Democracia Y Tradición en la Teoría Y Práctica Educativa Del Siglo XXI
Author : Juan Luis Fuentes
Publisher :
Page : 0 pages
File Size : 35,16 MB
Release : 2021
Category :
ISBN : 9788427729629
Author : Juan Luis Fuentes
Publisher :
Page : 0 pages
File Size : 35,16 MB
Release : 2021
Category :
ISBN : 9788427729629
Author : Pablo González Casanova
Publisher : New York : Oxford University Press
Page : 272 pages
File Size : 20,18 MB
Release : 1970
Category : Mexico
ISBN :
Author : John Dewey
Publisher :
Page : 50 pages
File Size : 42,9 MB
Release : 1888
Category : Democracy
ISBN :
Author : Stephanie Reich
Publisher : Springer Science & Business Media
Page : 461 pages
File Size : 33,31 MB
Release : 2007-07-03
Category : Psychology
ISBN : 0387495002
This is the first in-depth guide to global community psychology research and practice, history and development, theories and innovations, presented in one field-defining volume. This book will serve to promote international collaboration, enhance theory utilization and development, identify biases and barriers in the field, accrue critical mass for a discipline that is often marginalized, and to minimize the pervasive US-centric view of the field.
Author :
Publisher :
Page : 1020 pages
File Size : 27,83 MB
Release : 1999
Category : Catalogs, Publishers'
ISBN :
Author : Howard Gardner
Publisher : Simon and Schuster
Page : 288 pages
File Size : 16,90 MB
Release : 2021-01-26
Category : Education
ISBN : 1982176954
This brilliant and revolutionary theory of multiple intelligences reexamines the goals of education to support a more educated society for future generations. Howard Gardner’s concept of multiple intelligences has been hailed as perhaps the most profound insight into education since the work of Jerome Bruner, Jean Piaget, and even John Dewey. Here, in The Disciplined Mind, Garner pulls together the threads of his previous works and looks beyond such issues as charters, vouchers, unions, and affirmative action in order to explore the larger questions of what constitutes an educated person and how this can be achieved for all students. Gardner eloquently argues that the purpose of K–12 education should be to enhance students’ deep understanding of the truth (and falsity), beauty (and ugliness), and goodness (and evil) as defined by their various cultures. By exploring the theory of evolution, the music of Mozart, and the lessons of the Holocaust as a set of examples that illuminates the nature of truth, beauty, and morality, The Disciplined Mind envisions how younger generations will rise to the challenges of the future—while preserving the traditional goals of a “humane” education. Gardner’s ultimate goal is the creation of an educated generation that understands the physical, biological, and societal world in their own personal context as well as in a broader world view. But even as Gardner persuasively argues the merits of his approach, he recognizes the difficulty of developing one universal, ideal form of education. In an effort to reconcile conflicting educational viewpoints, he proposes the creation of six different educational pathways that, when taken together, can satisfy people’s concern for student learning and their widely divergent views about knowledge and understanding overall.
Author : Neil Selwyn
Publisher : John Wiley & Sons
Page : 80 pages
File Size : 26,41 MB
Release : 2016-06-07
Category : Social Science
ISBN : 0745696503
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
Author : Clive Harber
Publisher : Psychology Press
Page : 172 pages
File Size : 23,99 MB
Release : 2004
Category : School management and organization
ISBN : 9780415344340
Harber argues that while schooling can play a positive role, violence towards children originating in the schools system itself is common, systematic and widespread and that schools play a significant role in encouraging violence in wider society.
Author : John Dewey
Publisher : Prometheus Books
Page : 98 pages
File Size : 48,67 MB
Release : 2009-12-02
Category : Philosophy
ISBN : 1615921354
America''s most renowned social philosopher John Dewey shines his powerful intellect on the serious public and cultural issues surrounding the place of the individual in a technologically advanced society. In this penetrating study, he addresses the fear that personal creative potential will be trampled by assembly-line monotony, political bureaucracy, and an industrialized culture of uniformity. Armed with his pragmatic approach and his belief in the power of critical intelligence, Dewey argues that individualism has in fact been offered a uniquely higher plane of technological development upon which to grow, mature, and redefine itself.
Author : Jörn Rüsen
Publisher : Berghahn Books
Page : 240 pages
File Size : 33,84 MB
Release : 2005
Category : Historiography
ISBN : 9781571816245
Without denying the importance of the postmodernist approach to the narrative form and rhetorical strategies of historiography, the author, one of Germany's most prominent cultural historians, argues here in favor of reason and methodical rationality in history. He presents a broad variety of aspects, factors and developments of historical thinking from the 18th century to the present, thus continuing, in exemplary fashion, the tradition of critical self-reflection in the humanities and looking at historical studies as an important factor of cultural orientation in practical life. Jörn Rüsen was Professor of Modern History at Universities Bochum and Bielefeld for many years. From 1994 to 1997 he was Director of the Center for Interdisciplinary Research (ZiF) at Bielefeld. Since 1997 he has been President of the Institute for Advanced Study in the Humanities Essen (Kulturwissenschaftliches Institut). He specialises in theory and methodology of historical sciences, the history of historiography, intercultural aspects of historical thinking, theory of historical learning, and the history of human rights.