This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.
In the 1960s educational philosophers showed enormous interest in the nature of knowledge and the curriculum. This work responds to the need to reinstate conceptual problems of truth, knowledge and the curriculum on the agenda for debate.
This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
The field of education generally, and teacher education particularly, is experiencing some general disquiet with traditional approaches to the identification and classification of knowledge. Formal research studies, long the source of the knowledge base of teaching, is discredited by new ideologies that are based in the women's movement, the multiculturalists, and persons taken up with newer research strategies called naturalistic, ethnographic, or case study approaches. The book is a collection of essays that rehearses the issues facing the field, and addresses them in forthright fashion.
This book addresses how Western universities have constructed themselves as global providers of education, and are driven to be globally competitive. It examines how the term ‘international’ has been exploited by the market in the form of government educational policies and agencies, host institutions, academia and the mass media. The book explores matters relating to the role of the English language in international education in general and the field of TESOL in particular. It demonstrates how English and TESOL have exercised their symbolic power, coupled with the desire for international education, to create convenient identities for international TESOL students. It also discusses the complexity surrounding and informing these students’ painful yet sophisticated appropriation of and resistance to the convenient labels they are subjected to.
Since it was first published in 1980, Student Services: A Handbook for the Profession has become a classic reference in the field. In the fourth edition of this important resource the contributors'—a stellar panel of student affairs scholars—examine the changing context of the student experience in higher education, the evolution of the role of student affairs professionals, and the philosophies, ethics, and theories that guide the practice of student affairs work. Comprehensive in scope, this book covers a broad range of relevant topics including the development of student affairs, legal and ethical foundations of student affairs practice, student development, learning and retention theories, organizational theory, dynamics of campus environments, strategic planning and finance, information technology in student affairs, managing human resources, multiculturalism, teaching, counseling and helping skills, assessment and evaluation, and new lessons from research on student outcomes.
Learning Theory and Online Technologies offers a powerful overview of the current state of online learning, the foundations of its historical roots and growth, and a framework for distinguishing between the major approaches to online learning. It addresses pedagogy (how to design an effective online environment for learning), evaluation (how to know that students are learning), and history (how past research can guide successful online teaching and learning outcomes). An ideal textbook for undergraduate Education and Communication programs as well as Educational Technology Masters, Ph.D., and Certificate programs, Learning Theory and Online Technologies provides a synthesis of the key advances in online education learning theory and the key frameworks of research, and clearly links theory and research to successful learning practice. This revised second edition updates data on digital media adoption globally, adds a new chapter on connectivism as a learning theory, and updates the chapter on online collaborative learning, renaming the theory as collaborativism and considering the challenges that arise with the growth of artificial intelligence.
This book explores the phenomenon of the Third Reich from a philosophical perspective. It concentrates on the ways in which the subjects and experiences of Nazi Germany, the Holocaust and Anti-Semitism are conceived by eight German thinkers from the Continental tradition. These eight intellectuals include Martin Heidegger, Hannah Arendt, Karl Löwith, Carl Schmitt, Ernst Jünger, Jean Améry, Hans-Georg Gadamer, and Jan Assmann. Based on careful philosophical examinations of both known and unknown texts of these eight thinkers (including an English translation of two forgotten texts by Schmitt and Jünger), this study exposes and then explores the tension between ideology and philosophy, between submission to authority and genuine critical thinking, all of which constitute the essence of the Continental philosophical tradition.