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However he was also influenced by the modern philosophy existentialism and instrumentalism. In his textbook Building a Philosophy of Education he has two major ideas that are the main points to his philosophical outlook: The first is truth and the second is universal structures to be found in humanity's struggle for education and the good life.
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.
Gutenberg College in Eugene, Oregon provides "a broad-based liberal arts education in a Protestant Christian environment", with a "great books" curriculum emphasizing "the development of basic learning skills (reading, writing, mathematics, and critical thinking) and the application of these skills to profound writings of the past".
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Ned Block (ed.), Readings in Philosophy of Psychology, 1981; Mario Bunge and Rubén Ardilla, Philosophy of Psychology, 1987; Paul E. Meehl, "Theoretical Risks and Tabular Asterisks: Sir Karl, Sir Ronald, and the Slow Progress of Soft Psychology", 1992; Steven Pinker, The Blank Slate: The Modern Denial of Human Nature, 2002
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Older readers, however, may still think of [Martin] as one of the pioneer analytical philosophers of education." [5] In the 1950s and early 1960s, he notes, "philosophical analysis was a radical innovation in philosophy of education, and one no more welcomed by the old guard than feminism was in the early 1980s." Waks characterizes Martin's ...
Ronald Barnett (born 1947) is a philosopher, theorist and analyst of higher education. [1] He is emeritus professor of higher education at University College London. [2] Barnett's first publication, The Idea of Higher Education (1990), attempted to found a new conception of higher education by drawing upon the Critical Theory of Jurgen Habermas.
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