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However, ideological indoctrination may take different forms than the implantation of certain ideas into education or instruction. For example, in this case, indoctrination through education occurs through the process of limiting instruction and "allowing diverse social institutions to control educational philosophy and procedure."
The philosophy of education is the branch of applied philosophy that ... But others contend that indoctrination should be part of education or even that there is no ...
Herbartianism is an educational philosophy, movement, and method loosely based on the educational and pedagogical thought of German educator Johann Friedrich Herbart, and influential on American school pedagogy of the late 19th century as the field worked towards a science of education. Herbart advocated for instruction that introduced new ...
Many definitions see education as a task or a process. In this regard, the conception of education is based on what happens during events like schooling, training, instructing, teaching, and learning. [5] [6] [2] This process may in turn be understood either from the perspective of the teacher or with a focus on the student's experience instead ...
History of Education Quarterly 55#3 (2015): 273–293. Sutinen, Ari. "Social Reconstructionist Philosophy of Education and George S. Counts-observations on the ideology of indoctrination in socio-critical educational thinking." International Journal of Progressive Education 10#1 (2014).
Overall, Ron De Santis’ education policies have been among the most controversial aspects of his administration | Opinion | Lessons from Florida: DeSantis will decry classroom ‘indoctrination ...
Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. [6] Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
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").