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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 perennialism is a normative educational philosophy. Perennialists believe that the priority of education should be to teach principles that have persisted for centuries, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal , rather than vocational , topics.
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.
Education Otherwise; Education outreach; Educational essentialism; Educational perennialism; Educational Philosophy and Theory; Electracy; Emergent curriculum; Emerson and Self-Culture; Emile, or On Education; Encyclopaedistics; Evolving capacities; Experience and Education (book) Experiential education
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.
Absurdism - Academic skepticism - Achintya Bheda Abheda - Action, philosophy of - Actual idealism - Actualism - Advaita Vedanta - Aesthetic Realism - Aesthetics - African philosophy - Afrocentrism - Agential realism - Agnosticism - Agnostic theism - Ajātivāda - Ājīvika - Ajñana - Alexandrian school - Alexandrists - Ambedkarism - American philosophy - Analytical Thomism - Analytic ...
German philosophers of education (39 P) Pages in category "Philosophers of education" The following 74 pages are in this category, out of 74 total.
Arthur Eddington, Philosophy of Physical Science, 1939; Werner Heisenberg, Physics and Philosophy: The Revolution in Modern Science, 1958; Adolf Grünbaum, Philosophical Problems of Space and Time, 1963/1973; John Stewart Bell, "On the Einstein–Podolsky–Rosen Paradox", 1964; Rudolf Carnap, Philosophical Foundations of Physics, 1966