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Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness : A New Epistemological Framework for Education
Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education.The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment.It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice.Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context.This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background.Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human.This work will be of interest to researchers and higher degree students of education and philosophy of education.
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Constructing Pragmatist Knowledge : Education, Philosophy and Social Emancipation
Constructing Pragmatist Knowledge reintroduces an explicit and systematic philosophical approach to education through American Pragmatism, expanding and detailing the practice of pragmatism itself for practitioners across various fields of social action.While a number of theorists are referenced, it focuses on the work of the original pragmatists Charles Sanders Peirce, William James, John Dewey, George Herbert Mead and Jane Addams.It is written in a narrative style and connects personal and professional experience of the author with philosophical description, analysis and explanation.Major themes of pragmatism are encountered throughout involving knowledge, experience, inquiry, social acts, dialectic and contradiction, giving rise to human constructs of values, moral conduct and bricolage.Reintroducing pragmatism and epistemology as the focus of teaching and learning heralds revolutionary and democratic change for education systems worldwide and corrects neoliberal tendencies that impose anti-educational ideological, economic and political distortions.This book will be of interest to academics, graduate students, teachers and pre-service teachers, policy makers and researchers in education, philosophy, sociology and epistemology.
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Understanding Teaching and Learning in Primary Education
This textbook gives you guidance and insights into the knowledge, values and commitments necessary to succeed in the primary classroom, supported by links to theory and research literature and realistic scenarios you may encounter as a new teacher. Fully updated throughout, key features of this second edition include:· A new chapter on inclusive education· Newly expanded coverage of digital learning, engaging with educational research and the role of the primary teacher· New ‘View from Practice’ examples· Cross-referenced links to the Teachers’ Standards in England and the GTCS Professional Standards in Scotland and where they are covered within the bookThis is essential reading for professional studies modules on primary initial teacher education courses, including university-based (PGCE, PGDE, BA QTS, BEd), school-based (SCITT, School Direct) and employment-based routes into teaching.
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Higher Education Teaching & Learning Space Design Guide
This book is essential reading for teaching staff and librarians to assist them in briefing the project design teams.It should also be a reference book for architects and interior designers.Student's need for social learning, collaborative and interactive facilities have had the greatest impact on the design of new teaching and learning spaces.The author, Brian Griffin, Architect researched this subject over many years and has included a large number of international Case Studies of successful designs.He is also the author of 'Laboratory Design Guide' 3rd Ed 2012 Routledge.
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Does the teacher force me to create teaching materials?
No, the teacher does not force you to create teaching materials. While some teachers may encourage or request that you create teaching materials, it is ultimately up to you whether or not you want to do so. Creating teaching materials can be a valuable and rewarding experience, but it is not a requirement imposed by the teacher.
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What contribution does philosophy education make to learning about morality?
Philosophy education plays a crucial role in helping individuals explore and understand different ethical theories and perspectives on morality. By engaging with philosophical texts and debates, students are encouraged to think critically about moral issues, develop their own ethical reasoning skills, and reflect on their values and beliefs. This process of philosophical inquiry can deepen one's understanding of complex moral dilemmas, foster empathy and open-mindedness, and ultimately contribute to the development of a more informed and ethical decision-making process.
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Why is centrifugal force a fictitious force and centripetal force a real force?
Centrifugal force is considered a fictitious force because it only appears to act on objects in a rotating reference frame, such as a spinning carousel or a turning car. In reality, the object is moving in a straight line, but it appears to be pushed away from the center of rotation due to inertia. On the other hand, centripetal force is a real force that acts towards the center of rotation, keeping an object moving in a circular path. This force is necessary to maintain the object's curved motion and prevent it from moving in a straight line.
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Will my mother force me to pursue education?
It is difficult to predict with certainty whether your mother will force you to pursue education. However, it is important to have an open and honest conversation with her about your interests and goals. Expressing your thoughts and feelings can help you both come to a mutual understanding and make a decision that is best for your future. Remember that education is important, but it is also essential to pursue a path that aligns with your passions and aspirations.
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Reflective Teaching and Learning in Further Education
This book looks at critical reflection as a key skill for all teachers in further education (FE) and an important part of the new Professional Standards.In particular the text explores the key themes of self-awareness, planning, managing behaviour and CPD in relation to reflective practice to demonstrate how it can support those areas of teaching that most often cause concern.The limitations and benefits of reflection are analysed and action research is identified as an important facet in developing professional reflective practice which can in turn enhance both the personal and professional life of FE teachers. Â
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Education, Teaching, and Learning : Discourses, Cultures, Conversations
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Encountering Global Environmental Politics : Teaching, Learning, and Empowering Knowledge
Recognizing that many undergraduate courses on global environmental ills, though well intentioned, erode students' sense of the possible, this collection of essays (all by teacher-scholars in the field) draws students and teachers of global environmental politics into classroom conversation about the overwhelming nature of global environmental threats, the tenuous and sometimes counterproductive links between knowledge and power, and ways of acting powerfully in the world in service of 'sustainability.'
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The Joy of Not Knowing : A Philosophy of Education Transforming Teaching, Thinking, Learning and Leadership in Schools
The Joy of Not Knowing takes every aspect of the curriculum and of school life and transforms it into a personalised, meaningful and enjoyable experience for all.It offers readers an innovative, theoretical and practical guide to establish a values-based, enquiry-led and challenge-rich learning to learn approach to teaching and learning and to school leadership.This thought-provoking guide provides the reader with a wealth of whole-class, easy-to-implement, malleable, practical ideas and case studies that can be personalised to the vision of each setting, age-group and curriculum.It brings together, as a whole-school framework, the strategies that have been shown to have the greatest impact on practitioner’s professional fulfilment and on children’s life chances, love of learning, intrinsic motivation and enthusiasm for wanting to know.The Joy of Not Knowing enables schools to launch the academic year with a bespoke JONK Learning to Learn Week that enables every student to succeed develops philosophical, creative and critical problem-solving and multi-lingual thinking skills establishes collaborative cultures of thinking, learning and leadership informs practice through active action research incorporates a values-led democratic approach to school life nurtures school-pupil-family-community partnershipsDesigned for school leaders and practitioners at all levels and across all ages, this practical guide shows how all students can thrive and develop the dispositions of successful lifelong learners and global citizens.
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Can physical education teachers force me to participate?
Physical education teachers cannot force you to participate in physical activities. However, they can encourage and motivate you to engage in the activities to promote physical fitness and overall well-being. It is important to communicate with your teacher if you have any concerns or limitations that may prevent you from participating fully. Remember that physical education is designed to help you develop healthy habits and skills that can benefit you in the long run.
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Can a physical education teacher force a student?
No, a physical education teacher cannot force a student to participate in physical activities. It is important for teachers to create a safe and inclusive environment for all students, and forcing a student to participate goes against this principle. Instead, teachers should encourage and motivate students to participate in physical activities while also respecting their individual choices and abilities. It is important for teachers to communicate with students and their parents to understand any concerns or limitations that may affect their participation.
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Do parents force their children to pursue education?
Some parents may encourage or push their children to pursue education, but it is not accurate to say that all parents force their children to do so. Many parents understand the importance of education and want their children to have the opportunities that come with it. However, the approach to encouraging education can vary greatly among parents, with some being more strict and others being more relaxed. Ultimately, the decision to pursue education is often a combination of parental influence and the child's own motivation and interests.
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Can the school force children to attend religious education?
In most countries, schools cannot force children to attend religious education if it goes against the beliefs or wishes of the child or their parents. Parents usually have the right to opt their children out of religious education classes if they choose to do so. Schools must respect the religious freedom and beliefs of students and their families, and provide alternative options for those who do not wish to participate in religious education.
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