- Educational Program on the Internet research papers look at a sample of how to order graduate level services, with specific instructions to what needs to be included.
The greater the number of connections to a network of ideas, the better the understanding (Van de Walle, 2007, p.27).” My philosophy of a constructivist mathematics education At what point does a student, in all intents and purposes, experience something mathematical.
In contrast, for Dewey each individual was an organism situated ina biological and social environment in which problems were constantlyemerging, forcing the individual to reflect, act, and learn. Dewey,following William James, held that knowledge arises from reflectionupon our actions and that the worth of a putative item of knowledge isdirectly correlated with the problem-solving success of the actionsperformed under its guidance. Thus Dewey, sharply disagreeing withPlato, regarded knowing as an active rather than a passiveaffair—a strong theme in his writings is his opposition to whatis sometimes called “the spectator theory ofknowledge”. All this is made clear enough in a passagecontaining only a thinly-veiled allusion to Plato's famous allegory ofthe prisoners in the cave whose eyes are turned to the light byeducation:
His popularity, however, sharply declined after the Sovietslaunched Sputnik, for Dewey and progressive education were blamed forthe USA losing the race into space (illustrating the point aboutscapegoating made earlier). But he did not remain indisgrace for long and for some time has been the focus of renewedinterest—although it is still noticeable that commentatorsinterpret Dewey to be holding views that mirror their own positions orinterests. And interestingly, there now is slightly more interest inDewey on the part of philosophers of education in the UK than there wasin earlier years, and there is growing interest by philosophers fromthe Continent (see, for example, Biesta and Burbules 2003).
Plato's educational scheme was guided, presumably, by theunderstanding he thought he had achieved of the transcendental realm offixed “forms”. Dewey, ever a strong critic ofpositions that were not naturalistic or that incorporated apriori premises, commented as follows:
- Subjects Philosophy of Education research papers discuss an order placed on the interview of two subject and their views and philosophy of education.
Major philosophical approaches: My interest in teaching stems from my belief that teachers can have an incredible amount of influence over the life of their students, and with this privilege comes a great deal of responsibility to the student....
It is important to note, too, that there is a sub-category withinthis domain of literature that is made up of work by philosophers whoare not primarily identified as philosophers of education, and whomight or might not have had much to say directly about education, butwhose philosophical work has been drawn upon by others and applied veryfruitfully to educational issues. (A volume edited by Amelie Rortycontains essays on the education-related thought, or relevance, of manyhistorically important philosophers; significantly the essays are written almost entirely by philosophers rather than by members of thephilosophy of education community. This is both their strength and their weakness. See Rorty 1998.)
As sketched earlier, the domain of education is vast, the issues itraises are almost overwhelmingly numerous and are of great complexity,and the social significance of the field is second to none. Thesefeatures make the phenomena and problems of education of great interestto a wide range of socially-concerned intellectuals, who bring withthem their own favored conceptual frameworks—concepts, theoriesand ideologies, methods of analysis and argumentation, metaphysical andother assumptions, criteria for selecting evidence that has relevancefor the problems that they consider central, and the like. No wondereducational discourse has occasionally been likened to Babel, for thedifferences in backgrounds and assumptions means that there is muchmutual incomprehension. In the midst of the melee sit the philosophersof education.
- Technology in the Classroom research papers show statistical evidence that technology is important to use in every classroom and should be a part of every school’s philosophy of education.
John Locke is an interesting case in point. He had been requested bya cousin and her husband—possibly in part because of hismedical training—to give advice on the upbringing of their sonand heir; the youngster seems to have troubled his parents, most likelybecause he had learning difficulties. Locke, then in exile in Europe,wrote the parents a series of letters in which alongside sensibleadvice about such matters as the priorities in the education of alanded gentleman, and about making learning fun for the boy, there werea few strange items such as the advice that the boy should wear leakyshoes in winter so that he would be toughened up! The letterseventually were printed in book form under the title Some ThoughtsConcerning Education (1693), and seem to have had enormousinfluence down the ages upon educational practice; after two centuriesthe book had run through some 35 English editions and well over thirtyforeign editions, and it is still in print and is frequently excerptedin books of readings in philosophy of education. In stark contrast,several of Locke's major philosophical writings—theEssay Concerning Human Understanding, and the Letter onToleration—have been overlooked by most educationaltheorists over the centuries, even though they have enormous relevancefor educational philosophy, theory, policy, and practice. It isespecially noteworthy that the former of these books was the foundationfor an approach to psychology—associationism—thatthrived during the nineteenth century. In addition it stimulatedinterest in the processes of child development and human learning;Locke's model of the way in which the “blank tablet”of the human mind became “furnished” with simple ideas thatwere eventually combined or abstracted in various ways to form complexideas suggested to some that it might be fruitful to study thisprocess in the course of development of a young child (Cleverley andPhillips 1986).
- Analysis of a Models/Philosophical Statement research papers discuss an order placed on an analysis of Tom Lickona’s approach to character education.