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Many of the more specific discussions in the philosophy of education concern the contents of the curriculum. This involves the questions of whether, when, and in what detail a certain topic, like sex education or religion, should be taught. Other debates focus on the specific contents and methods used in moral, art, and science education.
Didactica Magna - 1918. The Great Didactic or (Latin: Didactica Magna), full title (Latin: Didactica Magna, Universale Omnes Omnia Docendi Artificium Exhibens), The Great Didactic, The Whole Art of Teaching all Things to all Man, is a book written by Czech philosopher, pedagogue and theologian, John Amos Comenius [1] [2] between 1627 and 1638 and first published in 1657.
Philosophy of science is the branch of philosophy concerned with the foundations, methods, and implications of science. Amongst its central questions are the difference between science and non-science , the reliability of scientific theories, and the ultimate purpose and meaning of science as a human endeavour.
Education sciences, [1] also known as education studies, education theory, and traditionally called pedagogy, [2] seek to describe, understand, and prescribe education including education policy. Subfields include comparative education , educational research , instructional theory , curriculum theory and psychology , philosophy , sociology ...
However, not everyone agrees with this characterization of pedagogy and some see it less as a science and more as an art or a craft. [ 6 ] [ 12 ] This characterization puts more emphasis on the practical aspect of pedagogy, which may involve various forms of " tacit knowledge that is hard to put into words".
The discipline of didactics is interested in both theoretical knowledge and practical activities related to teaching, learning and their conditions. It is concerned with the content of teaching (the "what"), the method of teaching (the "how") and the historical, cultural and social justifications of curricular choices (the "why").
It also has strong connections with psychology (school psychology), sociology (sociology of education), philosophy (philosophy of education), and logic. [4] The primary goal of school pedagogy is to ensure high-quality teaching and learning processes, fostering the development of students' intellectual, emotional, and social abilities.
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.