The research potential of educational theory: On the specific characteristics of the issues of education

Leś, Tomasz

doi:10.1080/00131857.2017.1313716

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…Especially in the English-speaking world, educational theories seem to be an umbrella term for theories surrounding the phenomenon education, which are used in different scientific disciplines such as psychology and philosophy (Aubrey & Riley, 2019;Irby et al, 2013). In the Anglo-American tradition, these disciplines are referred to as educational sciences which aim to describe and explain educational phenomena (Leś, 2017). Against this backdrop, educational theories in a broader sense can be defined as a set of statements or principles that may help to recognize, describe, understand, explain, and predict education and learning (Irby et al, 2013).…”

Section: What Are Educational Theories?mentioning

confidence: 99%

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Siegel¹,

Daumiller²

2020

Preprint

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Educational theories are a constitutive element of educational studies and teacher education. Although not yet researched, it can be assumed that students’ and lecturers’ attitudes and epistemic beliefs about educational theories are relevant prerequisites for high quality learning and instructional processes. To test this claim, we report a mixed-methods study exploring attitudes and beliefs of university students and lecturers about educational theories. We interviewed 32 university students and 12 lecturers and conducted qualitative content analysis. Additionally, the interviewees completed questionnaires about motivational (subjective task value, learning approach and work avoidance goals, interest in educational theories) and affective (enjoyment, boredom, and anxiety when dealing with educational theories) aspects of learning and instruction. The results indicated that educational theories were perceived by both groups to be very abstract and vague. Furthermore, different motivations and emotions were expressed depending on different theory-related attitudes and beliefs. Participants with positive attitudes reported stronger task-value and learning goals, weaker work avoidance goals, more interest, and more enjoyment and less boredom than participants with negative attitudes about educational theories. These associations were quite strong and found for both students and lecturers. Depending on the participants’ beliefs on educational theories, we found primarily differences in motivations and emotions for students and not for lecturers. Taken together, the results point to the importance of theory-related attitudes and beliefs for learning and instruction, as disentangling their interrelations with motivational and affective processes could help to better describe, explain, and foster individual educational professionalization.

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Section: What Are Educational Theories?mentioning

confidence: 99%

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Siegel¹,

Daumiller²

2020

Preprint

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“…Koncepcja edukacji tak rozumiana wykazuje strukturalne podobieństwo do koncepcji etyczno-normatywnych (Leś 2017a(Leś , 2017b. W obu przypadkach na podstawowym (w sensie logicznym) etapie mamy do czynienia z zasadami ogólnymi o charakterze założeń -stanowią je ogólnie wyrażone normy, pierwotne twierdzenia filozoficzne i zdania empiryczne.…”

Section: A5 Argument Ze Związków Pedagogiki Z Etyką -Teoretycznyunclassified

“…Jeśli rozumieć je standardowo tj. jako działanie, polegające na wprowadzaniu zmian rozwojowych w zakresie wiedzy, umiejętności, kompetencji i postaw, to jako kategoria działania, zorganizowane jest ze względu na określony cel (Filek 2002;Frankena 1973;Gilroy 1999;Standish 1999;Leś 2017aLeś , 2017b. Wiąże się to z prostym faktem, w edukacji nie chodzi o dowolny cel zmian rozwojowych, ale mniej lub bardziej ogólnie -określony.…”

Section: A5 Argument Ze Związków Pedagogiki Z Etyką -Teoretycznyunclassified

Współzależność i asymetria w relacjach pedagogiki z filozofią

Leś

2019

Kwartalnik Pedagogiczny

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The author presents and analyses the issue of the interrelationship between philosophy and pedagogy. He shows the areas of connections which have already been indicated and the ones which have not been clearly indicated yet. These areas are as follows: the genetic-historic area, the institutional-structural area, evaluation, ethical and metaethical issues and others. For each of those areas there is argumentation underlying the relationship between the two mentioned disciplines. In conclusion, the author presents general characteristics of that relationship.

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“…Krótko mówiąc, mądrość jako cel wychowania, o ile nie wiąże się z jednoczesnym przyjęciem całości systemów filozoficznych Sokratesa, Platona i Arystotelesa, nie wyznacza w sposób jednoznaczny pożądanych działań wychowawczych. Oznacza to, że dysponując wyłącznie definicją mądrości bez umiejscowienia w określonym kontekście światopoglądowo-etycznym, ideał wychowania do mądrości jest na tyle ogólny, że nie jest możliwy do realizacji, zarówno w praktyce wychowawczej, jak i szerzej, w konstruowaniu systemów pedagogicznych (Leś 2017). Klasyczną koncepcję mądrości należy raczej traktować jako nośnik formalnych elementów, jakie powinny być spełnione, by go realizować.…”

Section: Podstawowe Problemyunclassified

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

Leś

2018

Kwartalnik Pedagogiczny

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Wisdom might be, and quite often is, one of the most important purposes of education. At the same time, there is no clarity about the its meaning and relations to education. The goal of the article is to analyse the issue of wisdom as an educational goal, based on the classical meaning of the term ‘wisdom’ (Socrates, Plato, Aristotle), which still constitutes a paradigm in philosophical and educational considerations. The article is divided into three parts. Firstly, the theoretical and semantic aspects of wisdom are indicated. Secondly, practical possibilities of application of the idea of wisdom as an aim of education are discussed. At the end, the author points out the philosophical and semantic problems which make this idea hard to apply.

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The research potential of educational theory: On the specific characteristics of the issues of education

Cited by 7 publications

References 14 publications

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

Współzależność i asymetria w relacjach pedagogiki z filozofią

Mądrość jako cel wychowania. Wybrane teorie, implikacje praktyczne, podstawowe problemy

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