| 書目名稱 | Leaders in Philosophy of Education | | 副標(biāo)題 | Intellectual Self-Po | | 編輯 | Leonard J. Waks | | 視頻video | http://file.papertrans.cn/583/582232/582232.mp4 | | 概述 | Written by experts, Gives a modern approach, Comprehensive in Scope | | 叢書名稱 | Leaders in Educational Studies | | 圖書封面 |  | | 描述 | In the late 1950s plans were initiated to bring a higher level of professionalism to the training of educational professionals.New projects included introducing contemporary scholarship from the humanities and social sciences into colleges of education to revitalize the education knowledge base. In North America and the United Kingdom, analytical philosophers were recruited to inaugurate a ‘new philosophy of education.’ Analytical philosophy of education soon spread throughout the English speaking world. By the 1980s this analytical impulse had largely subsided. Philosophers trained in analytical philosophy and their students turned to more ambitious normative pursuits related to problems of social justice and democracy.Meanwhile, feminist philosophers opened up new issues regarding the education of women and the nature of teaching and knowing, and a new wave of pragmatist philosophers turned to issues of educational policy. By the 1990s Anglo-American philosophers of education welcomed a dialogue with counterparts in Western Europe, and the field responded to established trends in European philosophy ranging from critical theory and phenomenology to post-structuralism. New leaders | | 出版日期 | Book 2014 | | 關(guān)鍵詞 | contemporary; existentialism; pedagogy; philosophy of education | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6209-758-2 | | isbn_ebook | 978-94-6209-758-2 | | copyright | SensePublishers-Rotterdam, The Netherlands 2014 |
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