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  1. Critical thinking and science education.Sharon Bailin - 2002 - Science & Education 11 (4):361-375.
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  • Constructivism: Defense or a Continual Critical Appraisal A Response to Gil-Pérez et al.Mansoor Niaz, Fouad Abd-El-Khalick, Alicia Benarroch, Liberato Cardellini, Carlos E. Laburú, Nicolás Marín, Luis A. Montes, Robert Nola, Yuri Orlik, Lawrence C. Scharmann, Chin-Chung Tsai & Georgios Tsaparlis - 2003 - Science & Education 12 (8):787-797.
    This commentary is a critical appraisal of Gil-Pérez et al.'s (2002) conceptualization of constructivism. It is argued that the following aspects of their presentation are problematic: (a) Although the role of controversy is recognized, the authors implicitly subscribe to a Kuhnian perspective of `normal' science; (b) Authors fail to recognize the importance of von Glasersfeld's contribution to the understanding of constructivism in science education; (c) The fact that it is not possible to implement a constructivist pedagogy without a constructivist epistemology (...)
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  • The Flight from science and reason.Paul R. Gross, Norman Levitt & Martin W. Lewis (eds.) - 1996 - New York N.Y.: The New York Academy of Sciences.
    "Evidence of a flight from reason is as old as human record-keeping: the fact of it certainly goes back an even longer way. Flight from science specifically, among the forms of rational inquiry, goes back as far as science itself... But rejection of reason is now a pattern to be found in most branches of scholarship and in all the learned professions."--from the introduction In the widely acclaimed Higher Superstition: The Academic Left and Its Quarrels with Science, Paul R. Gross (...)
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  • Science Teaching: The Role of History and Philosophy of Science.Michael R. Matthews - 1994 - Routledge.
    History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...)
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  • (1 other version)Democracy and education : An introduction to the philosophy of education.John Dewey - 1916 - Mineola, N.Y.: Macmillan. Edited by Nicholas Tampio.
    Dewey's book on Democracy and Education established his credentials in the field of education and once counted as his most important book. It has been re-published in many editions and continuously in print ever since the original publication in 1916.
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  • Progressivism.John Darling & Sven Erik Nordenbo - 2002 - In Nigel Blake, Paul Smeyers, Richard D. Smith & Paul Standish (eds.), The Blackwell Guide to the Philosophy of Education. Malden, MA: Wiley-Blackwell. pp. 288–308.
    This chapter contains sections titled: Introduction Historical Perspective Progressivism: Five Themes Progressivism Today.
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  • Scientific myth‐conceptions.Douglas Allchin - 2003 - Science Education 87 (3):329-351.
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  • (2 other versions)Emile.Jean-Jacques Rousseau - unknown
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  • Introduction.Nigel Blake & Paul Standish - 2000 - Journal of Philosophy of Education 34 (1):1-16.
    The Internet has recently enjoyed its thirtieth birthday. In 1969, a computer at the University of California sent a message down a wire to another in a research centre at Stanford. The message was just two letters, *LO’.1 Since then the development of the Internet—of the physical infrastructure of computers and the material or broadcast links between them, along with the digital protocols that enable it to function—has been largely an academic achievement. Up until six years ago, the world’s richest (...)
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  • Politics: Books V and Vi.David Aristotle Keyt (ed.) - 1999 - Cambridge, Mass.: Oxford University Press UK.
    Books V and VI of Aristotle's Politics constitute a manual on practical politics. In the fifth book Aristotle examines the causes of faction and constitutional change and suggests remedies for political instability. In the sixth book he offers practical advice to the statesman who wishes to establish, preserve, or reform a democracy or an oligarchy. He discusses many political issues, theoretical and practical, which are still widely debated today--revolution and reform, democracy and tyranny, freedom and equality. David Keyt presents a (...)
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  • The Laws.J. B. Skemp - 2010 - Harmondsworth, Penguin. Edited by Trevor J. Saunders.
    "The Laws", Plato's most lengthy dialogue, has longbeen regarded as the most comprehensive explanation of the possible consequences of a practical application of his philosophy.We might expect the first question Plato ponders to be "What is Law?" Instead, the question posed is "Who is given the credit for laying down your laws?"We are privy to an interaction between a powerfulstatesman and an Athenian philosopher on theisland of Crete. We watch as a plan for a new political order is worked out (...)
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  • The Philosophy of Mathematics Education.Michael Cornelius & Paul Ernest - 1991 - British Journal of Educational Studies 39 (3):348.
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  • Philosophy and the curriculum.Israel Scheffler - 1992 - Science & Education 1 (4):385-394.
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  • Lyotard, postmodernism and science education: A rejoinder to Zembylas.Roland M. Schulz - 2007 - Educational Philosophy and Theory 39 (6):633–656.
    Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...)
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  • Challenges of standards‐based reform: The example of California's science content standards and textbook adoption process.Julie A. Bianchini & Gregory J. Kelly - 2003 - Science Education 87 (3):378-389.
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  • (1 other version)Democracy and Education.Addison W. Moore - 1916 - International Journal of Ethics 26 (4):547-550.
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  • Psychological Tools: A Socio-Cultural Approach to Education.Alex Kozulin - 2000 - British Journal of Educational Studies 48 (3):316-319.
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  • Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice.Richard Alan Duschl & Richard J. Hamilton - 1992 - SUNY Press.
    This edited volume extends existing discussions among philosophers of science, cognitive psychologists, and educational researchers on the the restructuring of scientific knowledge and the domain of science education. This exchange of ideas across disciplinary fields raises fundamental issues and provides frameworks that help to focus educational research programs, curriculum development efforts, and teacher training programs.
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  • The renewal of case studies in science education.Arthur Stinner, Barbara A. McMillan, Don Metz, Jana M. Jilek & Stephen Klassen - 2003 - Science & Education 12 (7):617-643.
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  • Humanizing science education.James F. Donnelly - 2004 - Science Education 88 (5):762-784.
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  • The Educated Mind: How Cognitive Tools Shape Our Understanding.Kieran Egan - 1997 - University of Chicago Press.
    The ills of education are caused, Kieran Egan argues, by the fact that we have inherited three major educational ideas, each of which is incompatible with the other two. Is the purpose of education to make good citizens and inculcate socially relevant skills and values? Or is it to master certain bodies of knowledge? Or is it the fulfillment of each student's unique potential? These conflicting goals bring about clashes at every level of the educational process, from curriculum decisions to (...)
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  • Epistemological anarchy and the many forms of constructivism.David R. Geelan - 1997 - Science & Education 6 (1-2):15-28.
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  • Educational theory as theory of culture: A vichian perspective on the educational theories of John Dewey and Kieran Egan.Theodora Polito - 2005 - Educational Philosophy and Theory 37 (4):475–494.
    At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.
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  • Strong culturalism.David Bakhurst - 2004 - In Christina E. Erneling (ed.), The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press. pp. 413--431.
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  • Mind as scientific object: an historical, philosophical exploration.Thomas Leahey - 2004 - In Christina E. Erneling (ed.), The Mind As a Scientific Object: Between Brain and Culture. Oxford University Press.
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  • On Foundationalism: A Strategy for Metaphysical Realism.Tom Rockmore - 2004 - Rowman & Littlefield Publishers.
    In ancient times, the main approaches to metaphysical realism were intuitive. In modern times, foundationalism has replaced intuition as the main strategy to make out metaphysical realist claims to know. In On Foundationalism, Rockmore argues that foundationalism fails in all its known variants.
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  • Education and Psychology: Plato, Piaget and Scientific Psychology.D. W. Hamlyn & Kieran Egan - 1986 - British Journal of Educational Studies 34 (1):113.
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  • The Philosophy of Mathematics Education.Paul Ernest - 1991 - Falmer Press.
    Although many agree that all teaching rests on a theory of knowledge, this is an in-depth exploration of the philosophy of mathematics for education, building on the work of Lakatos and Wittgenstein.
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