Results for 'the science of education'

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  1.  2
    The science of education.Karl Rosenkranz & Anna C. Brackett - 1881 - Journal of Speculative Philosophy 15 (1):35 - 52.
  2.  11
    The Science of Education.J. F. Herbert.J. Welton - 1893 - International Journal of Ethics 3 (3):394-396.
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  3. The science of education.Karl Rosenkranz & Anna C. Brackett - 1880 - Journal of Speculative Philosophy 14 (2):191-203.
     
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  4.  2
    The science of education. A paraphrase of dr. Karl Rosenkranz's "pedagogics as a system".Karl Rosenkranz & Anna C. Brackett - 1878 - Journal of Speculative Philosophy 12 (3):297-316.
  5. The Status of Educational Sciences In Vietnam: A Bibliometric Analysis From Clarivate Web Of Science Database Between 1991 And 2018.Quan-Hoang Vuong, Do Minh Trang, Pham Thi Van Anh, Thi-An Do, Phuong-Thuc Doan, Anh-Duc Hoang, Thu-Hang Ta, Quynh-Anh Le & Hiep-Hung Pham - 2020 - Problems of Education in the 21st Century 78 (4):644-662.
    Since 2013, Vietnam has implemented a plan to reform the whole education sector. However, there is little understanding on the status of educational research in Vietnam, which may lay the foundation for such plan. Thus, this research aims to analyze the whole picture of educational research from Vietnam, as seen from the Clarivate Web of Science (WOS) database: 215 publications were recorded, ranging from 1991 to 2018. These 215 publications were further analyzed from five perspectives: 1) number of (...)
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  6.  12
    The ‘science of education’ and Owenism: the case of Joseph Rey (1779–1855).Ludovic Frobert & Michael Drolet - 2021 - History of European Ideas 47 (2):216-230.
    ABSTRACT This article examines the impact of Robert Owen’s educational ideas in France. It traces how his ideas attracted the attention of French liberals, particularly Charles de Lasteyrie, Alexandre de Laborde and Joseph-Marie de Gérando, and republicans associated with Marc-Antoine Jullien’s Revue Encyclopédique. The article focuses in particular on the work of one of Owen’s early French followers, the leading radical egalitarian political and social theorist Joseph Rey (1779–1855). The article examines how Owen’s reflections on education served as the (...)
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  7. The Science of Education. J. Welton. [REVIEW]J. F. Herbart - 1892 - International Journal of Ethics 3:394.
     
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  8.  5
    In quest of the science of education: from reductionistic discourse to systemic theory.Partow Izadi - 2003 - Rovaniemi: University of Lapland, Faculty of Education.
    Tiivistelmä: Kasvatustiedettä etsimässä.
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  9.  40
    The Science of the Universe: Cosmology and Science Education.Helge Kragh - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 643-665.
    Cosmology differs in some respects significantly from other sciences, primarily because of its intimate association with issues of a conceptual and philosophical nature. Because cosmology in the broader sense relates to the students’ world views, it provides a means for bridging the gap between the teaching of science and the teaching of humanistic subjects. Students should of course learn to distinguish between what is right and wrong about the science of the universe. No less importantly, they should learn (...)
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  10.  29
    The philosophy of education: being the foundations of education in the related natural and mental sciences.Herman Harrell Horne - 1927 - London,: Macmillan & co..
    This scarce antiquarian book is a selection from Kessinger Publishings Legacy Reprint Series.
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  11.  21
    The Science of Applied Ethics at Edinburgh University: Dugald Stewart on Moral Education and the Auxiliary Principles of the Moral Faculty.Charles Bradford Bow - 2013 - Intellectual History Review 23 (2):207-224.
    (2013). The Science of Applied Ethics at Edinburgh University: Dugald Stewart on Moral Education and the Auxiliary Principles of the Moral Faculty. Intellectual History Review: Vol. 23, No. 2, pp. 207-224. doi: 10.1080/17496977.2012.725554.
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  12. The Phenomenon of Education: The Existential Order of Being.Александр Олегович Карпов - 2024 - Russian Journal of Philosophical Sciences 67 (1):54-73.
    The fundamental ontology of the phenomenon of education remains an insufficiently developed scientific problem. However, it serves as the foundation for the science of education, enabling it to transcend its purely applied and quotidian nature and finally attain the genuine status of a science. Fundamental ontology provides the support and substantiation for the concepts developed by science for its own purposes. This is precisely what characterizes science as science. Previously, I developed a part (...)
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  13.  59
    The question of education science: Experimentism versus experimentalism.Kenneth R. Howe - 2005 - Educational Theory 55 (3):307-321.
    The ascendant view in the current debate about education science —experimentism— is a reassertion of the randomized experiment as the methodological gold standard. Advocates of this view have ignored, not answered, long‐standing criticisms of the randomized experiment: its frequent impracticality, its lack of external validity, its confinement to a regularity conception of causality, and its externalization of politics. This article rehearses these criticisms and then adumbrates the alternative of experimentalism. In contrast to experimentism, experimentalism is expansive and variegated (...)
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  14.  15
    The Science of Learning and Development in Education.Minkang Kim & Derek Sankey - 2022 - Cambridge University Press.
    All teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as (...)
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  15.  32
    The future of educational research in the context of the social sciences: A special case?Rosemary Deem - 1996 - British Journal of Educational Studies 44 (2):143-158.
    The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities disciplines, (...)
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  16.  7
    The Influence of Educational Psychology on Modern Art Design Entrepreneurship Education in Colleges.Huan Zhao, Shuyi Li, Hui Xu, Lele Ye & Min Chen - 2022 - Frontiers in Psychology 13.
    The purpose of this study is to analyze the relationship between psychology and modern art design education in colleges, and to provide the basis for improving the quality of art education in colleges. Based on the relevant theory, the characteristics of educational psychology and art psychology and the correlation between them were analyzed from the angle of art education. According to the characteristics of college students' psychological development, the significance of art psychology-related courses was analyzed. Through the (...)
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  17.  38
    The Future of Educational Research in the Context of the Social Sciences: A Special Case?Rosemary Deem - 1996 - British Journal of Educational Studies 44 (2):143-158.
    The paper examines the future prospects for educational research as conducted in UK universities and colleges of higher education in the light of current general changes in the organisation, funding and culture of higher education, and in respect of specific changes in the initial and in service training of teachers. It includes a critical examination of the claim made by some educational researchers that their research constitutes a special case, differentiated from other social science and humanities disciplines, (...)
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  18. The Application of Psychology to the Science of Education.J. F. Herbart & John Adams - 1898 - International Journal of Ethics 9 (1):117-120.
     
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  19.  6
    The nature of educational theories: goal-directed, equivalence and interlevel theories.Tone Kvernbekk - 2021 - New York, NY: Routledge.
    This important book explores the question of what an educational theory is and how educational theories can work. It offers a classification scheme of distinct types of educational theory and considers ways the nature of theories can inform the work of educational theorists and practitioners. Kvernbekk observes throughout how metatheoretical knowledge of the structure of theory types will improve understanding and representation of educational phenomena and enhance the ability to change these phenomena for the better. The author explores how the (...)
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  20.  16
    The Sources of a Science of Education.John Dewey - 2013 - H. Liveright.
  21.  35
    Educational Inequality and the Science of Diversity in Grutter: A Lesson for the Reparations Debate in the Age of Obama.Derrick Darby - unknown
  22.  1
    Opus Maximum; Or, The Great Essay to Reduce the Moral World from Contingency to System: In the Following New Sciences: Psyconomy; Or, The Science of the Moral Powers... Mathemanomy; Or, The Laws of Knowledge: Anagognomy; Or, The Science of Education: Ontonomy; Or, The Science of Being.John Stewart - 1803
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  23. Students' preconceptions about the epistemology of science.Alan G. Ryan & Glen S. Aikenhead - 1992 - Science Education 76 (6):559-580.
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  24. Appreciating the beauty of science ideas: Teaching for aesthetic understanding.Mark Girod, Cheryl Rau & Adele Schepige - 2003 - Science Education 87 (4):574-587.
     
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  25.  16
    The Science of Living.Alfred Adler - 2013 - Routledge.
    Originally published in 1930 _The Science of Living_ looks at Individual Psychology as a science. Adler discusses the various elements of Individual Psychology and its application to everyday life: including the inferiority complex, the superiority complex and other social aspects, such as, love and marriage, sex and sexuality, children and their education. This is an important book in the history of psychoanalysis and Adlerian therapy.
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  26. Teaching about the nature of science in the British National Curriculum.Joan Solomon - 1991 - Science Education 75 (1):95-103.
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  27.  7
    Research Methods in the Science of Education[REVIEW]Werner S. Nicklis - 1972 - Philosophy and History 5 (2):156-157.
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  28.  52
    The Inclusion of the Nature of Science in Nine Recent International Science Education Standards Documents.Joanne Olson - 2018 - Science & Education 27 (7-8):637-660.
    Understanding the nature of science has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but (...)
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  29. The rationality of science, critical thinking, and science education.Harvey Siegel - 1989 - Synthese 80 (1):9 - 41.
    This paper considers two philosophical problems and their relation to science education. The first involves the rationality of science; it is argued here that the traditional view, according to which science is rational because of its adherence to (a non-standard conception of) scientific method, successfully answers one central question concerning science''s rationality. The second involves the aims of education; here it is argued that a fundamental educational aim is the fostering of rationality, or its (...)
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  30.  19
    On the reconstruction of educational science.Christer Fritzell - 2006 - Educational Philosophy and Theory 38 (2):129–143.
    Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own ‘scientific’ status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling and teacher training, general solutions on a scientific basis were to underpin efficient steering at all levels. Presently, there are (...)
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  31. From class to mass sociology and the science of education.M. William - 1975 - Paideia 4:115.
     
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  32.  36
    The magic of reality: how we know what's really true.Richard Dawkins - 2011 - New York: Free Press. Edited by Dave McKean.
    Magic takes many forms. Supernatural magic is what our ancestors used in order to explain the world before they developed the scientific method. The ancient Egyptians explained the night by suggesting the goddess Nut swallowed the sun. The Vikings believed a rainbow was the gods’ bridge to earth. The Japanese used to explain earthquakes by conjuring a gigantic catfish that carried the world on its back—earthquakes occurred each time it flipped its tail. These are magical, extraordinary tales. But there is (...)
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  33.  15
    On the Reconstruction of Educational Science.Christer Fritzell - 2006 - Educational Philosophy and Theory 38 (2):129-143.
    Ever since its formative years in the USA a century ago, the discipline of education has taken an uneasy stand on its own ‘scientific’ status, not least with regard to the basic issue of the relationships between theory and practice. When a science of education was introduced as a panacea for rational planning in the fields of schooling and teacher training, general solutions on a scientific basis were to underpin efficient steering at all levels. Presently, there are (...)
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  34. Introducing THE PHILOSOPHY OF CREATIVITY.Elliot Samuel Paul & Scott Barry Kaufman - 2014 - In Elliot Samuel Paul & Scott Barry Kaufman (eds.), The Philosophy of Creativity. New York: Oxford University Press. pp. 3-14.
    Creativity pervades human life. It is the mark of individuality, the vehicle of self-expression, and the engine of progress in every human endeavor. It also raises a wealth of neglected and yet evocative philosophical questions: What is the role of consciousness in the creative process? How does the audience for a work for art influence its creation? How can creativity emerge through childhood pretending? Do great works of literature give us insight into human nature? Can a computer program really be (...)
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  35.  5
    The Phenomenon of Life.Christopher Alexander & Center for Environmental Structure - 2002
    Contemporary architecture is increasingly grounded in science and mathematics. Architectural discourse has shifted radically from the sometimes disorienting Derridean deconstruction, to engaging scientific terms such as fractals, chaos, complexity, nonlinearity, and evolving systems. That's where the architectural action is -- at least for cutting-edge architects and thinkers -- and every practicing architect and student needs to become conversant with these terms and know what they mean. Unfortunately, the vast majority of architecture faculty are unprepared to explain them to students, (...)
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  36.  30
    The claim of the past? : historical consciousness as memory, haunting, and responsibility in Nietzsche and beyond.Hans Ruin - 2019 - Journal of Curriculum Studies 51 (6):798-813.
    The article provides a new interpretation of the most widely cited essay on historical consciousness, Friedrich Nietzsche?s?On the use and abuse of history for life? from 1874, reconnecting it to current debates in educational science and the role of the historian and educator in a post-colonial situation. It reminds us how historical consciousness is an always contested and critical space, where our existential commitment to justice is also tested. The interpretation moves beyond the standard understanding of Nietzsche as only (...)
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  37.  4
    The Renewal of Education Through the Science of the Spirit: Fourteen Lectures Given to Swiss Teachers in Basel from 20th April to 11th May 1920.Rudolf Steiner & Roland Everett - 1981
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  38.  16
    Book Review:The Science of Education. J. F. Herbert. [REVIEW]J. Welton - 1893 - International Journal of Ethics 3 (3):394-.
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  39.  12
    The philosophy of parenting adopted children.Oksana Pomohaibo & Valentyn Pomohaibo - 2024 - Filosofiya osvity Philosophy of Education 29 (2):233-244.
    When solving the problem of their placement of the orphans and children deprived of parental care, the parenting, which is carried out in family-type orphanages, foster families and adoptive families, became a priority. Translation into Ukrainian of Arleta James’ book «The science of parenting adopted children» will be a help for adoptive parents in its implementation. The book proposes the psychological characteristics of the arrived children and constructive practical advice on their parenting.
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  40.  70
    What Science Means for Postmodernist Epistemology and the Philosophy of Education.Thaddeus Metz - 2018 - Educational Philosophy and Theory 50 (14):1397–1398.
    In my view, postmodernism, as a cluster of bold epistemological claims, foundered on the rocks of contemporary science. Many postmodern positions about knowledge have conflicted with views of science that are extraordinarily difficult to doubt, which in this short article (composed to honour Educational Philosophy and Theory's 50th anniversary), I point out and argue holds a lesson about how to undertake the philosophy of education.
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  41.  18
    The Science of Living.Alfred Adler - 2008 - Routledge.
    Originally published in 1930 _The Science of Living_ looks at Individual Psychology as a science. Adler discusses the various elements of Individual Psychology and its application to everyday life: including the inferiority complex, the superiority complex and other social aspects, such as, love and marriage, sex and sexuality, children and their education. This is an important book in the history of psychoanalysis and Adlerian therapy.
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  42.  9
    Science and Math Interest and Gender Stereotypes: The Role of Educator Gender in Informal Science Learning Sites.Luke McGuire, Tina Monzavi, Adam J. Hoffman, Fidelia Law, Matthew J. Irvin, Mark Winterbottom, Adam Hartstone-Rose, Adam Rutland, Karen P. Burns, Laurence Butler, Marc Drews, Grace E. Fields & Kelly Lynn Mulvey - 2021 - Frontiers in Psychology 12.
    Interest in science and math plays an important role in encouraging STEM motivation and career aspirations. This interest decreases for girls between late childhood and adolescence. Relatedly, positive mentoring experiences with female teachers can protect girls against losing interest. The present study examines whether visitors to informal science learning sites differ in their expressed science and math interest, as well as their science and math stereotypes following an interaction with either a male or female educator. Participants (...)
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  43.  18
    Instrumentality, hermeneutics and the place of science in the school curriculum.James Donnelly - 2002 - Science & Education 11 (2):135-153.
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  44. The Public Understanding of What? Laypersons' Epistemic Needs, the Division of Cognitive Labor, and the Demarcation of Science.Arnon Keren - 2018 - Philosophy of Science 85 (5):781-792.
    What must laypersons understand about science to allow them to make sound decisions on science-related issues? Relying on recent developments in social epistemology, this paper argues that scientific education should have the goal not of bringing laypersons' understanding of science closer to that of expert insiders, but rather of cultivating the kind of competence characteristic of “competent outsiders” (Feinstein 2011). Moreover, it argues that philosophers of science have an important role to play in attempts to (...)
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  45.  2
    The unity of faith and knowledge.John Augustus William Haas - 1926 - New York,: The Macmillan company.
    Primary problems -- The mechanics of matter -- The evidence of the elements -- The record of the rocks -- The lift of life -- The making of mind -- The problem of personality -- The sphere of society -- The lead of language -- The drift of human development -- The end of education -- The test of truth -- The goal of the good -- The basis of beauty -- The demand for the Deity.
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  46.  7
    The Revolution in Science and Technology and the Development of the Soviet Worker.V. P. Shcherbina - 1976 - Russian Studies in Philosophy 15 (1):45-47.
    The revolution in science and technology is exercising a tremendous influence on production. To me as a worker these changes are quite familiar, as is their effect on the development of the Soviet worker and the influence of the development of the technological base of production on the rise in the workers' level of education and culture.
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  47.  14
    The Application of Psychology to the Science of Education.J. F. HerbartThe Herbartian Psychology Applied to Education.John Adams. [REVIEW]J. Welton - 1898 - International Journal of Ethics 9 (1):117-120.
  48.  3
    Psychoanalysis: The Science of Mental Conflict.Arnold D. Richards & Martin S. Willick (eds.) - 2015 - Routledge.
    Over the course of three decades, in works spanning questions of theory, technique, and clinical practice, Charles Brenner has emerged as one of the preeminent analysts of his generation, a thinker whose probing estimation of mental conflict has promoted the evolutionary growth of analysis as theory even as it has clarified the clinical import of analysis as therapy. In _Psychoanalysis: The Science of Mental Conflict_, distinguished theorists and clinicians pay homage to Brenner by presenting original essays that converge in (...)
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  49.  37
    Teaching Energy Informed by the History and Epistemology of the Concept with Implications for Teacher Education.Manuel Bächtold & Muriel Guedj - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 211-243.
    In this article, we put forward a new strategy for teaching the concept of energy. In the first section, we discuss how the concept is currently treated in educational programmes at primary and secondary level (taking the case of France), the learning difficulties that arise as well as the main teaching strategies presented in science education literature. In the second section, we argue that due to the complexity of the concept of energy, rethinking how it is taught should (...)
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  50.  9
    The Science of Children’s Religious and Spiritual Development The Science of Children’s Religious and Spiritual Development_. By Annette Mahoney. Pp 94. Cambridge: Cambridge University Press. 2021. £17.00 (pbk). ISBN 9781108812771 (pbk). _Developmental Psychology and Young Children’s Religious Education. By Olivera Petrovich. Pp 120. London: Routledge. 2022. £96.00 (hbk), £27.99 (pbk), £27.99 (ebk). ISBN 9780367436193 (hbk), ISBN 9780367436209 (pbk), ISBN 9781003004639 (ebk). [REVIEW]L. Philip Barnes - 2023 - British Journal of Educational Studies 71 (6):735-738.
    Forty years ago the majority of prospective teachers in the UK pursued a four year degree course (B.Ed). The situation has now dramatically changed. Most qualified teachers are graduates who gain a...
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