Education, knowledge, and truth
להגדלת הטקסט להקטנת הטקסט- ספר
This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational
כותר |
Education, knowledge, and truth : beyond the postmodern impasse / edited by David Carr. |
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מוציא לאור |
London New York : Routledge |
שנה |
1998 |
הערות |
Description based upon print version of record. Includes bibliographical references and index. |
הערת תוכן ותקציר |
Book Cover Title Contents Notes on contributors Preface and acknowledgements Introduction: The post-war rise and fall of educational epistemology Knowledge in general Knowledge, truth and education Interpretation, construction and the 'postmodern' ethos Knowledge in particular Science education after postmodernism Truth in religion: Wittgensteinian considerations Truth, arts education and the 'postmodern condition' Fictional truth Moral education and the objectivity of values Virtues and human flourishing: a teleological justification The wider socio-political context The politics of difference and common educationEpistemology, politics and curriculum construction Feminism, epistemology and education Knowledge and learning Learning as invention: education and constructivism Education, knowledge and critical thinking Assessment and the challenge of scepticism Postscript Index |
סדרה |
Routledge international studies in the philosophy of education 4 |
היקף החומר |
1 online resource (263 p.) |
שפה |
אנגלית |
מספר מערכת |
997011546163305171 |
תצוגת MARC
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