By Ronald Woods, Robin Barrow
'Well-written, available to scholars without past history in philosophy ...an first-class introduction.' - THES This introductory textual content, now in its 3rd version, is a vintage in its box. It exhibits, at the start, the significance of philosophy of schooling in academic debate and as a initial to any useful task resembling instructing. Barrow and Woods speak about a number of elements of schooling and their relative value - the idea that of information in making plans curricula, indoctrination and rationality, self-determination, wishes, pursuits, studying by way of discovery, and the weather of creativity and tradition in education. This version includes a new preface and thoroughly new chapters on curriculum idea and learn into instructing.
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Extra info for An Introduction to Philosophy of Education
In the same way, serving in tennis, I often know, almost the instant the ball leaves the racket, whether the serve will be in, short, or long. A tape recorder can help a music student know what his playing sounds like. Of course, he can hear what he does as he does it. But this may not give him all the feedback he needs, and a tape recorder may tell him things about his playing he might otherwise not know. For one thing, the player is much closer to the instrument than the listener, and the sounds he hears is thus a different sound.
In short, he was doing what, in calmer moments, he “knew” enough not to do. The t-eacher As Support In Denmark there is a school, the Ny Lilleskole “New Little School”) in Bagsvaerd (a suburb of Copenhagen) where, almost alone among all the schools I know of, there are no regular classes, no curriculum, and above all, no efforts to urge, bribe, or wheedle children into reading. Children there decide for themselves when they will begin to read. They do not have to get help from an adult unless they want it and ask for it.
It is hard to avoid this. If I try to explain my question to you so fully that you cannot misunderstand it, I can only do so by pointing you so clearly toward the answer that you cannot miss it—something children in school know well and exploit. You, in turn, cannot be sure that you have properly interpreted my question unless and until you find out that your answer was the one I wanted. The other and greater difficulty is that the testee is and must be enormously sensitive to and influenced by the wishes of the tester.