An Introduction to the Philosophy of Education.

Demiashkevich, M. J.

doi:10.2307/2263187

Cited by 4 publications

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“…‘It emphasizes the primacy of knowledge’ (Strain 1971:12). The term was first coined by Demiashkevich in the 1930s, to signify a position that was opposed to that of progressivism (see Demiashkevich 1935). It is often directly justified by the supposed needs of commerce, industry, or employment – the things that schools should teach are those things that will enable school students to get a job.…”

Section: Movements In Philosophy Of Educationmentioning

confidence: 99%

Language Teachers’ Philosophies of Teaching: Bases for Development and Possible Lines of Investigation

Crookes

2010

Language and Linguist. Compass

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The area of philosophy of education provides resources for language teachers’ development of personal philosophies of teaching. The article reviews the need for such entities and discusses the conceptual resources available for their development as well as related research in applied linguistics. Although the field of teacher cognition is identified as a close neighbor of the area, the small amount of relevant empirical research available suggests that little is known about how language teachers develop philosophies of teaching or use resources in this area. A research agenda is advanced with an emphasis on aims in philosophies of teaching.

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Section: Movements In Philosophy Of Educationmentioning

confidence: 99%

Language Teachers’ Philosophies of Teaching: Bases for Development and Possible Lines of Investigation

Crookes

2010

Language and Linguist. Compass

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“…The learning curve formula is based on the supposition that experience itself is sufficient for learning, a supposition supported by many studies on the educational effectiveness of business simulations (Gosen & Washbush, 2004; Washbush & Gosen, 2001; Wolfe, 1990, 1997), by the influential arguments of Dewey (1938, 1944), and by a large body of philosophical writing dating at least to the time of Socrates (Demiashkevich, 1935). The supposition is in tune with Dewey’s (1938) point that “every experience both takes up something from those which have gone before and modifies in some way the quality of those which come after” (p. 27).…”

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confidence: 99%

Life Span as the Measure of Performance and Learning in a Business Gaming Simulation

Thavikulwat

2011

Simulation & Gaming

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This study applies the learning curve method of measuring learning to participants of a computer-assisted business gaming simulation that includes a multiple-life-cycle feature. The study involved 249 participants. It verified the workability of the feature and estimated the participants’ rate of learning at 17.4% for every doubling of experience. This method of measuring learning may be useful for the comparative assessment of different kinds of computer-mediated simulations and of their features and ancillary activities.

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“…Instead of more daily life, pupils should get a change to enter into contact with things they did not know or experience yet, even if they were not able to see the use of them: Shakespeare, Dante, Plato, and Homer, instead of the local bakery, skipper or housewife (HMB 1937, 51). The confrontation with greatness would teach the boys to strive for excellence themselves, instead of comparing themselves with mediocrity (Demiashkevich 1935). Education should be a consciously guided addition to what pupils already encountered and knew.…”

Section: Discipline and Order At Horace Mann For Boysmentioning

confidence: 99%

Political education

van Rees

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to thank Carole Hahn, Germ Janmaat and Erika Kitzmiller for supporting my application to the Fulbright program. I am grateful to Tom Fallace and Tom James for their friendly and enriching conversations on the history of Teachers College, democracy and education. Likewise, to Zoe Burkholder and the NYU History of Education Writing Group, for their constructive critical remarks on my work. And a very special thanks to Ansley Erickson, who was kind enough to function as my official host at Teachers College, but moreover taught me a great deal about the history of American education and on how to study and teach educational history in a way that is both rigorous and relevant.Naming those that have supported me professionally comes relatively easy compared to finding adequate terms to describe how my friends and family have contributed to the completion of this project. I would like to say thanks to my friends from the Jelsumer Kring (which is hereby officially introduced in a scientific publication) for the weekends that brought intellectual laughter and personal relief: Annet, Anton, Bas, Harrie, Nick, Machteld and Thomas. And to Madjoe 5, for the good atmosphere during the first phase of my project. A special thanks to Kollin, for our enduring friendship and enriching conversations; to Matthijs, for your critical mind and your gentle heart; to Japke, for your inspiring strength and ability to cheer me up; and to PJ, for your energy and humour: that this dissertation may be a big step towards achieving our financial independence.To Janneke, Roelof, Nienke, Simon, Wouter and Tessa: thank you so much for your love and support. For being my foundation and inspiration, I thank Gooswijn, Carlijn, Einbert and Klara. You have taught me more than all books combined. Thank you for believing in me and being there for me. To Merel, Marius and Theije, for enriching our lives with your wonderful personalities (and providing me with a real deadline to finish). And finally to Sanne, the love of my life, I dedicate this book. I hope I can repay you somewhat for all you did for me in the final phase of this project when it is time for you to finish yours. You have given me more than I could have ever wished for over the last ten years. At the completion of this journey, I eagerly look forward to all the other adventures we will embark on together.14 15 Democracy and education in the NetherlandsIn their overview article on citizenship education in the Netherlands, De Groot, Daas and Nieuwelink (2022) explain how the Dutch Freedom of Education shapes the specific national context for democratic citizenship education in schools. Like the United States, the Netherlands has a decentralized educational system without a national curriculum, but unlike the United States, the vast majority of Dutch pupils attend "privately managed public schools: schools that are based on religious or ideological principles" (De Groot, Daas & Nieuwelink 2022). This remarkable combination of 'privately managed' and 'public school' roots in Article 23 of the D...

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An Introduction to the Philosophy of Education.

Cited by 4 publications

References 0 publications

Language Teachers’ Philosophies of Teaching: Bases for Development and Possible Lines of Investigation

Language Teachers’ Philosophies of Teaching: Bases for Development and Possible Lines of Investigation

Life Span as the Measure of Performance and Learning in a Business Gaming Simulation

Political education

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