Results 141 to 150 of about 116,505 (316)
The german ‘philosophy’ of linking academic and work-based learning in higher education: the case of the ‘vocational academies’ [PDF]
, 2000 Thomas Dessinger
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Filosofia da Educação no Brasil do século XX: da crítica ao conceito
EccoS – Revista Científica, 2007 In this paper is proposed to establish a map about the constitution of the Philosophy of Educations disciplinary field at Brazil, especially between the decades 1970 to 2000.
Sílvio Gallo
doaj
SOME NOTES ON THE PHILOSOPHY AT SCHOOL
Travessias, 2008 This paper presents some notes on the role of Philosophy in the school education. It brings some elements about the contribution of Philosophy to the primary, secondary and higher education, and focuses on the role of humanistic education in relation to ...
Vilmar Malacarne
doaj
Philosophy of Physical Education and Sport (A Review of the Literature)
, 1974 William Harper
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John Dewey and pragmatism : philosophy as education. "All philosophy is philosophy of education." --
, 1968 It has often been observed that the demolition of fallacies is the necessary starting point of constructive effort. Nowhere is the truth of this observation more evident than in a comprehensive examination of Dev/eyan pragmatism. Indeed, to my knowledge, no philosophy has suffered such apparent misreading and conflicting analyais as has pragmatism ...
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British Educational Research Journal, EarlyView.Abstract In early childhood education many researchers and professionals across the world have embraced the United Nations Convention on the Rights of the Child's requirement to include young children in decision‐making. In the context of ongoing discussion about young children's capacity to share their views and opinions about matters affecting them ...
Laura Lundy +3 more
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ACTIVITIES OF THE RESEARCH DIVISION ON PHILOSOPHY AND PRINCIPLES OF PHYSICAL EDUCATION IN 1975-76
, 1977 Yasuki Kato
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The quality of interaction with children in collective play: Children's agency
British Educational Research Journal, EarlyView.Abstract There is a growing body of studies on increasing the quality of infant–toddler education and care. Yet little attention has been directed towards how to bring toddlers' agency and perspective to their personally meaningful learning in collective play.
Liang Li
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