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  1. MEMPOSISIKAN TEORI DAN KONSEP DASAR DALAM RISET KUALITATIF.Moh Zamili Zam - 2016 - Jurnal Pendidikan Islam Indonesia 1 (1):96-110.
    Theory without concepts is blind. Concept without ideas is empty. Ideas lead a researcher to find some phenomenon. Certaintly, phenomenon isn’t come partially or separately. Every act, habit, mindset, and human behavior in everyday activity rise up categorization. The task of researcher is to find out that categorization. Behind that situation and absolutely when we involve with participant, sometimes we can’t avoid from our contruct of ideas or concepts. Sometimes between real context and research perspectives comes differing. So, the important (...)
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  • Philosophy, Art or Pedagogy? How should children experience education?Christine Doddington - 2014 - Educational Philosophy and Theory 46 (11):1258-1269.
    There are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant (...)
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  • (1 other version)Multiple intelligences, judgment, and realization of value.Doug Blomberg - 2009 - Ethics and Education 4 (2):163-175.
    In the theory of multiple intelligences, Howard Gardner proposes a scientific justification for a more pluralistic pedagogy, while denying that science can determine educational goals. Wearing an educator's hat, however, he favors a pathway in which students come 'to understand the most fundamental questions of existence … familiarly, the true, the beautiful, and the good.' Yet Gardner claims to exclude the realm of values from an intrinsic role in any of the intelligences; furthermore, the intelligences have no role to play (...)
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