CHI TIẾT NGHIÊN CỨU …
Tiêu đề
A redefinition of liberal and humanistic education
Tác giả
Aloni N.
Năm xuất bản
1997
Source title
International Review of Education
Số trích dẫn
14
DOI
10.1023/A:1002962614704
Liên kết
Tóm tắt
This article aims to integrate and reach beyond three distinct discourses on humanistic and liberal education: the philosophical-curricular, the historical, and the highly politicized debate between conservative and radical educational theorists. It will be argued that humanistic education can be classified into four forms - classical, romantic, existentialist, and radical - and that they should be viewed as complementing rather than negating each other. Finally, an integrative model of humanistic and liberal education will be offered, one whose foundational principles are acculturation, autonomy, and authenticity.
Từ khóa
Tài liệu tham khảo
Apple M.W., Ideology and Curriculum. 2nd Ed., (1990); Aristotle, The Nichomachean Ethics, (1980); Arnold M., Culture and Anarchy, (1960); Aronowitz S., Giroux H., Education under Siege: The Conservative, Liberal and Radical Debate over Schooling, (1985); Bailey C., Beyond the Present and the Particular: A Theory of Liberal Education, (1984); Buber M., The Education of Character, Modern Philosophies of Education, (1971); Dewey J., My Pedagogical Creed, Issues in Education, (1964); Democracy and Education, (1966); Freire P., Giroux H., Preface, Popular Culture Schooling and Everyday Life, (1989); Gadamer H.G., Truth and Method, (1975); Giroux H., Educational Reform and Teacher Empowerment, Education and the American Dream, (1989); Gregory M.W., A Radical Criticism of the Platonic Foundation of Liberal education, Liberal Education, 69, 1, (1983); Holtz H., Et al., Education and the American Dream; Hook S., The Snare of Definition, The Humanist Alternative, (1973); Hutchins R.M., Great Books: The Foundation of a Liberal Education, (1945); Jaeger W., Paideia: The Ideals of Greek Culture, (1973); Kirk R., The Ethical Purpose of Literary Studies, Educating for Virtue, (1988); Livingstone R., Character and its Training, On Education; Maritain J., True Humanism, (1954); Maslow A.H., Motivation and Personality, (1970); The Farther Reaches of Human Nature, (1972); Montaigne M., On the An of Conversing, The Essays of Montaigne, (1964); Neill A.S., Summerhill, (1960); Nietzsche F., Schopenhauer as Educator, (1965); The Portable Nietzsche, (1968); Thus spoke Zarathustra, The Portable Nietzsche, (1968); Ortega Y Gasset J., The Revolt of the Masses, (1957); Panofsky E., The History of Art as a Humanistic Discipline, The Meaning of the Humanities, (1940); Patterson C.H., Humanistic Education, (1973); Perry R.B., A Definition of the Humanities, The Meaning of the Humanities, (1940); Rogers C., On Becoming a Person, (1961); Rorty R., Philosophy and the Mirror of Nature, (1979); Rousseau J.-J., Emile or on Education, (1979); Sartre J.P., The Humanism of Existentialism, Essays in Existentialism, (1979); Shaw G.B., Man and Superman, (1951); Solomon R.C., Continental Philosophy since 1750: The Rise and Fall of the Self, (1988); Strain J.P., Modern Philosophies of Education, (1971); Taylor C., Sources of the Self: The Making of the Modern Identity, (1989); Whitehead A.N., The Aims of Education and Other Essays, (1957)
Nơi xuất bản
UNESCO Institute for Education
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus