By Robin Barrow; R. G. Woods
This introductory textual content, now in its fourth variation, is a vintage in its box. It indicates, before everything, the significance of philosophy in academic debate and as a history to any sensible task reminiscent of instructing. what's all for the belief of teaching an individual or the assumption of academic luck? What are the standards for setting up the optimal stability among formal and casual educating innovations? How reliable is academic study? as well as those questions, which strike to the center of the reason for the educative approach as an entire, the authors discover such techniques as tradition, creativity, autonomy, indoctrination, wishes, pursuits and studying through discovery. during this new up to date version, the authors draw at the newest study in genetics to argue that schooling is uniquely human and is basically what develops us as people. Resisting smooth developments to equate wisdom with opinion, and cost decisions with flavor, this e-book leads the reader into the enterprise of philosophising and champions the reason for cause in schooling.
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Extra info for An Introduction to Philosophy of Education, 4th Edition
Any syllogism of the form All As are B; C is an A, therefore C is a B), must be valid, just as any argument of the form ‘All cows are four-legged; this is four-legged, therefore it is a cow’ (All As are B; this is a B, therefore it is an A) is invalid. We, you might say, ‘discovered’ this or even ‘invented’ it, but that does not alter the fact that now we recognize that it must be so, and therefore here again we are subject to knowledge that we initially developed. Humans, then, uniquely employ and can respond to reason.
If we have 10 Thinking about education different understandings of what education involves, are these various views all equally clear, and, if they are, are they all equally important or valuable? There is nothing necessarily wrong with our having some very general and vague idea of education, in the light of which we each have different particular educational ideals or focus on varying specific aspects of the educational enterprise. After all, we do something like that in the case of politics: it too is a general word covering a multitude of particular activities, some of which we, as individuals, variously approve or disapprove.
To train is to perfect by practice, the most straightforward example being physical training, whereby the body is kept fit and develops various basic skills through repeated exercise. Indeed the change of name in educational writing from physical training (PT) to physical education (PE) in the last 14 Thinking about education fifty years illustrates an aspect of the point. ‘Physical training’ was and probably still is a more appropriate phrase for much of what is actually taught, but those with an interest in the subject were quick to see that if ‘education’ and ‘training’ were recognized as distinct, and the former being value loaded had more cachet, then what they did would have more prestige if known as ‘physical education’; to bolster the claim to education, in many cases the teaching changed to include study of more theoretical matters such as physiology, fitness, or sport itself.