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Dehumanization is the denial of full humanity in others along with the cruelty and suffering that accompany it. [1] [2] [3] A practical definition refers to it as the viewing and the treatment of other people as though they lack the mental capacities that are commonly attributed to humans. [4]
Anti-intellectualism is hostility to and mistrust of intellect, intellectuals, and intellectualism, commonly expressed as deprecation of education and philosophy and the dismissal of art, literature, history, and science as impractical, politically motivated, and even contemptible human pursuits. [1]
While there is wide agreement on the general topics discussed in the philosophy of education, it has proven difficult to give a precise definition of it. The philosophy of education belongs mainly to applied philosophy. [5] [8] According to some definitions, it can be characterized as an offshoot of ethics. [6]
Moral disengagement is a meaning from developmental psychology, educational psychology and social psychology for the process of convincing the self that ethical standards do not apply to oneself in a particular context.
In chapter 2, Freire outlines his theories of education. The first discussed is the banking model of education. He believes the fundamental nature of education is to be narrative. There is one individual reciting facts and ideas (the teacher) and others who just listen and memorize everything (the students).
He gained his MA at Antioch University and a Ph.D. in philosophy at the University of London (Kings College) where he worked on the philosophy of psychology. [1] His research interests include self-deception , dehumanization , human nature , ideology , race and moral psychology .
From 1962 until retirement in 1983, Peters was Professor of the Philosophy of Education at the Institute of Education (founded 1947) University of London. In 1971 he was Dean of the Institute. Under his guidance the Institute grew fast and considerably influenced the development of the philosophy of education in England.
Behaviorists look at learning as an aspect of conditioning and advocating a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory.