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Articles 31 - 33 of 33
Full-Text Articles in Social and Philosophical Foundations of Education
Managing The Polarities Of Democracy: A Theoretical Framework For Positive Social Change, William J. Benet
Managing The Polarities Of Democracy: A Theoretical Framework For Positive Social Change, William J. Benet
Journal of Sustainable Social Impact
People around the globe have embraced democracy to bring about positive social change to address our environmental, economic, and militaristic challenges. Yet, there is no agreement on a definition of democracy that can guide social change efforts. The Polarities of Democracy model is a unifying theory of democracy to guide healthy, sustainable, and just social change efforts. The Polarities of Democracy model consists of ten elements, organized as five polarity pairs: freedom & authority, justice & due process, diversity & equality, human-rights & communal-obligations, and participation & representation. In this model each element has positive aspects and negative aspects and …
The Oppression Of Experience. A Book Review Of Beyond Learning By Doing: Theoretical Currents In Experiential Education , Paul A. Michalec
The Oppression Of Experience. A Book Review Of Beyond Learning By Doing: Theoretical Currents In Experiential Education , Paul A. Michalec
Democracy & Education
A review of the book Beyond Learning by Doing: Theoretical Currents in Experiential Education, by Jay W. Roberts (Routledge, 2012).
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy And School Math: Teacher Belief-Practice Tensions And The Problem Of Empirical Research On Educational Aims, Kurt Stemhagen
Democracy & Education
This article describes an empirical project that studied fourth-through-eighth-grade math teachers’ beliefs about teaching and learning and about the role of teaching and learning in broader society. Specifically, it examined relationships between teachers’ reported beliefs and their use of transmittal, constructivist, and democratic classroom practices. The article concludes with consideration about the difficulties inherent in attempting to use empirical research to study our broad educational aims, particularly our democratic ones.