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A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. [ 8 ] [ 5 ] [ 7 ] [ 14 ] This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize ...
Peters studied at The Queen's College, Oxford, and received the Bachelor of Arts in 1942.In 1944 he began teaching Latin at Sidcot School. He became a part-time lecturer at Birkbeck College, University of London, where he also studied philosophy and psychology, receiving his PhD in 1949.
A highly influential anthology of Martin's articles, Changing the Educational Landscape includes her "paradigm-shifting critique of epistemological inequality in philosophy of education and its concept of the educated person as well as her conceptual analysis of hidden curriculum" (Laird, Fifty Modern Thinkers on Education: From Piaget to the ...
Our goal is to make a concrete contribution to the debate over which types of policies are required in order to improve the quality of Hispanic education. With that in mind, we seek to shed light on some of the relevant issues facing policymakers and the range of factors at play in forming the educational situation of Hispanics in the US.
If to this be added rationalis naturae, we have a definition comprising the five notes that go to make up a person: (a) substantia-- this excludes accident; (b) completa-- it must form a complete nature; that which is a part, either actually or "aptitudinally" does not satisfy the definition; (c) per se subsistens--the person exists in itself ...
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
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