by Richard Prawat 2003Stanic and Russell, in the September, 2002 issue of TCR, present arguments that refute Prawat's thesis that Dewey underwent a dramatic mid-career change in his philosophy. In response to this critique, Prawat presents new evidence to support the claim. |
by David Kennedy 2000An inquiry into Western representations of childhood in art, literature, social and cultural history, philosophy, psychoanalysis and religion. Implications are considered for the future of the adult-child relation in child rearing and education. |
by Karen E. Maloney 1998A presentation and analysis of Charlotte Perkins Gilmans educational theory using three conceptions of education that are found throughout her theoretical writings and her utopian novel Herland: education as social nourishment, education as social parentage, and education as social motherhood. |
by Arthur G. Zajonc 1983After showing that Goethe's declarations and admonishments concerning the scope and methods of science often foreshadowed later developments, the author reconsiders Goethe's own scientific efforts. Goethe continually strove to fully integrate human experience into all levels of scientific inquiry and discovery. |
by Harvey Siegel 1983Jane Roland Martin's charge that a male cognitive perspective dominates educational philosophy is assessed. Martin's views on the ideal educated person (in writings of R. S. Peters and others), gender bias in the intellectual disciplines, the rationality learning theory, and self-alienation of educated women are analyzed. |
reviewed by Catherine Beattie 1982 |  |
by Manfred Stanley 1982Three major classes of issues are raised in Thomas Green's book. Commented upon are: (1) "explanation," which relates to logic, cause, beliefs, and reification; (2) "wholes and parts," which considers whether it is appropriate to treat the educational system apart from the total environment; and (3) "normative and factual," regarding how normative beliefs interact with observable behavior. |
by Harry S. Broudy 1979Developments in educational philosophy since 1945 are summarized. Five expectations which educators have a right to see fulfilled by educational philosophy are given. |
by Richard Pratte 1979Stages in the development of philosophy of education leading up to the current analytic philosophy are outlined and the problems inherent in each are discussed. Three analyses that have influenced contemporary educational philosophy and decision making are presented to demonstrate the contributions of analysis of educational theory. |
by Donald Vandenberg 1979Existentialism, methodology, phenomenology, and hermeneutics are defined as they apply to philosophy of education. A chronological presentation of the literature outlines the contributions of each. |
