By Robin Barrow; R. G. Woods
This introductory textual content, now in its fourth version, is a vintage in its box. It exhibits, in the beginning, the significance of philosophy in academic debate and as a heritage to any useful task resembling instructing. what's interested by the belief of teaching anyone or the assumption of academic good fortune? What are the standards for setting up the optimal stability among formal and casual instructing strategies? How reliable is academic examine? as well as those questions, which strike to the center of the explanation for the educative method as a complete, the authors discover such recommendations as tradition, creativity, autonomy, indoctrination, wishes, pursuits and studying through discovery. during this new up-to-date variation, 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 glossy traits to equate wisdom with opinion, and price decisions with style, this e-book leads the reader into the company 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
Now, Peters holds, with justification, that education (as process) is a polymorphous concept and that it is a mistake to think of ‘educating’ as the name of one, and only one, particular The concept of education 3 29 activity. Thus, one is educating when one gets children to find out things for themselves, when one drills them (recitation of tables, for example), when one instructs them (chalk and talk, showing them how to do things), when one gets them to make things, and so on. Each of these activities can be distinguished one from another but they are all instances of the educative process.
Yet again, are we prepared to say of a man who regards knowledge of classical languages and literature as a sine qua non of being educated that he is ignorant of the meaning of the term? Examples like these could be multiplied almost indefinitely and the fact that this is so indicates that the criteria underlying the use of the epithet ‘educated’ are many and various and that different people tend to employ different criteria, but this is not to say that they are necessarily misusing the term ‘educated’ or are ignorant of its meaning.
Whatever the differences and similarities between politics and education, it is surely clear that in the case of the latter we do need to know what the word means. If we do not know what counts as being educated, how can we make judgements as to whether we are being more or less successful in our various attempts to educate people? If we are not clear what constitutes education, how can we assess whether a new course in health, a new programme on road safety, or a new college for aspiring comedians should be regarded as educational?
An Introduction to Philosophy of Education, 4th Edition by Robin Barrow; R. G. Woods