Education Commons^™

Return To English, Rowan Cahill

Rowan Cahill

Autobiographical: A burnt-out teacher gives teaching away after fifteen years in the classroom to pursue a personal agenda--writing, income generation independent of the classroom, and rediscovering life. But after three years he returned to teaching. The article explores why he left, and why he returned.

Schools As Intellectual And Moral Associations, Bruce C. Hafen

BYU Law Review

No abstract provided.

Yalom Curative Factors And Group Member Involvement: Threats To Internal Validity, Shlomo S. Sawilowsky

Theoretical and Behavioral Foundations of Education Faculty Publications

No abstract provided.

O Currículo De 1870 De Paulino De Souza [The 1870 Curriculum Of Paulino De Souza], Viii Reunião Da Sociedade Brasileira De Pesquisa Histórica , Florianópolis, Brasil (1993), Karl M. Lorenz, Ariclê Vechia

Karl M Lorenz

A reforma educacional brasileira de 1870 do ministro Paulino de Souza procurou dar uma nova orientação aos estudos do Colégio Pedro II por enriquecer o “espirito” e desenvolver o intelecto do aluno através do ensino das Humanidades. Este trabalho relata a historia e analisa os conteúdos do programa de estudos do Colégio Pedro II, discutindo o numero e tipos de disciplinas no programa, seu sequenciamento nas series, e as cargas horarias atribuídas à elas. Em particular, examina a organização das disciplinas em “blocos de series”, seguidos por exames finais.
The Brazilian educational reform of 1870 of Minister Paulino de Souza …

Sphere Sovereignty And The University: Theological Foundations Of Abraham Kuyper's View Of The University And Its Role In Society, Wayne A. Kobes

Faculty Work Comprehensive List

Abraham Kuyper (1837-1920) was a leading figure shaping many facets of Dutch culture during and after his long life. In addition to exerting a profound influence on politics, ecclesiastical concerns, journalism, elementary and secondary education, and societal life in the Netherlands, he also founded and was the primary formative influence shaping the Free University of Amsterdam The problem taken up by this dissertation is the discovery and elucidation of Kuyper's concept of the nature, task, authority and role of the university in modern society as it is shaped by significant theological views he held Specifically, this study demonstrates how Abraham …

Volume 10, No. 3

Thinking: The Journal of Philosophy for Children

Atkinson, Norman. “Philosophy for Children Comes to Africa.” 13­-14.

Cresswell, Roger. “Spreading Thoughts.” 29-­34.

Halloran, Dorothy. “Thinking Skills Program in Lithuania.” 15.

Jones, Beau Fly. “Report from North America: A Brief Overview of Cognitive Design Strategies.” 35­-36.

Kennedy, David. “Why Philosophy for Children Now 7.” 9­-6.

Lipman, Matthew. “Proceedings of the 1973 Conference on Pre­-College Philosophy.” 37­-41.

Matthews, Gareth. “Thinking in Stories: ‘The Cat Who Thought She Was a Dog and the Dog Who Thought He Was a Cat,’ by Isaac Beshavis Singer. 1.

Morehouse, Mort. “Philosophy for Children: Curriculum and Practice.” 7-­12.

Wieder, Charles G. “Children Around the World” …

Volume 11, No. 1

Thinking: The Journal of Philosophy for Children

Bruthin, Lilit. “Children’s Philosophy and Wisdom Through Their Discourse.” 22-­28.

Geisser, Maura J. “The Role of Language and Stories in a Community of Inquiry with Deaf Children.” 39-­49.

Kennedy, David. “Child and Fool in the Western Wisdom Tradition.” 11­-21.

Kekes, John. “Wisdom.” 9­-10.

Matthews, Gareth. “Thinking in Stories: “The Shrinking of Treehorn: Drawings by Edward Gorey,” by Florence Parry Heide. 1.

Van der Leeuw, Karel. “Experiences with Kio and Gus.” 31­-38.

The Paradox Of Ideology, Justin Schwartz

Justin Schwartz

A standard problem with the objectivity of social scientific theory in particular is that it is either self-referential, in which case it seems to undermine itself as ideology, or self-excepting, which seem pragmatically self-refuting. Using the example of Marx and his theory of ideology, I show how self-referential theories that include themselves in their scope of explanation can be objective. Ideology may be roughly defined as belief distorted by class interest. I show how Marx thought that natural science was informed by class interest but not therefore necessarily ideology. Capitalists have an interest in understanding the natural world (to a …

Functional Explanation And Metaphysical Individualism, Justin Schwartz

Justin Schwartz

A number of (present or former) analytical Marxists, such as Jon Elster, have argued that functional explanation has almost no place in the social sciences. (Although the discussion is framed in terms of a debate among analytical Marxists, the point is quite general, and Marxism is used for illustrative purposes.) Functional explanation accounts for what is to be explained by reference to its function; thus, sighted organism have eyes because eyes enable them to see. Elster and other critics of functional explanation argue that this pattern of explanation is inconsistent with "methodological individualism," the idea, as they understand it, that …

Unam, Espejo Del Mejor México Posible: La Universidad En El Contexto Educativo Nacional, Imanol Ordorika, Salvador Martínez Della Rocca

Imanol Ordorika

No abstract provided.

O Currículo De 1870 De Paulino De Souza [The 1870 Curriculum Of Paulino De Souza], Viii Reunião Da Sociedade Brasileira De Pesquisa Histórica , Florianópolis, Brasil (1993), Karl M. Lorenz, Ariclê Vechia

Education Faculty Publications

No abstract provided.

Clio And The Curriculum: History And The True Professional, Thomas A. O'Donoghue

Australian Journal of Teacher Education

For many years the history of education had a prominent place as a subject in courses for the education and training of teachers. At least three major aspects are discernible in the history programmes in question: the ideas of the ideologues of the subject, the history of institutions nourishing them, and a narrative study of education systems with the focus on Acts and "Great Men". One of the foci in each case was the curriculum. By the late 1960s the subject was so firmly entrenched in courses that Simon (1969: 91) could argue as follows: "There is no need to …

Effective Techniques/Methods For Conference Presentations: Research Issues, John A. Henschke Edd

IACE Hall of Fame Repository

Consistent pleas have been made for using participative techniques/methods in adult, continuing, community or extension education conference designs and presentations which assure more stimulating and proactive learning experiences. Despite these pleas, conference audiences, often quite large in number, are typically "treated" to lectures, papers, stilted presentations, etc., and have little opportunity for participation in the proceedings of the conference sessions. Nevertheless, many publications and one definition of "conference" suggest that although the degree of conference participativeness varies, the "better" ones have resource persons who not only imaginatively devise ways to obtain participants input via small group work as well as …

Volume 10, No. 4

Thinking: The Journal of Philosophy for Children

Anih, Stan. “Philosophy for Children and the Cultivation of Tolerance.” 21­-25.

Deng, Peng. “Philosophy for Children Comes to China.” 15­-20.

Donlin­-Smith, Thomas. “Short Stories for Ethics Courses.” 46-­47.

Heron, Liz. “Socratic Truth in the Urban Blight,” from London Independent. 44.

Jackson, Tom. “1990­-1991 Evaluation Report of Philosophy for Children in Hawaii.” 36-­43.

Lardner, A.T. “The Real Behavioral Demands of a Community of Inquiry.” 26­-30.

Lindop, Clive. “Pixie,” from “Metaphor and Aboriginal Education.” 6-­14.

Matthews, Gareth. “Thinking in Stories: The Search for Delicious by Natalie Babbitt.” 1.

McCue, Jean. “Philosophy is Kids’ Stuff,” from London Times. 45.

Northern Territory Department of …

Innovative Approaches To Education And Community Service: Models And Strategies For Change And Empowerment, Carroy U. Ferguson

Carroy U "Cuf" Ferguson, Ph.D.

No abstract provided.