The debate concerning the relation of the theory of education and the practice of education is not new. In Germany, these discussions are an integral part of the development of educational science in the eighteenth century which is closely connected to Johann Friedrich Herbart and Friedrich Schleiermacher. Their concepts illustrate different answers upon the question of how to connect theory and practice in education. And although those answers are embedded in a very specific horizon of ethical and (...) metaphysical ideas, the problems which are addressed in those discussions are still important in modern debates. The paper focuses upon the concepts of Herbart and Schleiermacher and presents those theories in the problematic context of the possibilities and limitations of educational theory and its importance for educational practice. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between (...) external pictures and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

Educational Theory and Jewish Studies in Conversation: From Volozhin to Buczacz, by Harvey Shapiro, PhD, brings together two different fields of study—modern Jewish studies and contemporary educational theory—to provide new theoretical frameworks for their interaction. Shapiro provides alternative theoretical frameworks for the relationship between Jewish studies and educational theory and discusses different ways of developing and articulating this relationship between disciplines.

This book analyzes iconic British children's literature through the lens of formal educational theory, policy, and practice. Examining themes like growth mindset and project-based learning alongside educational philosophers like Plato, Rousseau, and Dewey, the author sheds new light on children’s classics from Alice in Wonderland to Harry Potter.

Where does theory come from in educational research - and how is it operationalized in diverse, interdisciplinary contexts and professional settings? This volume examines the places and spaces of theory in the work of nine pre- to post-doctoral scholars, whose narratives transport us across a wide range of interdisciplinary themes and fields of inquiry from Irigaray on mothering in higher education to Jamison among Danish engineering undergraduates; from Te Whariki in a New Zealand kindergarten to ren wen (...) in contemporary China. Drawing on a range of theorists such as Butler, Bhabah, Bourdieu, Freire, Foucault, Levi-Strauss and Žižek, the book provides numerous opportunities for debate and discussion on theory and the doctoral thesis and their interrelations with pedagogy and methodology in times of great insecurity across the globe. In doing so it develops new possibilities for pedagogies of change in and beyond our current educational systems and structures. (shrink)

Jack Whitehead; Living Educational Theories and Living Contradictions: a response to Mike Newby, Journal of Philosophy of Education, Volume 30, Issue 3, 30 May.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Originally published in 1942, this book was written in attempt to resolve disagreements surrounding educational theory through clarifying the positions of key schools of thought. The text is based around the examination of three typical theories: 'Education According to Nature'; 'The Educational Theory of Johann Friedrich Herbart'; and 'The Educational Theory of John Dewey'. Discussions of the foundations of educational theories and the logical assumptions involved in educational measurement are also included. This (...) book will be of value to anyone with an interest in educational theory and the history of education. (shrink)

At the center of every well‐constructed theory of education is a philosophical anthropology‐reasoned speculation as to the origins on man's conditions in the history of culture, especially the particular phenomenon of consciousness that underlies historical periods. Using the lens of one of the most significant theories of culture produced, we examine the philosophical anthropological accounts reflected in the theories of John Dewey and Kieran Egan, which are responsible for their divergent educational plans.

Two related aspects of the present ‘knowledge capitalism’ stage of globalisation are discussed in this article: the transformation of education to make it more directly supportive of educational growth and competition, and the growing demands on educational research to provide scientific evidence for education policy and practice, using narrowly defined methods and techniques. It is argued that both developments have profound consequences for the construction and use of educational theory, and the vital need for critical discussion (...) and communication in this respect is emphasised. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps, and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may (...) freely copy and distribute this work, as no entity has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

First published in 1985. Routledge is an imprint of Taylor & Francis, an informa company.

Volume 52, Issue 10, September 2020, Page 1016-1022.

Educational theory does not oppose educational practice, as manyseem to think; instead it is a form of practice and the action oftheory exists at two levels. At a cultural level theory ischaracterized by linguistic forms of action and at a social level it is characterized by the day to day practices thatorganize and reward the work of producing educational philosophy.While the social practices that govern the production ofphilosophy certainly beg for ethnographic attention,any consideration anthropologists or (...) philosophers giveit will eventually find its way to the page and hence tothe cultural forms of linguistic action that are thesubject of this paper. Focusing on how educationalphilosophers see the things that they do, as opposedto what they see, I will suggest that the wayeducational philosophy is fashioned is an importantpart of what is fashioned. Ironically, as I will show,the ``way'' of educational philosophy can flow with oragainst the ``what'' of it – an author, that is, can saythat they are for or against this or that, but their stylized way of saying it can contradict the literalmeaning of their words. (shrink)

This book comes strongly to the defence of educational theory and shows that it has a structure and integrity of its own. The author argues that the validity of educational theory may best be judged in terms of the various assumptions made in it. His argument is illustrated by a review and critique of some particularly influential theories of education: those of Plato, Rousseau, James Mill and John Dewey. He stresses the need for an on-going, contemporary, (...) general theory of education and examines the ways in which the disciplines of psychology, sociology and philosophy can contribute to a general theory of this kind. (shrink)

Introduction The publication in of a collection of papers under the title The Study of Education, edited by Professor JW Tibble, inaugurated a new era in ...

Argues that despite claims of self-styled 'postmodernists of resistance', postmodernism provides neither a viable educational politics nor a foundation for effective radical educational practice. In place of postmodernism, the bookoutlines a 'politics of human resistance' which puts the challenge to capitalism and its attendant inequalities firmly on the agenda of educational theory, politics and practice.

In Deweyan Inquiry: From Education Theory to Practice, James Scott Johnston sets an ambitious and important goal—applying Deweyan inquiry to the problem of teaching children in K-12. He relies primarily on Dewey's (1938) Logic: The Theory of Inquiry, a work seldom applied to educational settings. For this alone Johnston should be applauded.John Dewey (1938) defines inquiry as "the controlled or directed transformation of an indeterminate situation into one that is so determinate in its constituent distinctions and relations (...) as to convert the elements of the original situation into a unified whole" (p.104). From this passage and several others, Johnston distills the distinguishing features of Deweyan inquiry .. (shrink)

Writings on educational theory, pedagogy, and the relationship between education and popular democracy.

The case for inquiry -- The case for Deweyan inquiry -- An account of general inquiry -- Inquiry in science education -- Inquiry in social science education -- Inquiry in art and art education -- Inquiry, embodiment, and kinaesthetics in education -- Conclusion.

An analysis is provided detailing the conditions for the appropriate theoretical study of the object of educational science: pedagogy.

In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational (...) class='Hi'>theory, John Dewey is missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. (shrink)

In Jean Baudrillard and Radical Education Theory: Turning Right to Go Left, the authors argue that Baudrillard has been underappreciated in philosophical and theoretical work in education. They introduce him here as an important figure in radical thought who has something to add to theoretical lines of inquiry in education. The book does not offer an introduction to Baudrillard. Rather, his corpus is mined in order to describe how it functions as a counter to the code of education, rational (...) thought, critical reason, etc. In effect, they establish that Baudrillard advocates for a counter-path to thinking that can shake us out of our ready-made thoughts and realize the radical potential for change. (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)

D J O’Connor; The Nature of Educational Theory, Journal of Philosophy of Education, Volume 6, Issue 1, 30 May 2006, Pages 97–109, https://doi.org/10.1111/j.1467.