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 (...) publications by year; 2) research fields and levels of education; 3) top institutions with the highest number of publications; 4) international collaboration; and 5) quality. Some of the most notable results are: 1) the educational sciences in Vietnam have been still under-developed until recently; 2) among different research topics research among educational sciences, some (e.g., Vocational Education and Training or Early Childhood Education) seemed to be overlooked whereas others (e.g., Higher Education and Teaching and Learning) seemed to receive more attention from educational scholars; 3) all the most major education – specialized universities did not appear among the top five institutions with highest number of publications; 4) Australia, Thailand, the USA, New Zealand and China were the countries with the highest number of co-publications with Vietnamese researchers; and 5) The majority of publications belonged to low-ranked journals. Implications would be withdrawn for Vietnamese policymakers, education leaders, educational researchers and teachers in order to adjust their policies and/or action plans; thus, enhancing the performance and impacts of educational research in the future. (shrink)

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 (...) foundation for Rey’s own theoretical and practical contributions to educational philosophy and pedagogical reform. Drawing extensively from unpublished archive material, the article describes and analyses Rey’s detailed egalitarian critique of the work of educational theorist Joseph Jacotot, and explores how Rey advanced a far more ambitious philosophy of education that, when translated into practice, eliminated the traditional divide between manual skills and intellectual ability, resulting in a genuinely inclusive and comprehensive educational system. (shrink)

Tiivistelmä: Kasvatustiedettä etsimässä.

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 (...) to recognize the limits of science and that there are questions about nature that may forever remain unanswered. Cosmology, more than any other science, is well suited to illuminate issues of this kind. (shrink)

This scarce antiquarian book is a selection from Kessinger Publishings Legacy Reprint Series.

(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.

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 (...) of the fundamental ontology of education, which I termed the instituting ontology. It includes such basic structural forms as ontological essence and relation to truth, primary constituents (universals), and non-Kuhnian paradigms, which comprise three dimensions: justificatory, universal, and paradigmatic. In the present work, the subject of my research is the anthropo-positing ontology of the phenomenon of education, in which two dimensions are distinguished: the existential-transcendental and the human-world dimensions. This article briefly examines the first dimension, which characterizes the educational movement of humans toward their essence, designated as the path to oneself. The starting point is the question of choosing authentic methods of scientific-cognitive activity for various groups of students. It is demonstrated how an individual’s problem-cognitive program illuminates the path to oneself in the sense of seeking and constructing the human foundation. Explanations are provided for the essence of the concepts “problem-cognitive program” and “non-Kuhnian paradigms,” which are necessary for understanding the presented ontological conception. The article outlines the fundamental categories of the existential-transcendental dimension of the phenomenon of education, which are defined as self-knowledge, self-expression, the spiritual, and the moral. In the category of self-knowledge, the opposition between individualization and individuation is presented, while in the category of self-expression, the opposition between reproductive and productive cognition is explored. The category of the spiritual characterizes the essence of the sphere of the spiritual in the individual and the sphere of the spiritual in the nation. It is shown that the spiritual represents the constitutive principle of personality, but not of the human being as such. The highest essential principle of the human being as such is the moral, which plays a unifying role in the quaternary of the existential-transcendental dimension of the fundamental ontology of education. (shrink)

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 (...) in its conception of scientific method, seeing methodology as itself an object of experimentation. Experimentalism also includes a central role for intentional causation and self‐consciously incorporates progressive political values. (shrink)

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 (...) it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers. (shrink)

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, (...) both by the routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or help to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would-be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. (shrink)

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 (...) form of questionnaire, a total of 200 students were randomly selected from Xi'an Academy of Fine Arts and Xi'an University of Science and Technology, respectively. A total of 400 questionnaires were issued, and 382 valid questionnaires were recovered. The results show that almost all students in two colleges think pedagogy and educational psychology are the theoretical basis for art teachers, while less than one-third of students in Xi'an University of Science and Technology think that art psychology is the theoretical basis for art teachers. The difference between the students' aesthetic and life values in the two colleges is significant. In the 15 directions of life values, there are significant differences in five directions: spirit—material, enrichment—emptiness, enthusiasm—apathy, hope—despair, and dedication—acceptance. It shows that the psychological and values of college students are changeable, and the educators should pay attention to the education in the related fields of psychology. This exploration was conducted based on educational psychology, which is of great significance for improving the educational level of art psychology in colleges and enable students to form correct aesthetic standards and life values. (shrink)

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, (...) both by the routes into educational research and the concerns of those who practise it. It is suggested that the special case argument for the alleged distinctiveness of educational research is largely unjustified, and does not contribute positively to the future prospects of that research or help to ease the relative isolation of educational researchers. Alliances between educational researchers, and those researching in the social sciences are advocated as one strategy which will help both partners. It is also suggested that educational researchers should try to ensure that novel and existing modes of training new researchers such as doctoral programmes, make connections with the training of other beginning researchers, rather than dividing would-be educational researchers from their counterparts in other disciplinary or interdisciplinary areas. (shrink)

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 (...) philosophy of science can answer what a theory is and applies two influential but different theory conceptions to the field of education. It is argued that educational theories are representational devices that allow us to understand, describe and explain phenomena, and, when desired, to change them. The analysis offers a classification scheme that allows us to discriminate distinct types of educational theory: goal-directed, equivalence and interlevel theories. Examples of all three types are discussed, covering their structure, what they say about the phenomena and how they say it. The book also offers a critical overview of different conceptions of practice and different understandings of the theory-practice relationship. Encouraging a strong understanding of what theories say about the phenomena they represent, this book will be of interest to educational researchers and postgraduate students in the fields of philosophy of education, education theory and education policy. (shrink)

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.

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 (...) not identified as learning outcomes, and NOS statements found in ancillary text. Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students. (shrink)

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 (...) educational cognate, critical thinking. The ramifications of these two philosophical theses for science education are then considered, and a science education which takes reasons in science as its fundamental feature is sketched. (shrink)

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 (...) signs of similar approaches to science in federal policies concerned with evidence‐based educational practice in the USA. At the same time a new conception of educational science has been launched in Sweden as a means to promote more fruitful research. With the background of some striking similarities as well as differences among dominant conceptions of educational science in these varying contexts, this article aims to reconsider some basic aspects of the persistent issue of the relationships between pedagogic theory and practice. (shrink)

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 (...) another kind of magic, and it lies in the exhilaration of discovering the real answers to these questions. It is the magic of reality—science. Packed with clever thought experiments, dazzling illustrations and jaw-dropping facts, The Magic of Reality explains a stunningly wide range of natural phenomena. What is stuff made of? How old is the universe? Why do the continents look like disconnected pieces of a puzzle? What causes tsunamis? Why are there so many kinds of plants and animals? Who was the first man, or woman? This is a page-turning, graphic detective story that not only mines all the sciences for its clues but primes the reader to think like a scientist as well. Richard Dawkins, the world’s most famous evolutionary biologist and one of science education’s most passionate advocates, has spent his career elucidating the wonders of science for adult readers. But now, in a dramatic departure, he has teamed up with acclaimed artist Dave McKean and used his unrivaled explanatory powers to share the magic of science with readers of all ages. This is a treasure trove for anyone who has ever wondered how the world works. Dawkins and McKean have created an illustrated guide to the secrets of our world—and the universe beyond—that will entertain and inform for years to come. (shrink)

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 (...) signs of similar approaches to science in federal policies concerned with evidence‐based educational practice in the USA. At the same time a new conception of educational science has been launched in Sweden as a means to promote more fruitful research. With the background of some striking similarities as well as differences among dominant conceptions of educational science in these varying contexts, this article aims to reconsider some basic aspects of the persistent issue of the relationships between pedagogic theory and practice. (shrink)

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 (...) creative? How do we define creativity in the first place? Is it a virtue? What is the difference between creativity in science and art? Can creativity be taught? The new essays that comprise The Philosophy of Creativity take up these and other key questions and, in doing so, illustrate the value of interdisciplinary exchange. Written by leading philosophers and psychologists involved in studying creativity, the essays integrate philosophical insights with empirical research. CONTENTS I. Introduction Introducing The Philosophy of Creativity Elliot Samuel Paul and Scott Barry Kaufman II. The Concept of Creativity 1. An Experiential Account of Creativity Bence Nanay III. Aesthetics & Philosophy of Art 2. Creativity and Insight Gregory Currie 3. The Creative Audience: Some Ways in which Readers, Viewers and/or Listeners Use their Imaginations to Engage Fictional Artworks Noël Carroll 4. The Products of Musical Creativity Christopher Peacocke IV. Ethics & Value Theory 5. Performing Oneself Owen Flanagan 6. Creativity as a Virtue of Character Matthew Kieran V. Philosophy of Mind & Cognitive Science 7. Creativity and Not So Dumb Luck Simon Blackburn 8. The Role of Imagination in Creativity Dustin Stokes 9. Creativity, Consciousness, and Free Will: Evidence from Psychology Experiments Roy F. Baumeister, Brandon J. Schmeichel, and C. Nathan DeWall 10. The Origins of Creativity Elizabeth Picciuto and Peter Carruthers 11. Creativity and Artificial Intelligence: a Contradiction in Terms? Margaret Boden VI. Philosophy of Science 12. Hierarchies of Creative Domains: Disciplinary Constraints on Blind-Variation and Selective-Retention Dean Keith Simonton VII. Philosophy of Education (& Education of Philosophy) 13. Educating for Creativity Berys Gaut 14. Philosophical Heuristics Alan Hájek. (shrink)

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, (...) not having had a scientific education themselves. Here is an architecture book by an architect/scientist, just in time to help architects in the new millennium. Alexander discusses many of the scientific terms arising in cutting-edge architecture, and explains them to those who don't have scientific training or advanced mathematical knowledge. We find discussions of the evolution of forms; the importance of process in design; iteration; genetic algorithms; sequences of transformations; different levels of scale (i.e. fractals); etc. They are explained here by an architect who is also a scientist, because he wants to change the way architects think and build. Alexander is not merely popularizing other scientists' results and making them accessible to architects: he is in fact presenting new and original scientific work that ties many of these concepts together in a way that will be useful to architects. (shrink)

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 (...) favouring a life-affirming use of history. It displays how his argument opens the door toward understanding historical consciousness as a transcultural ethical space of an encounter between the dead and the living. It addresses the contemporary debate in education science concerning the relation and preference between a broader and more limited notion of historical consciousness, questioning the possibility of a conclusive theory of historical consciousness for practical-pedagogical purposes. It exemplifies its conclusions in regard to the legacies of the Holocaust and to Apartheid, as also pedagogical challenges. (shrink)

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.

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.

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.

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 (...) were visitors to one of four ISLS in the United States and United Kingdom. Following an interaction with a male or female educator, they reported their math and science interest and responded to math and science gender stereotype measures. Female participants reported greater interest in math following an interaction with a female educator, compared to when they interacted with a male educator. In turn, female participants who interacted with a female educator were less likely to report male-biased math gender stereotypes. Self-reported science interest did not differ as a function of educator gender. Together these findings suggest that, when aiming to encourage STEM interest and challenge gender stereotypes in informal settings, we must consider the importance of the gender of educators and learners. (shrink)

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 (...) promote this kind of understanding, but that to successfully fulfill this role, they will have to approach central questions in the field differently. (shrink)

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.

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.

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 (...) their estimation of analysis as "the science of mental conflict." In sections that encompass "The Theory of Psychoanalysis," "The Concepts of Psychoanalysis," "The Technique of Psychoanalysis," "The Clinical Practice of Psychoanalysis," "The Teaching of Psychoanalysis," and "The Application of Psychanalysis," the contributors show how the perspective of conflict - broadened and refined by the clinical findings of recent decades - offers a vehicle for creative theory-building and, as such, a conceptual handle for apprising the indications for, and action of, psychoanalytic therapy. Arnold Richards' comprehensive overview of Brenner's ranging contributions to theory and practice, along with Martin Willick's critical introductions to the various sections of the book, round out a collections whose scope is complimented by its unusual coherence and thematic unity. Taken together, the essays comprising this book present readers with a cogent summary of current psychoanalytic thinking, along with an exciting preview of where it is heading in the future. As such, this volume will be welcomed not only by analysts, but by all mental health professionals who draw on, and learn from, the psychoanalytic assessment of conflict in mental life. It is a work that follows Brenner's own example in promoting the critical understanding of a generation of theorists, clinicians, and educators. (shrink)

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 (...) involve teacher training specifically developed for the concept. In our view, Epistemology and the History of Science and Technology (EHST) is the best method for a full understanding of the concept of energy and should thus be included in the teacher training programme. In the third section, we provide a general framework for a teacher training programme on energy, based on the history and epistemology of the concept and structured on the following three questions: ‘What is the origin of the concept of energy?’, ‘What is energy?’ and ‘What purpose does the concept of energy serve?’. (shrink)

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...