共查询到20条相似文献,搜索用时 15 毫秒
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Studies in Philosophy and Education - 相似文献
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Joseph C. Pitt 《Studies in Philosophy and Education》1990,10(1):7-17
It is argued that the manner in which we teach science in the high schools represents an outdated positivistic conception of science. The standard presentation of a year of each of chemistry, biology and physics should be replaced by an integrated science plus history, philosophy, and sociology of science which would take a total of three years to complete. A proper appreciation for the true nature of science is essential to the continued health of the scientific enterprise. 相似文献
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Alan Gewirth 《Studies in Philosophy and Education》1993,13(2):111-124
The moral right to liberal education involves issues of distribution and of content. The former issue bears on the distribution of educational resources. The latter issue bears on the issue of multiculturalism. Both issues are discussed from the standpoint of equal rights.Presented as the first Distinguished Lecture to the Association for Philosophy of Education at its meeting in New York, 28 December 1991. 相似文献
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Denis McLaughlin 《International Journal of Children's Spirituality》2005,10(2):215-233
Australian Catholic schools are enjoying extensive popularity, with schools in general experiencing maximum enrolment capacities. The irony in this phenomenon is that Catholics are being attracted to non‐Catholic schools, and many non‐Catholics are seeking enrolment in Catholic schools. Moreover, the vast majority of Catholics in Catholic schools (parents, students, teachers) are not practising and those that do often hold a plurality of views in faith and morals that are inconsistent with Church teaching. Given this reality, the aims of the Australian Catholic school need to be re‐examined. 相似文献
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The pedagogical imperative of values education 总被引:1,自引:0,他引:1
Recent research has exposed the potential of quality teaching to exercise a positive influence on student achievement. Extending beyond surface and factual learning, quality teaching has posited conceptions of ‘intellectual depth’, ‘communicative competence’ and ‘self‐reflection’ as being central to effective learning. Implicit in these conceptions are values dimensions reflected in notions of positive relationships, the centrality of student welfare, school coherence, ambience and organisation. The influences of these on student learning, welfare and progress have been observed across public, private and religious sectors, thus confirming earlier studies of similar phenomena in religious schools. Evidence from the Australian Government's Values Education Good Practice Schools Project indicates the benefit to all schools of reflecting on, re‐evaluating and rethinking the implications of values education for curricula, classroom management and school ethos in the interests of student wellbeing and progress. This indicates a pedagogical imperative for values education which extends beyond boundaries of personal or systemic interests and ideologies. 相似文献
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James Scott Johnston 《Studies in Philosophy and Education》2006,25(5-6):385-402
In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of this process. 相似文献
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James Scott Johnston 《Studies in Philosophy and Education》2006,25(5):385-402
In this article, I examine anew the moral philosophy of Immanuel Kant and its contributions to educational theory. I make four claims. First, that Kant should be read as having the Categorical Imperative develop out of subjective maxims. Second, that moral self-perfection is the aim of moral education. Third, that moral self-perfection develops by children habituating the results of their moral maxims in scenarios and cases. Fourth, that character and culture, Kant’s highest aims for humanity, are the ultimate beneficiaries of this process. 相似文献
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Alan Gewirth 《Studies in Philosophy and Education》1994,13(2):111-124
The moral right to liberal education involves issues of distribution and of content. The former issue bears on the distribution of educational resources. The latter issue bears on the issue of multiculturalism. Both issues are discussed from the standpoint of equal rights. 相似文献
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Roy José DeCarvalho 《Humanistic Psychologist》2013,41(1):88-104
Abstract This essay revives the humanistic paradigm in education of Abraham Maslow and Carl Rogers that in the 1960's fueled the establishment of the humanistic movement in American psychology. The essay discusses how Maslow and Rogers’ views on human nature, more specifically their understanding of the growth hypothesis of Kurt Goldstein, apply to education. The intellectual development of their humanistic thoughts on education, Maslow's concepts of expressive and intrinsic learning and Rogers’ student‐centered education are also discussed. It is argued that Maslow's and Rogers’ critiques and advocacy of the behavioristic and humanistic educational paradigms, respectively, are still meaningful in the 1990's, and that the continuing crisis in American education ensues in part from the failure to address Maslow and Rogers’ concerns and introduce a humanistic dimension to the educational system. 相似文献