a teacher education program parallel the commitments for educators found in the Standards and explores why collaborative relationships between teacher education and social foundations matter. Given the (...) current political and social climate surrounding the field of education, it is important for those of us in the field of social foundations to think outside the box. (shrink)

The purpose of this paper is to examine how different aspects of aesthetic theory can be utilized in education so as to contribute to a workable, coherent, and multifaceted arts integration approach in elementary education. The authors begin by presenting specific aspects of aesthetic theory as indicative of the basic theoretical and philosophical approaches to the phenomenon of art. They then refer to examples of activities designed on the basis of these different aesthetic aspects, and finally, they present (...) the findings that came out of these activities’ pilot implementations in preschool and school classrooms. Based on the methodological analysis of these implementations, the authors examine the benefits of the activities deriving from each of the different aspects of aesthetic theory; how they differ depending on the aspect from which they arise; and how the implementation of these types of activities as multi-theoretical sets can reveal a new way to design a coherent and multifaceted arts integration curriculum. What the authors attempt to do is show that the variety of approaches to the definition of art and the analysis of aesthetics can be the touchstones for organizing arts integration in elementary education. (shrink)

This book offers a comprehensive look at the philosophy and history of education, going beyond traditional educational foundations books.