CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Knowledge and the curriculum: A collection of philosophical papers
Tác giả
Hirst P.H.
Năm xuất bản
2009
Source title
Knowledge and the Curriculum: A Collection of Philosophical Papers
Số trích dẫn
130
DOI
10.4324/9780203861127
Liên kết
Tóm tắt
The papers in this volume provide a coherent philosophical study of a group of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and is defended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools. © 1974 Paul H.Hirst. All rights reserved.
Từ khóa
Tài liệu tham khảo
Oakeshott M., Education: the engagement and its frustration, Proceedings of the Philosophy of Education Society of Great Britain, 5, 1, (1971); Hirst P.H., Towards a logic of curriculum development, Proceedings of the Standing Conference on Curriculum Development, 1, (1973); Sockett H., Curriculum aims and objectives: taking a means to an end, Proceedings of the Philosophy of Education Society of Great Britain, 6, 1, (1972); Dearden R.F., The Philosophy of Primary Education, (1968); Bloom B.S., Et al., Taxonomy of Educational Objectives, (1956); Peters R.S., Ethics and Education, (1966); Kneale W., On Having a Mind, (1962); Maritain J., The Degrees of Knowledge, (1959); Peterson A.D.G., The myth of subjectmindedness, Universities Quarterly, (1960); Oakeshott M., Rationalism in Politics and Other Essays, pp. 198-199, (1962); Phenix P.H., Realms of Meaning, (1964); Phenix P.H., The architectonics of knowledge, Education and the Structure of Knowledge, (1964); Hamlyn D.W., Objectivity, Education and the Development of Reason, (1972); Whitfield R.C., Disciplines of the Curriculum; Ayer A.J., Thinking and Experience; Ryle G., The theory of meaning, British Philosophy in the Mid-Century, (1957); Phenix P.H., Realms of Meaning, (1964); Hirst P.H., Liberal education and the nature of knowledge, Philosophical Analysis and Education, (1965); Gribble J.H., Forms of knowledge, Educational Philosophy and Theory, 2, 1, (1970); Phillips D.C., The distinguishing features of forms of knowledge, Educational Philosophy and Theory, 3, 2, (1971); Hindess E., Forms of knowledge, Proceedings of the Philosophy of Education Society of Great Britain, 6, 2, (1972); Wilson J., The cur riculum: justification and taxonomy, British Journal of Educational Studies, 17, 1, (1969); Hirst P.H., Peters R.S., The Logic of Education, (1970); Hirst P.H., Educational theory, The Study of Education, (1966); Hamlyn D.W., The Theory of Knowledge; Korner S., Categorial Frameworks, (1970); Toulmin S., Human Understanding, (1972); Hamlyn D.W., The Theory of Knowledge, (1970); Paul Komisar's B., Teaching: act and enterprise, Concepts of Teaching, (1968); White J.P., Indoctrination, The Concept of Education, (1967); Dewey J., Democracy and Education, (1916); Bode B.H., Modern Educational Theories; Esland G.M., Teaching and learning as the organisation of knowledge, Knowledge and Control, (1971); Dearden R.F., The Philosophy of Primary Education; Langer S.K., Problems of Art, pp. 126-139, (1957); Reid L.A., Meaning in the Arts, pp. 195-198, (1969); Greger S., Aesthetic meaning, Proceedings of the Philosophy of Education Society, (1972); Hamlyn D.W., Objectivity and The correspondence theory of truth, Education and the Development of Reason, (1972); Hirst P.H., Literature, criticism and the forms of knowledge, Educational Philosophy and Theory, 3, 1, (1971); Bantock G.H., A scream of horror, Listener, (1959); Bantock G.H., Education in an Industrial Society; Bantock G.H., The two cultures: can the gap be bridged?, Education for Teaching, (1964); Snow C.P., The Two Cultures and the Scientific Revolution, (1959); Leavis F.R., Mass Civilization and Minority Culture, pp. 3-5, (1930); Bronowski J., Science and Human Values; Vick F.A., Science and its standards, Moral Education in a Changing Society, (1963); Beales A.C.F., The future of voluntary schools, Looking Forward in Education, (1955); Cruickshank M., Church and State in English Education, (1963); Hepburn R.W., Christianity and Paradox, (1958); Ferre F., Language, Logic and God, (1962); MacIntyre A.C., The logical status of religious belief, Metaphysical Beliefs, (1957); Blanshard B., Critical reflections on Karl Barth, Faith and the Philosophers, pp. 162-180; Maritain J., The Range of Reason; Gilson E., The Christian Philosophy of St Thomas Aquinas; Farrer A.M., Finite and Infinite, 45, (1943); Smart N., Philosophers and Religious Truth; Reasons and Faiths, (1958); Lewis H.D., Our Experience of God, (1959)
Nơi xuất bản
Routledge Taylor & Francis Group,
Hình thức xuất bản
Book
Open Access
Nguồn
Scopus