Philosophy of education

2810:"Rousseau divides development into five stages (a book is devoted to each). Education in the first two stages seeks to the senses: only when Émile is about 12 does the tutor begin to work to develop his mind. Later, in Book 5, Rousseau examines the education of Sophie (whom Émile is to marry). Here he sets out what he sees as the essential differences that flow from sex. 'The man should be strong and active; the woman should be weak and passive' (Everyman edn: 322). From this difference comes a contrasting education. They are not to be brought up in ignorance and kept to housework: Nature means them to think, to will, to love to cultivate their minds as well as their persons; she puts these weapons in their hands to make up for their lack of strength and to enable them to direct the strength of men. They should learn many things, but only such things as suitable' (Everyman edn.: 327)." 2299: 1798:. This term is often used to talk about the epistemic aims of education, i.e. questions like whether educators should aim at transmitting justified true beliefs rather than merely true beliefs or should additionally foster other epistemic virtues like critical thinking. In a different sense, the epistemology of education concerns the issue of how we arrive at knowledge on educational matters. This is especially relevant in the field of educational research, which is an active field of investigation with many studies being published on a regular basis. It is also quite influential in regard to educational policy and practice. Epistemological questions in this field concern the objectivity of its insights. 2837:

those principles are "Education is an atmosphere, a discipline, a life" and "Education is the science of relations." She believed that children were born persons and should be respected as such; they should also be taught the Way of the Will and the Way of Reason. Her motto for students was "I am, I can, I ought, I will." Charlotte Mason believed that children should be introduced to subjects through living books, not through the use of "compendiums, abstracts, or selections." She used abridged books only when the content was deemed inappropriate for children. She preferred that parents or teachers read aloud those texts (such as Plutarch and the Old Testament), making omissions only where necessary.

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choice. Teachers view the individual as an entity within a social context in which the learner must confront others' views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-direction and self-actualization. They start with the student, rather than on curriculum content.

3185:'s philosophical views were based on the tradition of classical realism, dealing with truth, goodness, and beauty. However he was also influenced by the modern philosophy existentialism and instrumentalism. In his textbook Building a Philosophy of Education he has two major ideas that are the main points to his philosophical outlook: The first is truth and the second is universal structures to be found in humanity's struggle for education and the good life. Broudy also studied issues on society's demands on school. He thought education would be a link to unify the diverse society and urged the society to put more trust and a commitment to the schools and a good education. 1465:

the more they should use them when trying to assess the plausibility of claims and the reasons for and against them. In this regard, it has been argued that, especially for young children, weaker forms of indoctrination may be necessary while they still lack the intellectual capacities to evaluate the reasons for and against certain claims and thus to critically assess them. In this sense, one can distinguish unavoidable or acceptable forms of indoctrination from their avoidable or unacceptable counterparts. But this distinction is not always affirmed and some theorists contend that all forms of indoctrination are bad or unacceptable.

1673:. While some objections focus on compulsory education in general, a less radical and more common criticism concerns specific compulsory topics in the curriculum, for example, in relation to sexuality or religion. Another contemporary debate in the United States concerns the practice of standardized testing: it has been argued that this discriminates against certain racial, cultural, or religious minorities since the standardized test may implicitly assume various presuppositions not shared by these minorities. Other issues in relation to power concern the authority and responsibility teachers have towards their students. 1440:. Many theorists hold that indoctrination is in important ways different from education and should be avoided in education. But others contend that indoctrination should be part of education or even that there is no difference between the two. These different positions depend a lot on how "indoctrination" is to be defined. Most definitions of indoctrination agree that its goal is to get the student to accept and embrace certain beliefs. It has this in common with most forms of education but differs from it in other ways. According to one definition, the belief acquisition in indoctrination happens without regard for the 2958: 2949:(1916). Dewey wrote of the dualisms that plagued educational philosophy in the latter book: "Instead of seeing the educative process steadily and as a whole, we see conflicting terms. We get the case of the child vs. the curriculum; of the individual nature vs. social culture." Dewey found that the preoccupation with facts as knowledge in the educative process led students to memorize "ill-understood rules and principles" and while second-hand knowledge learned in mere words is a beginning in study, mere words can never replace the ability to organize knowledge into both useful and valuable experience. 1429:

often based on disagreements about what it means to reason well. Some critics argue that there is no universally correct form of reasoning. According to them, education should focus more on teaching subject-specific skills and less on imparting a universal method of thinking. Other objections focus on the allegation that critical thinking is not as neutral, universal, and presuppositionless as some of its proponents claim. On this view, it involves various implicit biases, like egocentrism or distanced objectivity, and culture-specific values arising from its roots in the philosophical movement of the

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definition and adding its own selection of topics. By the end of the 18th century, in addition to the trivium and quadrivium of the Middle Ages, the definition of a classical education embraced study of literature, poetry, drama, philosophy, history, art, and languages. In the 20th and 21st centuries it is used to refer to a broad-based study of the liberal arts and sciences, as opposed to a practical or pre-professional program. Classical Education can be described as rigorous and systematic, separating children and their learning into three rigid categories, Grammar, Dialectic, and Rhetoric.

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investigating education as this process. This ambiguity is also reflected on the level of the philosophy of education, which encompasses the study of the philosophical presuppositions and issues both of education as a process and as a discipline. Many works in the philosophy of education focus explicitly or implicitly on the education happening in schools. But in its widest sense, education takes place in various other fields as well, such as at home, in libraries, in museums, or in the public media. Different types of education can be distinguished, such as formal and informal education or

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disagreements about the more specific suggestions of what education should aim for. Some attempts have been made to provide an overarching framework of these different aims. According to one approach, education should at its core help the individual lead a good life. All the different more specific goals are aims of education to the extent that they serve this ultimate purpose. On this view, it may be argued that fostering rationality and autonomy in the students are aims of education to the extent that increased rationality and autonomy will result in the student leading a better life.

2718:"If men are for a long time accustomed only to one sort or method of thoughts, their minds grow stiff in it, and do not readily turn to another. It is therefore to give them this freedom, that I think they should be made to look into all sorts of knowledge, and exercise their understandings in so wide a variety and stock of knowledge. But I do not propose it as a variety and stock of knowledge, but a variety and freedom of thinking, as an increase of the powers and activity of the mind, not as an enlargement of its possessions." 2656:

disagreed with learning strictly through books. He believed it was necessary to educate children in a variety of ways. He also disagreed with the way information was being presented to students. It was being presented in a way that encouraged students to take the information that was taught to them as absolute truth. Students were denied the chance to question the information. Therefore, students could not truly learn. Montaigne believed that, to learn truly, a student had to take the information and make it their own.

2785:, though he paid his respects to Plato's philosophy, rejected it as impractical due to the decayed state of society. Rousseau also had a different theory of human development; where Plato held that people are born with skills appropriate to different castes (though he did not regard these skills as being inherited), Rousseau held that there was one developmental process common to all humans. This was an intrinsic, natural process, of which the primary behavioral manifestation was curiosity. This differed from Locke's ' 2012:, like proponents of most educational theories, claim to rely on the best available scientific theories of learning. Most progressive educators believe that children learn as if they were scientists, following a process similar to John Dewey's model of learning known as "the pattern of inquiry": 1) Become aware of the problem. 2) Define the problem. 3) Propose hypotheses to solve it. 4) Evaluate the consequences of the hypotheses from one's past experience. 5) Test the likeliest solution. 1034:, study their topics. A central task for the philosophy of education is to make explicit the various fundamental assumptions and disagreements at work in its field and to evaluate the arguments raised for and against the different positions. The issue of education has a great many manifestations in various fields. Because of this, both the breadth and the influence of the philosophy of education are significant and wide-ranging, touching many other branches of philosophy, such as 12921: 11929: 10180: 2174: 11939: 11151: 54: 2902: 2889:. Early childhood education occurs through imitation; teachers provide practical activities and a healthy environment. Steiner believed that young children should meet only goodness. Elementary education is strongly arts-based, centered on the teacher's creative authority; the elementary school-age child should meet beauty. Secondary education seeks to develop the judgment, intellect, and practical idealism; the adolescent should meet truth. 1058:

But not everyone agrees with this characterization since the philosophy of education has a more theoretical side as well, which includes the examination of the fundamental concepts and theories of education as well as their philosophical implications. These two sides are sometimes referred to as the outward and the inward looking nature of the philosophy of education. Its topics can range from very general questions, like the nature of the

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students and allow them to question things.He postulated that successful students were those who were encouraged to question new information and study it for themselves, rather than simply accepting what they had heard from the authorities on any given topic. Montaigne believed that a child's curiosity could serve as an important teaching tool when the child is allowed to explore the things that the child is curious about.

3054:'s philosophizing about education was primarily related to higher education. He believed that teaching and research in the university should be unified and that students should be taught "to focus on and explicitly investigate the ontological presuppositions which implicitly guide research in each domain of knowledge,” an approach he believed would "encourage revolutionary transformation in the sciences and humanities." 12931: 2975:'s discovery of what she referred to as "the child's true normal nature" in 1907, which happened in the process of her experimental observation of young children given freedom in an environment prepared with materials designed for their self-directed learning activity. The method itself aims to duplicate this experimental observation of children to bring about, sustain and support their true natural way of being. 3494: 2668:

think on their own. Nothing of importance would be retained and no abilities would be learned. He believed that learning through experience was superior to learning through the use of books. For this reason he encouraged tutors to educate their students through practice, travel, and human interaction. In doing so, he argued that students would become active learners, who could claim knowledge for themselves.

3214:) curriculum which posited the idea that a curriculum should revisit basic ideas, building on them until the student had grasped the full formal concept. He emphasized intuition as a neglected but essential feature of productive thinking. He felt that interest in the material being learned was the best stimulus for learning rather than external motivation such as grades. Bruner developed the concept of 1307:. Many suggestions concern the social domain, such as fostering a sense of community and solidarity and thus turning the individual into a productive member of society while protecting them from the potentially negative influences of society. The discussion of these positions and the arguments cited for and against them often include references to various disciplines in their justifications, such as 2110: 12909: 10167: 3480: 68: 1514:, i.e. the question of what should be taught to students. This includes both the selection of subjects to be taught and the consideration of arguments for and against the inclusion of a particular topic. This issue is intimately tied to the aims of education: one may argue that a certain subject should be included in the curriculum because it serves one of the aims of education. 3246:

teacher-student dichotomy be completely abolished, instead promoting the roles of the participants in the classroom as the teacher-student (a teacher who learns) and the student-teacher (a learner who teaches). In its early, strong form this kind of classroom has sometimes been criticized on the grounds that it can mask rather than overcome the teacher's authority.

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theories are built on a wider ethical framework of what is right or good and then arrive at their educational normative theories by applying this framework to the practice of education. But the descriptive and the normative approaches are intertwined and cannot always be clearly separated since descriptive findings often directly imply various normative attitudes.

3348:. Her belief was that a caring teacher-student relationship will result in the teacher designing a differentiated curriculum for each student, and that this curriculum would be based around the students' particular interests and needs. The teacher's claim to care must not be based on a one time virtuous decision but an ongoing interest in the students' welfare. 1903:

principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. Since people are people first, and workers second if at all, one should teach liberal topics first, not vocational topics. The focus is primarily on teaching reasoning and wisdom rather than facts, the liberal arts rather than vocational training.

1874:. Standardized tests present the same questions and scoring system to all students taking the test and are often motivated by a desire for objective and fair evaluations both of students and schools. Opponents have argued that this approach tends to favor certain social groups over others and severely limits the creativity and effectiveness of teachers. 1701:. In this sense, the demand for equality implies that education should open the same opportunities to everyone. This means, among other things, that students from higher social classes should not enjoy a competitive advantage over others. One difficulty with this demand, when understood in a wide sense, is that there are many sources of 2738:, in which is introduced both of these concepts, Locke warns against, for example, letting "a foolish maid" convince a child that "goblins and sprites" are associated with the night for "darkness shall ever afterwards bring with it those frightful ideas, and they shall be so joined, that he can no more bear the one than the other." 3007:

allowed to explore their environment, experiencing their learning through the natural senses. Proponents of Progressive Education and the Project Method reject traditional schooling that focuses on memorization, rote learning, strictly organized classrooms (desks in rows; students always seated), and typical forms of assessment.

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them fully develop their exceptional abilities and thereby benefit society at large. A similar problem is the issue of specialization. It concerns the question of whether all students should follow the same curriculum or to what extent they should specialize early on in specific fields according to their interests and skills.

3084:". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual." Piaget created the International Centre for Genetic 1490:, for example, education should emphasize the self-directedness of the students. On this view, it is up to the student to choose their own path in life. The role of education is to provide them with the necessary resources but it does not direct the student with respect to what constitutes an ethically 2261:

for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train

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Democratic education is a theory of learning and school governance in which students and staff participate freely and equally in a school democracy. In a democratic school, there is typically shared decision-making among students and staff on matters concerning living, working, and learning together.

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that relies on long-standing and established subjects and teaching methods. Essentialists usually focus on subjects like reading, writing, mathematics, and science, usually starting with very basic skills while progressively increasing complexity. They prefer a teacher-centered approach, meaning that

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in public education. Some theorists have argued that it is counterproductive since it puts undue pressure on the students. But testing also plays various critical roles, such as providing feedback on the learning progress both to the student, their parents, and their teachers. Concrete discussions on

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A closely related topic is whether all students, both high and low performers, should be treated equally. According to some, more resources should be dedicated to low performers, to help them get to an average level, while others recommend a preferential treatment for high performers in order to help

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is often cited as one of the central aims of education. There is no generally accepted definition of critical thinking. But there is wide agreement that it is reasonable, reflective, careful, and focused on determining what to believe or how to act. It has clarity and rationality as its standards and

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There is wide consensus concerning certain general aims of education, like that it should foster all students, help them in the development of their ability to reason, and guide them in how to judge and act. But these general characteristics are usually too vague to be of much help and there are many

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A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. This issue is highly relevant for evaluating educational practices and products by assessing how well they

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people the basis on which to develop into free, morally responsible and integrated individuals, and to help every child fulfill his or her unique destiny, the existence of which anthroposophy posits. Schools and teachers are given considerable freedom to define curricula within collegial structures.

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Learning is interdisciplinary, integrating practical, artistic, and conceptual elements. The approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component. The educational philosophy's overarching goals are to provide young

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theorists often see established educational practices as instruments of power used by elites in society to further their own interests. Important aspects in this regard are the unequal power relation between the state and its institutions in contrast to the individual as well as the control that can

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reject this power and argue that the children's welfare is best served in the absence of compulsory schooling in general. This is sometimes based on the idea that the best form of learning does not happen while studying but instead occurs as a side-effect while doing something else. This position is

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learned in these areas can be applied to various other fields and may thereby benefit the student in various ways. It has been argued that aesthetic education also has indirect effects on various other issues, such as shaping the student's sensibilities in the fields of morality and politics as well

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to arrive at conclusions by themselves and the disposition to question pre-existing beliefs should also be fostered, often with the goal of benefitting not just the student but society at large. But not everyone agrees with the positive role ascribed to critical thinking in education. Objections are

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responsible for verifying existing beliefs and arriving at new knowledge. It promotes the epistemic autonomy of students and may help them challenge unwarranted claims by epistemic authorities. In its widest sense, the epistemic approach includes various related goals, such as imparting true beliefs

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Theorists in this field often emphasize the importance of this form of investigation since all subsequent work on more specific issues already has to assume at least implicitly what their central terms mean to demarcate their field. For example, in order to study what constitutes good education, one

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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. According to some definitions, it can be characterized as an offshoot of ethics.

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Aspects of the Freirian philosophy have been highly influential in academic debates over "participatory development" and development more generally. Freire's emphasis on what he describes as "emancipation" through interactive participation has been used as a rationale for the participatory focus of

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is best known for his attack on what he called the "banking concept of education", in which the student was viewed as an empty account to be filled by the teacher. Freire also suggests that a deep reciprocity be inserted into our notions of teacher and student; he comes close to suggesting that the

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in Suffolk, England, in 1921. He wrote a number of books that now define much of contemporary democratic education philosophy. Neill believed that the happiness of the child should be the paramount consideration in decisions about the child's upbringing, and that this happiness grew from a sense of

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schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills,

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Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the

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and postmodern theorists. They usually point to alleged biases and forms of discrimination present in current practices that should be eliminated. Feminists often hold that traditional education is overly man-oriented and thereby oppresses women in some form. This bias was present to severe degrees

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The existentialist sees the world as one's personal subjectivity, where goodness, truth, and reality are individually defined. Reality is a world of existing, truth subjectively chosen, and goodness a matter of freedom. The subject matter of existentialist classrooms should be a matter of personal

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the claims of teachers and books. It has been argued that this issue depends a lot on the age and the intellectual development of the student. In the earlier stages of education, a high level of trust on the side of the students may be necessary. But the more their intellectual capacities develop,

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Another categorization divides topics in the philosophy of education into the nature and aims of education on the one hand, and the methods and circumstances of education on the other hand. The latter section may again be divided into concrete normative theories and the study of the conceptual and

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the International Society for the Philosophy of Music Education (ISPME) is founded on both educational and professional objectives: "devoted to the specific interests of philosophy of music education in elementary through secondary schools, colleges and universities, in private studios, places of

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stated that education, in its broadest sense, is the means of the "social continuity of life" given the "primary ineluctable facts of the birth and death of each one of the constituent members in a social group". Education is therefore a necessity, for "the life of the group goes on." Dewey was a

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was a British educator who invested her life in improving the quality of children's education. Her ideas led to a method used by some homeschoolers. Mason's philosophy of education is probably best summarized by the principles given at the beginning of each of her books. Two key mottos taken from

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Experience also was a key element to learning for Montaigne. Tutors needed to teach students through experience rather than through the mere memorization of information often practised in book learning.He argued that students would become passive adults, blindly obeying and lacking the ability to

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Montaigne's views on the education of children were opposed to the common educational practices of his day. He found fault both with what was taught and how it was taught. Much of the education during Montaigne's time was focused on the reading of the classics and learning through books.Montaigne

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Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates' emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since

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When the soul and body are united, then nature orders the soul to rule and govern, and the body to obey and serve. Now which of these two functions is akin to the divine? and which to the mortal? Does not the divine appear ... to be that which naturally orders and rules, and the mortal to be

1660:. The children and their parents usually have few to no ways of opting out or changing the established curriculum. An important question in this respect is why or whether modern states are justified to use this form of power. For example, various liberationist movements belonging to the fields of 2824:

believed that education differs from training in that the former involves thinking whereas the latter does not. In addition to educating reason, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by

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At the foundation Montaigne believed that the selection of a good tutor was important for the student to become well educated. Education by a tutor was to be conducted at the pace of the student.He believed that a tutor should be in dialogue with the student, letting the student speak first. The

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was one of the pioneers of the latter approach. In this case, inspiration for enriching the content, format, or teaching methods may be sought through various practices, such as consciously reviewing the previous day's activities; actively holding the students in consciousness; and contemplating

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A recurrent demand on public education is that all students should be treated equally and in a fair manner. One reason for this demand is that education plays a central role for the child's path and prospects in life, which should not be limited by unfair or arbitrary external circumstances. But

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organized curriculum and classroom activities around a subject's central theme. He believed that the role of a teacher should be that of a "guide" as opposed to an authoritarian figure. Kilpatrick believed that children should direct their own learning according to their interests and should be

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Individualized learning was integral to his theory of child education. He argued that the student combines information already known with what is learned and forms a unique perspective on the newly learned information. Montaigne also thought that tutors should encourage the natural curiosity of

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focuses on bringing introspective practices such as mindfulness and yoga into curricular and pedagogical processes for diverse aims grounded in secular, spiritual, religious and post-secular perspectives. Contemplative approaches may be used in the classroom, especially in tertiary or (often in

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The Classical education movement advocates a form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in the Middle Ages. The term "classical education" has been used in English for several centuries, with each era modifying the

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having this individual as its member. In many cases, the interests of both are aligned. On the one hand, many new opportunities in life open to the individual through education, especially concerning their career. On the other hand, education makes it more likely that the person becomes a good,

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of these beliefs, i.e. without presenting proper arguments and reasons for adopting them. According to another, the beliefs are instilled in such a way as to discourage the student to question or assess for themselves the believed contents. In this sense, the goals of indoctrination are exactly

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questions, which ask not whether a theory about education is true or false, but how one can arrive at the knowledge to answer such questions. Normative theories, on the other hand, try to give an account of how education should be practiced or what is the right form of education. Some normative

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Rousseau was unusual in that he recognized and addressed the potential of a problem of legitimation for teaching. He advocated that adults always be truthful with children, and in particular that they never hide the fact that the basis for their authority in teaching was purely one of physical

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Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach

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taught in elementary schools before becoming a professor of education at the University of Illinois, where he served as the Director of the School of Education from 1908 until 1917. He was a professor of education at Teachers College, Columbia, from 1917 to 1940. An opponent of pragmatism and

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Montaigne's views on child education continue to have an influence in the present. Variations of Montaigne's ideas on education are incorporated into modern learning in some ways. He argued against the popular way of teaching in his day, encouraging individualized learning. He believed in the

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In 1896, Dewey opened the Laboratory School at the University of Chicago in an institutional effort to pursue together rather than apart "utility and culture, absorption and expression, theory and practice, are elements in any educational scheme. As the unified head of the departments of

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and it is not always in the best interest to eliminate all of them. For example, parents who are concerned with their young children's education may read them bedtime stories early on and thereby provide them with a certain advantage over other children who do not enjoy this privilege. But

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The Spencer Foundation provides funding for investigations that promise to yield new knowledge about education in the United States or abroad. The Foundation funds research grants that range in size from smaller grants that can be completed within a year, to larger, multi-year endeavours.

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in education. Thick definitions include additional normative components, for example, by stating that the process in question has to have certain positive results to be called education. According to one thick definition, education means that the person educated has acquired knowledge and

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has to have a notion of what the term "education" means and how to achieve, measure, and evaluate it. Definitions of education can be divided into thin and thick definitions. Thin definitions are neutral and descriptive. They usually emphasize the role of the transmission of knowledge and

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that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. Rousseau advocated an educational method which consisted of removing the child from

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and has remained so to the present day. But it only emerged as a distinct branch of philosophy in the latter half of the 20th century, when it became the subject of a systematic study and analysis. The term "education" can refer either to the process of educating or to the field of study

1617:, beliefs, and interests under a false cover. This is sometimes utilized to advance an approach focused on more diversity, for example, by giving more prominence in education to the great variety of cultures, customs, languages, and lifestyles without giving preference to any of them. 1230:

intellectual skills, values these factors, and has thus changed for the better. These characteristics can then be used to distinguish education from other closely related terms, such as "indoctrination". Other fundamental notions in the philosophy of education include the concepts of

1394:: that the transmission of knowledge and the development of a rational and critical mind are intertwined aims of education that depend on and support each other. In this sense, education aims also at fostering the ability to acquire new knowledge. This includes both instilling true 1753:

forms of education. Nonetheless, feminists often contend that certain problems still persist in contemporary education. Some argue, for example, that this manifests itself in the prominence given to cognitive development in education, which is said to be associated primarily with

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Locke expressed the belief that education maketh the man, or, more fundamentally, that the mind is an "empty cabinet", with the statement, "I think I may say that of all the men we meet with, nine parts of ten are what they are, good or evil, useful or not, by their education."

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societies often focus on the inequality they cause by sorting students for different economic positions. While overtly this process happens based on individual effort and desert, they argue that this just masks and reinforces the underlying influence of the preexisting

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He once said that a child should grow up without adult interference and that the child must be guided to suffer from the experience of the natural consequences of his own acts or behaviour. When he experiences the consequences of his own acts, he advises himself.

2056:, rather than through a more traditional school curriculum. Unschooling encourages exploration of activities led by the children themselves, facilitated by the adults. Unschooling differs from conventional schooling principally in the thesis that standard 1423:

component monitoring not just the solution of the problem at hand but also ensuring that it complies with its own standards in the process. In this sense, education is not just about conveying many true beliefs to the students. Instead, the students'

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is a recent contemporary approach in which the methods of both camps are combined. The question of the most promising approach is relevant to how funding budgets are spent on research, which in its turn has important implications for policymaking.

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tutor also should allow for discussions and debates to be had. Such a dialogue was intended to create an environment in which students would teach themselves. They would be able to realize their mistakes and make corrections to them as necessary.

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are landmarks in conceptualizing learning and curriculum development. He argued that any subject can be taught in some intellectually honest form to any child at any stage of development. This notion was an underpinning for his concept of the

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progressive education, Bagley insisted on the value of knowledge for its own sake, not merely as an instrument, and he criticized his colleagues for their failure to emphasize systematic study of academic subjects. Bagley was a proponent of

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and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and

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PESGB promotes the study, teaching and application of philosophy of education. It has an international membership. The site provides: a guide to the Society's activities and details about the Journal of Philosophy of Education and IMPACT.

1054:. Its theories are often formulated from the perspective of these other philosophical disciplines. But due to its interdisciplinary nature, it also attracts contributions from scholars belonging to fields outside the domain of philosophy. 2672:

importance of experience, over book learning and memorization. Ultimately, Montaigne postulated that the point of education was to teach a student how to have a successful life by practicing an active and socially interactive lifestyle.

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the role of testing often focus less on whether it should be done at all and more on how much importance should be ascribed to the test results. This also includes questions about the form of testing, for example, whether it should be

1706:

disallowing such practices to level the field would have serious negative side-effects. A weaker position on this issue does not demand full equality but holds instead that educational policies should ensure that certain factors, like

1833:. The qualitative approach, on the other hand, gives more weight to particular case studies for reaching its conclusions. Its opponents hold that this approach lacks the methodological rigor to arrive at well-warranted knowledge. The 12882: 3391:

PES is the national society for philosophy of education in the United States. This site provides information about PES, its services, history, and publications, and links to online resources relevant to the philosophy of education.

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While many positions about what subjects to include in the curriculum are controversial, some particular issues stand out where these controversies go beyond the academic discourse to a wide public discourse, like questions about

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as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like

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This Society is a professional association of philosophers of education which holds annual meetings in the Midwest region of the United States and sponsors a discussion forum and a Graduate Student Competition. Affiliate of the

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should be taught as a distinct subject and, if so, whether it should be compulsory. Other questions include which religion or religions should be taught and to what degree religious views should influence other topics, such as

7280: 7252: 7224: 2227:, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be 3043:

personal freedom. He felt that deprivation of this sense of freedom during childhood, and the consequent unhappiness experienced by the repressed child, was responsible for many of the psychological disorders of adulthood.

3370: 2506:. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the student's emotional development and chosen subjects need to be taken into account. 1482:

law-abiding, and productive member of society. But this issue becomes more problematic in cases where the interests of the individual and society conflict with each other. This poses the question of whether individual

11484: 3411: 11894: 2713:"The business of education is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it." 2537:; observations lead to prepositional statements, which when compounded lead to further abstract concepts." He further argued that the intellect itself "possesses levels of development from the material intellect ( 3254:. "He participated in the import of European doctrines and ideas into Brazil, assimilated them to the needs of a specific socio-economic situation, and thus expanded and refocused them in a thought-provoking way" 1538:. Disagreements in this area concern which aspects are taught and in which detail as well as to which age groups these teachings should be directed. Debates on religious education include questions like whether 12537: 3119:): "What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge." 3218:

which promoted learning as a process of constructing new ideas based on current or past knowledge. Students are encouraged to discover facts and relationships and continually build on what they already know.

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manage to realize these goals. There is a lot of disagreement and various theories have been proposed concerning the aims of education. Prominent suggestions include that education should foster knowledge,

4439: 4374: 4723: 1142:, have developed their own perspective on the main issues of education. They often include normative theories about how education should or should not be practiced and are in most cases controversial. 12715: 11904: 2210:

was best served by being subordinated to a just society due to a shift in emphasis that departed from his predecessors. The mind and body were to be considered separate entities. In the dialogues of

1737:. This is sometimes integrated into a wider Marxist perspective on society which holds that education in capitalist societies plays the role of upholding this inequality and thereby reproduces the 12542: 2935:

Philosophy, Psychology and Pedagogy, John Dewey articulated a desire to organize an educational experience where children could be more creative than the best of progressive models of his day.

4692: 2882:, and practical skills (head, heart, and hands). Schools are normally self-administered by faculty; emphasis is placed upon giving individual teachers the freedom to develop creative methods. 6208: 5973: 4828: 4799: 4661: 4407: 4274: 3906: 3286:

ignited a firestorm of controversy. Holt was catapulted into the American national consciousness to the extent that he made appearances on major TV talk shows, wrote book reviews for

2931:, strict, pre-ordained knowledge approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding students' actual experiences. 12532: 5891: 5291: 11510: 7513: 3383: 1453:. An intimately related issue is whether the aim of education is to mold the mind of the pupil or to liberate it by strengthening its capacity for critical and independent inquiry. 6962: 2096:

inspiring pedagogical texts. Zigler suggested that only through focusing on their own spiritual development could teachers positively impact the spiritual development of students.

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society—for example, to a country home—and alternately conditioning him through changes to his environment and setting traps and puzzles for him to solve or overcome.

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perspective, which in its emphasis on practice sees students not as passive absorbers but as active learners that should be encouraged to discover and learn things by themselves.

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Steiner's theory of child development divides education into three discrete developmental stages predating but with close similarities to the stages of development described by

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Waldorf education (also known as Steiner or Steiner-Waldorf education) is a humanistic approach to pedagogy based upon the educational philosophy of the Austrian philosopher

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opposite to other aims of education, such as rationality and critical thinking. In this sense, education tries to impart not just beliefs but also make the students more

1382:, for example, to pass on knowledge accumulated in the societal effort from one generation to the next. This process may be seen both as the development of the student's 1213:

The starting point of many philosophical inquiries into a field is the examination and clarification of the fundamental concepts used in this field, often in the form of

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for the next five years. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50.

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premised on the assumption that an educated minority of the population were, by virtue of their education (and inborn educability), sufficient for healthy governance.

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coercion: "I'm bigger than you." Once children reached the age of reason, at about 12, they would be engaged as free individuals in the ongoing process of their own.

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there are various disagreements about how this demand is best understood and whether it is applicable in all cases. An initial problem concerns what is meant by "

12299: 12231: 11853: 7541: 3442: 2730:" that one makes when young are more important than those made later because they are the foundation of the self: they are, put differently, what first mark the 1825:

to uncover the general causal factors responsible for educational phenomena. It has been criticized based on the claim that its method, which is inspired by the

888:, judging, and acting. An influential discussion concerning the epistemic aims of education is whether education should focus mainly on the transmission of true 2253:

Plato's writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of

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Locke also wrote that "the little and almost insensible impressions on our tender infancies have very important and lasting consequences." He argued that the "

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should be taught to the students. This way, many of the disagreements in moral philosophy are reflected in the field of moral education. Some theorists in the

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as a pragmatic philosophy grew out of the work he did in the Laboratory School. The two most influential works that stemmed from his research and study were

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is another issue in the philosophy of education. Of specific interest on this topic is that the modern states compel children to attend school, so-called

1271:, and critical thinking while also promoting the tendency to think, feel, and act morally. The individual should thereby develop as a person, and achieve 2318:

are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature,

1932:

According to educational essentialism, there are certain essential facts about the world that every student needs to learn and master. It is a form of

5776: 1173:, theories of teaching and learning, the measurement of learning, knowledge and its value, cultivating reason, epistemic and moral aims of education, 986:

often try to uncover and challenge biases and forms of discrimination present in current educational practices. Other philosophical movements include

11254: 7799: 5615: 4683: 2745:, as nearly every educational writer warned parents not to allow their children to develop negative associations. It also led to the development of 7042: 3397: 2999: 1196:

orientation, with little attention paid to ideas from outside Europe and North America, but this is starting to change in the 21st century due to

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Another approach is to simply list all topics discussed in the philosophy of education. Among them are the issues and presuppositions concerning

5102: 5019: 1738: 1026:. As the philosophical study of education, it investigates its topic similar to how other discipline-specific branches of philosophy, like the 827: 4749:"Indoctrination and Social Context: A System-Based Approach to Identifying the Threat of Indoctrination and the Responsibilities of Educators" 3618: 3250:

development, as it is held that 'participation' in any form can lead to empowerment of poor or marginalised groups. Freire was a proponent of

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often rejected by pointing out that it is based on overly optimistic presuppositions about the children's natural and unguided development of

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or knowledge to the students as well as teaching dispositions and abilities, such as rationality, critical thinking, understanding, and other

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methods, as well as other features of traditional schooling, are counterproductive to the goal of maximizing the education of each child.

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Many theories emphasize the epistemic aims of education. According to the epistemic approach, the central aim of education has to do with

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A recurrent source of disagreement about the aims of education concerns the question of who is the primary beneficiary of education: the

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accounts hold that the ultimate aim of education is to produce some form of epistemic good, such as truth, knowledge, and understanding.

3560: 8964: 4540: 4487: 2298: 2214:, written in his "middle period" (360 BCE), Plato expressed his distinctive views about the nature of knowledge, reality, and the soul: 78: 11399: 5840: 5400: 4032: 3767: 3300:, published in 1967, Holt tried to elucidate the learning process of children and why he believed school short circuits that process. 1955:

of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action." Based in

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accounts, the character traits or virtues of the learner play the central role, often with an emphasis on moral and civic traits like

1221:. It aims to make ambiguities explicit and to uncover various implicit and potentially false assumptions associated with these terms. 12750: 12562: 11239: 9242: 7114: 2741:"Associationism", as this theory would come to be called, exerted a powerful influence over eighteenth-century thought, particularly 1390:, who emphasize experimentation and critical thinking over the transmission of knowledge. Others have argued that this constitutes a 3581: 1094:

Different subdivisions of the philosophy of education have been suggested. One categorization distinguishes between descriptive and

8024: 7021: 4575: 2789:' in that it was an active process deriving from the child's nature, which drove the child to learn and adapt to its surroundings. 991: 1107:

methodological presuppositions of these theories. Other classifications additionally include areas for topics such as the role of

12492: 11843: 5242: 2620: 7667: 6983: 6631: 3170:, and Adler's own Institute for Philosophical Research. Adler was married twice and had four children. Adler was a proponent of 13605: 11259: 7436: 7064: 3255: 1762:

approach based on emotion and intuition. A related criticism holds that there is an overemphasis on abilities belonging to the

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Ernest, Paul; Skovsmose, Ole; van Bendegem, Jean Paul; Bicudo, Maria; Miarka, Roger; Kvasz, Ladislav; Moeller, Regina (2016).

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issues. Descriptive theories aim to describe what education is and how to understand its related concepts. This includes also

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or rather on the abilities to reason and arrive at new knowledge. In this context, many theorists emphasize the importance of

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The Center for Dewey Studies at Southern Illinois University at Carbondale was established in 1961 as the "Dewey Project".

2689: 1554:. This field is sometimes referred to as "educational ethics". Disagreements in this field concern which moral beliefs and 7199: 12382: 12006: 11863: 10217: 6735: 2702: 2685: 1937:

the teacher acts as the authority figure guiding the learning activity while students are expected to follow their lead.

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accounts, on the other hand, see the development of certain skills, like rationality as well as critical and independent

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that concern both perception, affect, and judgment in regard to moral situations. A related issue, heavily discussed in

13191: 12432: 8448: 7880: 7816: 6582: 6467: 3421: 3329:(1989) and later works on moral education, most of her later publications have been on the philosophy of education and 2696: 2681: 2420: 820: 9505: 7538: 2525:, a pure potentiality that is actualized through education and comes to know" and that knowledge is attained through " 1636:

can provide important general insights. More specific questions about the curriculum of a particular subject, such as

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A Brazilian philosopher and educator committed to the cause of educating the impoverished peasants of his nation and

2231:, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. 2150: 3107:, interested in the process of the qualitative development of knowledge. As he says in the introduction of his book 955:

by using wide experimental studies. Others prefer a qualitative approach, which is closer to the methodology of the

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Painting With Impasto: Metaphors, Mirrors, and Reflective Regression in Montagne's 'Of the Education of Children.'

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in general. They use this claim to argue against universal forms of education, which they see as hiding particular

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Ergas, Oren (13 December 2013). "Mindfulness in education at the intersection of science, religion, and healing".

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familiarity with objects in this world from which one abstracts universal concepts" which is developed through a "

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entitled "The Role of the Teacher in the Training and Upbringing of Children", as a guide to teachers working at

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of the fundamental concepts of education. Others center around the aims or purpose of education, like passing on

383: 9700: 12452: 12274: 12051: 11653: 11274: 10118: 9278: 6553: 6358: 4156: 3859: 2495: 695: 256: 6984:"Jean-Jacques Rousseau on Sophy's Education | Chapter 5: Learning Personalities | New Learning | New Learning" 14054: 13565: 12725: 12677: 12634: 11557: 8692: 8277: 6614:(NY: Norton, 1950, rev. 1998, ed. Thomas Mathiesen), 1-32. books.google.com/books?id=ZtCYwFm2mTwC&pg=PA3 813: 126: 7506:"William Grimes, "Mortimer Adler, 98, Dies; Helped Create Study of Classics," New York Times, June 29, 2001" 2652:

explain the views he had on child education. Some of his views on child education are still relevant today.

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Plato believed that talent was distributed non-genetically and thus must be found in children born in any

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An important methodological divide in this area, often referred to as the "paradigm wars", is between the

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Moss, Peter (27 November 2012). "1. The relationshipt between early childhood and compulsory education".

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Critical pedagogy is an "educational movement, guided by passion and principle, to help students develop

1707: 540: 202: 140: 1829:, is inappropriate for understanding the complex cultural and motivational patterns investigated by the 14333: 14307: 12953: 12877: 12098: 11314: 10837: 10453: 10321: 10311: 9768: 9437: 8743: 8519: 8107: 7854: 7313: 6911: 3069: 2776: 2341:

One of education's primary missions for Aristotle, perhaps its most important, was to produce good and

1296: 685: 454: 13570: 8153: 7426: 5691:"KNOWLEDGE/POWER AND POSTMODERNISM: Implications for the Practice of a Critical Social Work Education" 3167: 2004:

Educational progressivism is the belief that education must be based on the principle that humans are

900:. Another debate about the aims of education is whether the primary beneficiary is the student or the 14194: 14144: 13074: 11813: 11778: 11733: 11549: 11424: 11414: 11219: 10889: 10799: 10784: 10533: 9974: 8186: 8176: 7978: 4176: 2924: 1999: 1641: 1441: 971: 715: 690: 268: 5086: 5011: 3610: 966:

Various schools of philosophy have developed their own perspective on the main issues of education.

14184: 14134: 13943: 13233: 12786: 12624: 12527: 12437: 12387: 12347: 12198: 11703: 11698: 11593: 11585: 11429: 11319: 11249: 10749: 10338: 10284: 10077: 9640: 8890: 8730: 8727: 8453: 8287: 8272: 8014: 7988: 7958: 7948: 7902: 7834: 6052:"Paradigm Wars Revisited: A Cartography of Graduate Research in the Field of Education (1980–2010)" 4062: 3429: 3171: 3020: 2983: 2558: 1927: 1897: 995: 766: 725: 145: 2957: 13575: 12522: 12512: 12367: 12168: 12128: 12108: 12088: 11991: 11823: 11798: 11713: 11693: 11643: 11613: 11603: 11489: 11409: 11374: 11359: 11344: 11299: 11234: 11104: 10744: 10478: 10210: 9655: 9596: 9549: 9407: 9370: 8738: 8653: 8643: 8567: 8433: 8405: 7923: 6104:"The Paradigm Wars and Their Aftermath: A "Historical" Sketch of Research on Teaching since 1989" 3015: 2945: 2914: 2794: 2072: 1698: 1510:

An important and controversial issue in the philosophy of education concerns the contents of the

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Many of the more specific discussions in the philosophy of education concern the contents of the

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On this premise, Plato advocated removing children from their mothers' care and raising them as

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may contain an excessive amount of intricate detail that may interest only a particular audience

13550: 13462: 12849: 12794: 12594: 12507: 12422: 12397: 12279: 12103: 11909: 11788: 11783: 11663: 11364: 11111: 10794: 10789: 10428: 10398: 10393: 10378: 10353: 10294: 10289: 9788: 9720: 8800: 8638: 8216: 8191: 8181: 8029: 7617:, ed. by Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish, Paperback edition, 2003, 7557: 6350: 6344: 3456: 1702: 1461: 1170: 1119: 944: 619: 609: 594: 511: 464: 429: 177: 157: 93: 7742: 7200:"Full text of "The Dewey School The Laboratory School Of The University Of Chicago 1896-1903"" 6378: 6289: 2709:

composed an outline on how to educate this mind in order to increase its powers and activity:

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as well as the transmission of a valuable heritage. Such an approach is sometimes rejected by

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Finally, yet another way that philosophy of education is often tacitly divided is in terms of

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but only emerged as a systematic branch of philosophy in the latter half of the 20th century.

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A great variety of topics is discussed in the philosophy of education. Some studies provide a

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All who have meditated on the art of governing mankind have been convinced that the fate of

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until they reach the age of 14. During which time, he wrote that they should be taught the

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At the age of 20, a selection was made. The best students would take an advanced course in

2061: 1984: 1818: 1657: 1640:, are often strongly influenced by the philosophy of this specific discipline, such as the 1430: 1039: 948: 932: 858: 776: 735: 730: 599: 570: 459: 340: 321: 207: 13873: 13660: 13595: 10827: 7398:

Thomson, Iain (2002). "Heidegger on Ontological Education"". In Peters, Michael A. (ed.).

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Beuchert, Louise; Eriksen, Tine Louise Mundbjerg; Krægpøth, Morten Visby (1 August 2020).

4599:"Critical thinking, biases and dual processing: The enduring myth of generalisable skills" 3899:

Siegel, Harvey (30 October 2009). "Introduction: Philosophy of Education and Philosophy".

2545:), the state of the human intellect in conjunction with the perfect source of knowledge." 1192:” perspectives. For many generations, philosophy of education has maintained a relatively 8: 14114: 13675: 13620: 13540: 13482: 13365: 13260: 12990: 12860: 12824: 12804: 12735: 12654: 12427: 12417: 12362: 12357: 12294: 12236: 12203: 12193: 12173: 12163: 12148: 12143: 12123: 12093: 12061: 12046: 12021: 11957: 11883: 11873: 11808: 11773: 11708: 11688: 11678: 11638: 11623: 11618: 11459: 11454: 11394: 11349: 11309: 11204: 11185: 10899: 10811: 10764: 10714: 10662: 10657: 10636: 10558: 10468: 10448: 10438: 10328: 10183: 10138: 10128: 10087: 10035: 10020: 9949: 9929: 9911: 9743: 9710: 9571: 9558: 9365: 9162: 9073: 9028: 8934: 8820: 8633: 8481: 6699: 6670: 3589: 3159: 2755: 2637: 2604: 2491: 2478: 2459: 1523: 1404: 1218: 1214: 1158: 911:. This involves the questions of whether, when, and in what detail a certain topic, like 877: 649: 526: 330: 285: 239: 172: 152: 103: 88: 31: 8895: 7829: 7013: 4567: 2262:

and blend gentle and fierce qualities in the individual and create a harmonious person.

2242:

were to be trained by the state so that they might be qualified to assume the role of a

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Locke's Conduct of the understanding; edited with introd., notes, etc. by Thomas Fowler

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Locke's Conduct of the understanding; edited with introd., notes, etc. by Thomas Fowler

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Reich, Rob (30 October 2009). "Educational Authority and the Interests of Children".

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Munoz-Najar Galvez, Sebastian; Heiberger, Raphael; McFarland, Daniel (9 July 2019).

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Borchert, Donald, ed. (2006). "Philosophy Of Education, Epistemological Issues In".

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with them in the pursuit of their liberation from what he regarded as "oppression",

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The theories within the philosophy of education can also be subdivided based on the

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http://www.thehomeschoolmagazine.com/How_To_Homeschool/articles/articles.php?aid=97

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Frankena, William; Burbules, Nicholas; Raybeck, Nathan. "Philosophy Of Education".

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worship, and all the other places and ways in which music is taught and learned."

2591:"from a tabula rasa to that of an adult, in complete isolation from society" on a 14229: 14224: 13988: 13933: 13918: 13898: 13878: 13833: 13808: 13718: 13670: 13655: 13555: 13515: 13406: 13401: 13228: 13116: 13030: 13005: 10734: 10729: 10611: 10606: 10528: 10523: 10518: 10498: 10458: 9829: 9798: 9763: 9728: 9606: 9457: 9355: 9313: 9224: 9212: 9197: 9172: 9147: 8917: 8785: 8780: 8697: 8682: 8355: 8239: 7933: 7897: 7717: 7545: 7430: 7361: 7339: 7317: 7143: 6885: 6862: 6749:

The 'Arabick' Interest of the Natural Philosophers in Seventeenth-Century England

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school in some detail, describing the curricula for two stages of education in a

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Adler, Jonathan E. (2009). "Why Fallibility Has Not Mattered and How It Could".

2415:, and he gave a number of reasons for why this is the case, citing the value of 1115:

as well as issues pertaining to social and political topics and the curriculum.

14284: 14174: 14104: 14003: 13978: 13848: 13818: 13778: 13743: 13600: 13525: 13510: 13505: 13396: 13386: 13096: 13047: 12913: 10954: 10667: 9738: 9733: 9601: 9566: 9498: 9472: 9308: 9157: 9096: 9009: 8852: 8748: 8491: 8171: 7953: 7869: 7535:

The Old Schoolhouse Meets Up with Patrick Farenga About the Legacy of John Holt

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and was a relentless campaigner for reform of education, pointing out that the

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in earlier forms of education and a lot of progress has been made towards more

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The Unschooling Handbook: How to Use the Whole World As Your Child's Classroom

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Dickerson, Adam (17 May 2019). "1. Only the Experts Shall Speak or Be Heard".

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Monteiro, Sandra; Sherbino, Jonathan; Sibbald, Matthew; Norman, Geoff (2020).

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Phillips, Trevor J. (2015-11-22). Tibbels, Kirkland; Patterson, John (eds.).

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Phillips, Trevor J. (2015-11-22). Tibbels, Kirkland; Patterson, John (eds.).

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Phillips, Trevor J. (2015-11-22). Tibbels, Kirkland; Patterson, John (eds.).

6531: 6267: 6187: 6127: 6077: 6068: 6051: 6025: 6016: 6000:"Moving Beyond the Paradigm Wars: Emergent Approaches for Education Research" 5999: 5998:

Pivovarova, Margarita; Powers, Jeanne M.; Fischman, Gustavo E. (March 2020).

5941: 5764: 5706: 5667: 5603: 5427:. ICME-13 Topical Surveys. Springer International Publishing. pp. 1–26. 5396: 5338: 5200: 5151: 5142: 4993: 4933: 4875: 4624: 4432:

Siegel, Harvey (2006). "PHILOSOPHY OF EDUCATION, EPISTEMOLOGICAL ISSUES IN".

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Brighouse, Harry (30 October 2009). "Moral and Political Aims of Education".

4234: 4200: 3345: 3238: 3194: 3151: 3143: 2987: 2965: 2928: 2863: 2821: 2592: 2327: 2077: 2009: 1952: 1763: 1676: 1519: 1420: 1247: 1226: 1146: 1135: 1003: 912: 786: 10842: 6889: 6866: 6574: 5473:

Early Childhood and Compulsory Education: Reconceptualising the relationship

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Curren, Randall (1996). "Education, philosophy of". In Craig, Edward (ed.).

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any relevant information, and removing excessive detail that may be against

1744:

Other criticisms of the dominant paradigms in education are often voiced by

1620:

Different approaches to solving these disputes are employed. In some cases,

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The different theories of the aims of education are sometimes divided into

1316: 1193: 1189: 1099: 1043: 987: 960: 391: 335: 10852: 7777: 7423: 6904:

Some Thoughts Concerning Education and Of the Conduct of the Understanding

4072: 2474:, and manual skills (which could refer to a variety of practical skills). 14249: 14044: 14018: 14013: 13813: 13798: 13665: 13645: 13625: 13477: 13452: 13411: 13272: 13181: 13171: 13133: 13091: 13054: 13020: 11942: 10709: 9819: 9758: 9630: 9610: 9515: 9452: 9412: 9392: 9318: 9288: 8949: 8885: 8577: 8562: 8438: 8428: 8377: 8343: 8282: 8044: 8009: 7859: 6201:

Curren, Randall (30 October 2009). "Pragmatist Philosophy of Education".

3512: 3066: 3062: 3031: 2886: 2786: 2588: 2570: 2541:), that potentiality that can acquire knowledge to the active intellect ( 2514: 2416: 2279: 2266: 2091:

Contemplative methods may also be used by teachers in their preparation;

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Burbules, Nicholas C. (30 October 2009). "Postmodernism and Education".

5714: 5690: 5208: 5184: 4941: 4909: 4883: 4851: 2753:'s attempt to discover a biological mechanism for associationism in his 14254: 14214: 13783: 13773: 13650: 13580: 13467: 13436: 13416: 13360: 13355: 13310: 13205: 10682: 9665: 9493: 9442: 9432: 9303: 9207: 9152: 8959: 8939: 8805: 8572: 8486: 8315: 8262: 8226: 8130: 8070: 7973: 7844: 7824: 7773:

Thinkers of Education. UNESCO-International Bureau of Education website

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Robertson, Emily (30 October 2009). "The Epistemic Aims of Education".

4329: 4297: 4192: 2991: 2919: 2915:

Democracy and Education: An Introduction to the Philosophy of Education

2905: 2746: 2706: 2616: 2596: 2566: 2562: 2554: 2510: 2432: 2424: 2387:(which referred to higher education), a maktab was often attached to a 2287: 2207: 2173: 1859: 1855: 1854:

that passively absorbs information and is filled with contents through

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Noddings, Nel (30 October 2009). "Feminist Philosophy and Education".

5949: 5917: 4748: 4218: 3134:, educator, and popular author. As a philosopher he worked within the 1066:

or whether public schools should implement standardized curricula and

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Zigler, Ronald Lee (1999). "Tacit Knowledge and Spiritual Pedagogy".

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to authority, and ideological purity, sometimes also with a focus on

1276: 1260: 1243: 1174: 1108: 1059: 1023: 979: 885: 881: 866: 849: 12945: 8905: 6545: 6119: 6049: 5642:"Standardized testing and school segregation: like tinder for fire?" 5330: 5126:"Beyond Controversies: Sexuality Education for Adolescents in India" 5085:

Arragon, Leo Van; Beaman, Lori G. (1 January 2015). "Introduction".

4362: 4360: 4358: 3853: 3227: 3193:

Another important contributor to the inquiry method in education is

2565:(known as "Abubacer" or "Ebn Tophail" in the West) demonstrated the 1774:, in contrast to equally important characteristics belonging to the 947:. Some philosophers of education promote a quantitative approach to 53: 14219: 13695: 13421: 13391: 13350: 13345: 13111: 13086: 10358: 9510: 9417: 9382: 9340: 9328: 9116: 8910: 8810: 8753: 8557: 8511: 8395: 7963: 7702:

Young Education in Retrospect: Policy And Implementation Since 1990

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children to attend school. A different issue is the problem of the

927:. Some philosophers investigate the relation between education and 916: 449: 6520:

Journal of Beliefs & Values: Studies in Religion and Education

6290:"Existentialism - By Branch / Doctrine - The Basics of Philosophy" 4792:

Callan, Eamonn; Arena, Dylan (30 October 2009). "Indoctrination".

4018: 4016: 4014: 4012: 4010: 4008: 4006: 4004: 4002: 4000: 3998: 3996: 3994: 3992: 3990: 3988: 3986: 3984: 3982: 3980: 3978: 3976: 3974: 3972: 3970: 3968: 3966: 3964: 3962: 3960: 3958: 3956: 3954: 3952: 3950: 3948: 3946: 3944: 3344:

Noddings' contribution to education philosophy centers around the

1590:

can be taught at all instead of just being an inborn disposition.

931:, often specifically regarding the power used by modern states to 13457: 13320: 13101: 13059: 13042: 10553: 9137: 9111: 9106: 9048: 9043: 8875: 8763: 8758: 8717: 8539: 8385: 8267: 5420: 5315:"The Relations of Philosophy of Education to Aesthetic Education" 4355: 3942: 3940: 3938: 3936: 3934: 3932: 3930: 3928: 3926: 3924: 3147: 2040:

through their natural life experiences, including child directed

1940: 1846:

One question concerns how the learners are to be conceptualized.

1783: 1725: 1478: 1436:

The problem of critical thinking is closely connected to that of

1425: 1367: 1363: 1284: 1239: 1131: 901: 7587:

Classic and Contemporary Readings in the Philosophy of Education

7087:

Classic and Contemporary Readings in the Philosophy of Education

5695:

Canadian Social Work Review / Revue canadienne de service social

3753: 3751: 3749: 3747: 3745: 3743: 3741: 3739: 3737: 3735: 3733: 3731: 3729: 3727: 3725: 3723: 3721: 3719: 3717: 3715: 3713: 3711: 3709: 3707: 3705: 3703: 3701: 3699: 3697: 3695: 3693: 3691: 3689: 3274:, asserting that the academic failure of schoolchildren was not 14239: 13330: 13300: 13152: 13064: 12995: 9402: 9323: 9053: 8712: 8702: 8400: 8302: 7993: 7331:, Maria Montessori, pp. 79–81, Publ. Random House, 1988, 7310: 7156:

Dewey, John (1904). "Significance of the School of Education".

4910:"Political Liberalism, Civic Education, and Educational Choice" 3687: 3685: 3683: 3681: 3679: 3677: 3675: 3673: 3671: 3669: 3493: 3207: 3089: 2503: 2428: 2388: 2379: 2374: 2352: 2323: 2302:

Bust of Aristotle. Roman copy after a Greek bronze original by

2239: 2211: 2200:'s educational philosophy was grounded in a vision of an ideal 2186: 1767: 1579: 1544: 1395: 1308: 1035: 889: 873:

theories, which investigate how education should be practiced.

854: 396: 7629:

Hebert, David G. (February 11, 2023). Hebert, David G. (ed.).

4519:

The Palgrave Handbook of Critical Thinking in Higher Education

4466:

The Palgrave Handbook of Critical Thinking in Higher Education

4061:

Phillips, D.C. (2010). "1. What is Philosophy of Education?".

3921: 3351: 3325:. While her work on ethics continued, with the publication of 2407:

schools. He wrote that children can learn better if taught in

2246:. What this established was essentially a system of selective 1550:

Another prominent topic in this field concerns the subject of

13340: 13335: 13315: 13123: 9218: 8880: 8166: 8099: 7632:

Comparative and Decolonial Studies in Philosophy of Education

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Comparative and Decolonial Studies in Philosophy of Education

3211: 2998:

movement of the early 20th century. Kilpatrick developed the

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to be equally important forces to be cultivated in education.

2283: 2197: 2182: 2178: 2037: 2033: 1398:

in the students as well as teaching the methods and forms of

1300: 978:

give particular prominence to active learning and discovery.

401: 10195: 5124:

Khubchandani, Jagdish; Clark, Jeffrey; Kumar, Raman (2014).

3666: 3378:

INPE sponsors an international conference every other year.

2990:

philosopher of education and a colleague and a successor of

2517:' was also developed by Ibn Sina. He argued that the "human 13325: 6380:

Because Teaching Matters: An Introduction to the Profession

2045: 1491: 1486:

should take precedence over communal welfare. According to

1383: 1073:

The problem of education was already an important topic in

1062:

worth teaching, to more specific issues, like how to teach

7402:. New York, NY: Rowman and Littlefield. pp. 141–142. 2086:

The Association for Contemplative Mind in Higher Education

2008:

who learn best in real-life activities with other people.

1684:, specifically the knowledge passed on through education. 1502:

by being part of the community and sharing a common good.

9063: 7492:

An Exposition of Constructivism: Why Some Like it Radical

5046:

Crisis, Controversy and the Future of Religious Education

3313:

Caring: A Feminine Approach to Ethics and Moral Education

1594: 1063: 7444:

Prospects: The Quarterly Review of Comparative Education

7353:, Maria Montessori, p.46, Publ. Ballantine Books, 1972, 6820:

Influence of ten leading educators on American education

6230:

Smith, William C.; Holloway, Jessica (1 November 2020).

5997: 5373:"The relation of psychology to philosophy and education" 2636:

Child education was among the psychological topics that

2587:, in which he depicted the development of the mind of a 1718:, do not pose obstacles to the equality of opportunity. 1697:". In the field of education, it is often understood as 1006:. The history of the philosophy of education started in 7137:

John Dewey, the Modern Father of Experiential Education

6418:

Philosophical and Sociological Foundations of Education

5577: 3758:

Siegel, Harvey; Phillips, D.C.; Callan, Eamonn (2018).

3443:

International Society for Philosophy of Music Education

1570:

agents who can tell right from wrong. Theorists in the

1410: 1122:

they belong to. Various schools of philosophy, such as

7282:

Transactionalism: An Historical and Interpretive Study

7254:

Transactionalism: An Historical and Interpretive Study

7226:

Transactionalism: An Historical and Interpretive Study

6806:. "Journal of Education" 1997, Vol. 179 Issue 1, p. 61 5123: 3333:. Her most significant works in these areas have been 2383:, which dates back to at least the 10th century. Like 1794:

The philosophy of education is also interested in the

14095:

The Work of Art in the Age of Mechanical Reproduction

7014:"Jean-Jacques Rousseau, Father of Government Schools" 6546:"Plato: Phaedo | Internet Encyclopedia of Philosophy" 6236:

Educational Assessment, Evaluation and Accountability

5043:

Barnes, L. Philip (5 December 2019). "Introduction".

3894: 3892: 3890: 3888: 3886: 3884: 3882: 3880: 3878: 3876: 3847: 3845: 3843: 3841: 3839: 3837: 3835: 3833: 3831: 3829: 3827: 3825: 3823: 3821: 3819: 3817: 3815: 3813: 3811: 3809: 3807: 3805: 2845: 1680:

thus be employed due to the close connection between

1456:

An important consequence of this debate concerns the

7422:"International Bureau of Education - Directors" < 4716:

Siegel, Harvey (2018). "Epistemology of education".

3803: 3801: 3799: 3797: 3795: 3793: 3791: 3789: 3787: 3785: 3757: 3582:"Philosophy of Education - Courses - NYU Steinhardt" 3475: 2870:, his pedagogy emphasizes a balanced development of 2238:. He built on this by insisting that those suitably 1817:. The quantitative approach usually focuses on wide 1208: 5826: 5824: 5822: 4104: 3002:for early childhood education, which was a form of 1606:as heightening their awareness of self and others. 1494:path in life. This position is usually rejected by 7669:The Oxford Encyclopedia of Philosophy of Education 7615:The Blackwell Guide to the Philosophy of Education 4056: 4054: 4052: 4050: 3873: 3371:International Network of Philosophers of Education 3142:traditions. He lived for the longest stretches in 1295:, while others stress the importance of docility, 7285:(2 ed.). Influence Ecology. pp. 171–2. 6575:"The Internet Classics Archive | Phaedo by Plato" 6232:"School testing culture and teacher satisfaction" 5993: 5991: 5839:. Metaphysics Research Lab, Stanford University. 5831:Shields, Liam; Newman, Anne; Satz, Debra (2017). 5830: 5185:"Knowledge and Virtue: Paradox in Plato's "Meno"" 4574:. Metaphysics Research Lab, Stanford University. 4435:Macmillan Encyclopedia of Philosophy, 2nd Edition 4370:Macmillan Encyclopedia of Philosophy, 2nd Edition 3782: 3766:. Metaphysics Research Lab, Stanford University. 3315:(1984) followed close on the 1982 publication of 3092:in 1955 and directed it until 1980. According to 2446:Ibn Sina wrote that children should be sent to a 1601:in public education. It has been argued that the 1217:. This approach is particularly prominent in the 14320: 6776:, 4th ed., Pearson Education, Inc. 2009, p. 112. 6602:Oliver Strunk, "Introduction"; and Plato, "From 5918:"The Marxist Sociology of Education: A Critique" 5819: 4395: 4393: 4391: 3412:Society for the Philosophical Study of Education 3398:Philosophy of Education Society of Great Britain 2423:among pupils as well as the usefulness of group 2032:philosophies and practices centered on allowing 1022:that examines the nature, aims, and problems of 959:and tends to give more prominence to individual 6694:M. S. Asimov, Clifford Edmund Bosworth (1999). 6665:M. S. Asimov, Clifford Edmund Bosworth (1999). 5961: 5959: 5741:"Postmodern Education and the Concept of Power" 5640:Knoester, Matthew; Au, Wayne (2 January 2017). 5635: 5633: 4047: 2399:in the West), wrote a chapter dealing with the 12779: 12329: 7257:(2 ed.). Influence Ecology. p. 167. 7229:(2 ed.). Influence Ecology. p. 166. 6204:The Oxford Handbook of Philosophy of Education 5988: 5969:The Oxford Handbook of Philosophy of Education 5800:The Oxford Handbook of Philosophy of Education 5080: 5078: 4824:The Oxford Handbook of Philosophy of Education 4795:The Oxford Handbook of Philosophy of Education 4657:The Oxford Handbook of Philosophy of Education 4403:The Oxford Handbook of Philosophy of Education 4270:The Oxford Handbook of Philosophy of Education 4212: 4210: 3902:The Oxford Handbook of Philosophy of Education 3319:'s ground-breaking work in the ethics of care 3080:and epistemological view are together called " 2080:is a recent pioneer in contemplative methods. 1941:Social reconstructionism and critical pedagogy 1279:. Some theorists emphasize the cultivation of 939:of education and factors threatening it, like 12961: 10211: 8115: 7793: 6460:Educational philosophy for a post-secular age 6372: 6370: 6229: 6045: 6043: 5911: 5909: 5536:Griffith, Mary (5 May 2010). "Introduction". 5084: 5038: 5036: 4787: 4785: 4742: 4740: 4512: 4462:"Critical Thinking: A Streamlined Conception" 4388: 4170: 4168: 4166: 4164: 3637: 3635: 1593:Various discussions also concern the role of 1018:The philosophy of education is the branch of 884:and the development of the abilities of good 821: 548: 13203: 13157: 13143: 12884:South Georgia and the South Sandwich Islands 7375:New Perspectives on Philosophy and Education 7309:, E.M. Standing, p. 174, Publ. Plume, 1998, 7041:: CS1 maint: multiple names: authors list ( 6693: 6664: 5956: 5630: 4907: 4685:A fallibilistic approach to education policy 4561: 4559: 4557: 4064:The SAGE Handbook of Philosophy of Education 3335:Educating for Intelligent Belief or Unbelief 2082:The Center for Contemplative Mind in Society 7807: 6884:. Oxford: Clarendon Press. pp. 44–45. 6798: 6796: 6794: 6792: 6790: 6788: 6786: 6784: 6782: 6342: 6097: 6095: 5859: 5857: 5573: 5571: 5465: 5463: 5130:Journal of Family Medicine and Primary Care 5075: 4791: 4207: 4100: 4098: 4096: 4094: 4092: 3352:Professional organizations and associations 3096:, Jean Piaget is "the great pioneer of the 2978: 2411:instead of individual tuition from private 1609:Some researchers reject the possibility of 12968: 12954: 10218: 10204: 8122: 8108: 7800: 7786: 7601:A Companion to the Philosophy of Education 7089:. New York, NY: McGraw Hill. p. 197. 6774:A History of Psychology: Ideas and Context 6772:King, Brett; Viney, Wayne; Woody, William. 6367: 6346:Elementary Education: A Reference Handbook 6162:"Notes on John Locke's Views on Education" 6040: 5906: 5639: 5182: 5033: 5005: 5003: 4852:"Educating for a More Law-Abiding Society" 4849: 4782: 4737: 4161: 3632: 3010: 2599:alone. Some scholars have argued that the 2067: 1877: 828: 814: 555: 541: 7497: 6836: 6834: 6832: 6814: 6812: 6660: 6658: 6420:. New Delhi: APH Publishing. p. 36. 6257: 6247: 6177: 6166:Procedia - Social and Behavioral Sciences 6067: 6015: 5870:Oxford Research Encyclopedia of Education 5657: 5508: 5270:Oxford Research Encyclopedia of Education 5159: 5141: 4983: 4814: 4647: 4614: 4565: 4554: 4508: 4506: 4504: 4468:. Palgrave Macmillan US. pp. 31–47. 4427: 4425: 4399: 4266: 3278:the efforts of the schools, but actually 2615:the Younger in 1671, had an influence on 2151:Learn how and when to remove this message 1574:, on the other hand, focus more on moral 1468: 12581: 8025:Constructivism (philosophy of education) 7278: 7250: 7222: 6906:. Eds. Ruth W. Grant and Nathan Tarcov. 6847:, June 2012, Vol. 62 Issue 3, p. 343–70. 6779: 6415: 6349:. Santa Barbara, CA: ABC-CLIO. pp. 6092: 5965: 5854: 5796: 5568: 5535: 5512:John Holt: The Philosophy of Unschooling 5460: 4521:. 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Boulder, CO: Westview Press. p. 2621:An Essay Concerning Human Understanding 2450:school from the age of 6 and be taught 2076:modified form) in secondary education. 2052:responsibilities, work experience, and 1978: 14: 14321: 7714:The History of education and childhood 7665: 7628: 7503: 7434: 6829: 6809: 6804:Montaigne's Uses of Classical Learning 6655: 6517: 6383:. John Wiley & Sons. p. 117. 6376: 6200: 5915: 5878:10.1093/acrefore/9780190264093.013.105 5739:RØMER, THOMAS AASTRUP (January 2011). 5294:from the original on 30 September 2022 5278:10.1093/acrefore/9780190264093.013.413 5264:Heybach, Jessica A. (27 August 2020). 5042: 4908:Davis, Gordon; Neufeld, Blain (2007). 4746: 4715: 4681: 4501: 4431: 4422: 4174: 4120:Noddings, Nel (2016). "Introduction". 3898: 3851: 3557:Teachers College - Columbia University 2631: 1906: 1865:Another disputed topic is the role of 12975: 12949: 12778: 12580: 12328: 11955: 11576: 11575: 11183: 11172: 10874: 10237: 10199: 9861: 8603: 8141: 8103: 8015:Cognitivism (philosophy of education) 8010:Behaviorism (philosophy of education) 7781: 7716:. Radboud University, Nijmegen, 2000 7372: 7155: 7111:"Stanford Encyclopedia of Philosophy" 7057:"Sophie: Woman's Education According" 6879: 6856: 6482: 6457: 6440: 6377:Pugach, Marleen C. 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In his follow-up work, 2971:The Montessori method arose from Dr. 1460:, i.e to what extent students should 27:Study of nature and aims of education 7564:from the original on 27 October 2009 7084: 6955:"Philosophy of Education: Theorists" 6766: 6317: 6101: 5863: 5618:from the original on 2 November 2023 5556:from the original on 2 November 2023 5490:from the original on 2 November 2023 5469: 5235:"Modern Morality and Ancient Ethics" 5063:from the original on 2 November 2023 4719:Routledge Encyclopedia of Philosophy 3855:Routledge Encyclopedia of Philosophy 3615:Harvard Graduate School of Education 3103:Jean Piaget described himself as an 2690:Essay concerning Human Understanding 2103: 1850:sees the mind as a blank slate or a 1411:Critical thinking and indoctrination 1253: 12930: 7760:Stanford Encyclopedia of Philosophy 7400:Heidegger, Education, and Modernity 7307:Maria Montessori: Her Life And Work 7146:. Wilderdom.com. Retrieved 6/12/07. 6736:Internet Encyclopedia of Philosophy 5976:from the original on 1 January 2022 5239:Internet Encyclopedia of Philosophy 3611:"Doctor of Philosophy in Education" 3046: 2952: 2703:Of the Conduct of the Understanding 2686:Of the Conduct of the Understanding 1728:critiques of the school systems in 951:, which follows the example of the 24: 8035:Humanism (philosophy of education) 7580: 7011: 6336: 5245:from the original on 25 March 2022 5232: 4753:Journal of Philosophy of Education 4035:from the original on 24 March 2022 4022: 3909:from the original on 19 March 2022 3770:from the original on 28 March 2019 3422:American Philosophical Association 3177: 2846:Rudolf Steiner (Waldorf education) 2828: 2697:Some Thoughts Concerning Education 2682:Some Thoughts Concerning Education 2619:'s formulation of tabula rasa in " 2355:depends on the education of youth. 2219:that which is subject and servant? 1858:. This view contrasts with a more 1739:capitalist relations of production 25: 14345: 7722: 7117:from the original on 10 July 2010 6322:. Sarup & Sons. p. 162. 5745:Educational Philosophy and Theory 5105:from the original on 16 June 2022 5009: 4219:"What Are the Aims of Education?" 3290:magazine, and was a guest on the 1882: 1209:Fundamental concepts of education 522:Social and political philosophers 14165:The Closing of the American Mind 14085:Civilization and Its Discontents 14065:A Vindication of Natural Society 12929: 12920: 12919: 12907: 12443:Saint Vincent and the Grenadines 11937: 11928: 11927: 11485:Sahrawi Arab Democratic Republic 11255:Democratic Republic of the Congo 11149: 10179: 10178: 10165: 7550: 7528: 7516:from the original on 31 May 2024 7504:Grimes, William (29 June 2001). 7484: 7416: 7391: 7344: 7322: 7012:K., Novello, Mary (1999-09-07). 6724:Avicenna/Ibn Sina (CA. 980-1037) 6612:Source Readings in Music History 6447:. New York, H. 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He was a major figure in the 2749:and other new disciplines with 1921: 1891: 1789: 1498:, who stress the importance of 1089: 12600:Federated States of Micronesia 11895:British Indian Ocean Territory 8129: 7758:"Philosophy of Education". In 6160:Androne, Mihai (9 July 2014). 5864:Cole, Mike (25 January 2019). 5319:Journal of Aesthetic Education 4966:Golby, Micheal (1 July 1997). 4926:10.5840/soctheorpract200733135 3603: 3574: 3545: 3203:Toward a Theory of Instruction 3057: 3026: 2017: 1530:, and social aspects, such as 1354:as the goal of education. For 1203: 904:to which the student belongs. 13: 1: 14055:Oration on the Dignity of Man 10225: 9862: 7158:The Elementary School Teacher 6696:The Age of Achievement: Vol 4 6667:The Age of Achievement: Vol 4 6485:Critical Studies in Education 5659:10.1080/13613324.2015.1121474 5584:Economics of Education Review 5371:Ogden, Robert Morris (1913). 5183:Desjardins, Rosemary (1985). 4850:Partington, Geoffrey (1990). 4682:Petrik, Kathryn Rose (2016). 4298:"Education and the Good Life" 3538: 2896: 2675: 2548: 1959:, critical pedagogy draws on 1505: 1013: 14125:The Society of the Spectacle 12568:United States Virgin Islands 10238: 9651:Ordinary language philosophy 8142: 7748:Resources in other libraries 7311:http://www.penguinputnam.com 6606:" (3.9-13, 17-18) and "From 6497:10.1080/17508487.2014.858643 6444:Logic, the theory of inquiry 6179:10.1016/j.sbspro.2014.05.255 5646:Race Ethnicity and Education 3259: 2941:The Child and the Curriculum 2868:Waldorf or Steiner education 2642:On the Education of Children 2293: 2255:compulsory military training 2133:Knowledge's inclusion policy 1913:Classical education movement 1562:emphasize the importance of 1373: 7: 12330:Education in North America 9701:Contemporary utilitarianism 9616:Internalism and externalism 7672:. Oxford University Press. 7589:, by Steven M. Cahn, 1997, 6959:Turtola's CyberEnglish Blog 5433:10.1007/978-3-319-40569-8_1 4747:Taylor, Rebecca M. (2016). 4217:Schmitt, Frederick (2005). 4175:Watson, Lani (March 2016). 3523:Outline of educational aims 3518:Learning theory (education) 3471: 3311:' first sole-authored book 3076:studies with children. His 2792:Rousseau wrote in his book 2364: 2359: 1687: 1578:through the development of 10: 14350: 12780:Education in South America 10875: 8965:Svatantrika and Prasangika 8604: 7954:Educational existentialism 7710:The necessity of education 7355:http://www.randomhouse.com 7333:http://www.randomhouse.com 6320:New Educational Philosophy 6249:10.1007/s11092-020-09342-8 5266:"Aesthetics and Education" 4914:Social Theory and Practice 3553:"Philosophy and Education" 3268:published his first book, 3070:developmental psychologist 2777:Maurice Quentin de La Tour 2679: 2579:Arabic philosophical novel 2521:at birth is rather like a 2334:was dealing with adults). 2163: 2099: 2028:Unschooling is a range of 2021: 1997: 1982: 1971:, and other movements for 1944: 1925: 1910: 1895: 29: 14303: 14207: 14195:Intellectuals and Society 14145:The Culture of Narcissism 14036: 13704: 13496: 13445: 13374: 13288: 13281: 13221: 12983: 12901: 12858: 12785: 12691: 12668: 12587: 12543:Saint Pierre and Miquelon 12461: 12335: 12308: 12260: 12222: 11964: 11923: 11882: 11842: 11584: 11498: 11473: 11192: 11179: 11168: 11144: 11098: 11064: 11023: 11005: 10966: 10948: 10914: 10890:Early childhood education 10883: 10870: 10820: 10650: 10597: 10419: 10272: 10244: 10233: 10159: 10111: 10011: 9973: 9920: 9887: 9878: 9874: 9857: 9807: 9719: 9557: 9548: 9481: 9264: 9255: 9233: 9188: 9130: 9082: 9036: 9027: 8990: 8861: 8726: 8673: 8664: 8614: 8610: 8599: 8538: 8510: 8467: 8419: 8376: 8329: 8301: 8253: 8225: 8187:Philosophy of mathematics 8177:Philosophy of information 8152: 8148: 8137: 8079: 8058: 8002: 7911: 7890: 7815: 7743:Resources in your library 7641:10.1007/978-981-99-0139-5 7373:Gutek, Gerald L. (2009). 6826:Vol. 118, Issue 2, p. 270 6318:Sahu, Bhagirathi (2002). 5916:Hickox, M. S. H. (1982). 5189:The Review of Metaphysics 4985:10.1080/14681369700200010 4566:Hitchcock, David (2020). 4460:Ennis, Robert H. (2015). 4314:10.1017/S0031819100050282 4147:Hebert, David G. (2023). 4107:Encyclopedia of Education 4025:"Philosophy of education" 3760:"Philosophy of Education" 2925:Educational Progressivism 2775:Jean-Jacques Rousseau by 2626: 2553:In the 12th century, the 2431:. Ibn Sina described the 2000:Educational progressivism 1841: 1796:epistemology of education 1642:philosophy of mathematics 1586:, is the extent to which 844:is the branch of applied 269:Middle Eastern philosophy 14185:The Malaise of Modernity 14135:The History of Sexuality 13234:Catholic social teaching 12751:Northern Mariana Islands 12563:Turks and Caicos Islands 11644:East Timor (Timor-Leste) 11240:Central African Republic 7989:Social reconstructionism 7959:Educational perennialism 7949:Educational essentialism 7903:Student-centred learning 7435:Munari, Alberto (1994). 7085:Cahn, Steven M. (1997). 6722:Sajjad H. Rizvi (2006), 6532:10.1080/1361767990200202 6294:www.philosophybasics.com 6069:10.3102/0002831219860511 6017:10.3102/0091732x20909400 5313:Smith, Ralph A. (1969). 5143:10.4103/2249-4863.141588 4856:The Australian Quarterly 4235:10.3366/epi.2004.1.3.223 3430:Center for Dewey Studies 3199:The Process of Education 3172:educational perennialism 3021:educational essentialism 2984:William Heard Kilpatrick 2979:William Heard Kilpatrick 2640:wrote about. His essays 2609:Philosophus Autodidactus 2168: 1928:Educational essentialism 1898:Educational perennialism 1647: 1188:versus non-western and “ 30:Not to be confused with 14329:Philosophy of education 14265:Philosophy of education 12716:Cocos (Keeling) Islands 11905:Cocos (Keeling) Islands 9656:Postanalytic philosophy 9597:Experimental philosophy 7924:Contemplative education 7809:Philosophy of education 7734:Philosophy of education 7687:Philosophy of Education 7061:rousseaustudies.free.fr 5689:Leonard, Peter (1994). 4765:10.1111/1467-9752.12180 4527:10.1057/9781137378057_1 4474:10.1057/9781137378057_2 4123:Philosophy of Education 3645:Philosophy of Education 3339:Philosophy of Education 3168:Encyclopædia Britannica 3016:William Chandler Bagley 3011:William Chandler Bagley 2946:Democracy and Education 2486:literature, preaching, 2477:Ibn Sina refers to the 2391:. In the 11th century, 2073:Contemplative education 2068:Contemplative education 1878:Philosophical movements 1815:ethnographical approach 1699:equality of opportunity 1449:and conscious of human 1200:and related movements. 1167:multicultural education 842:philosophy of education 797:Participant observation 792:Multivariate statistics 625:International education 13204: 13158: 13144: 12493:British Virgin Islands 12007:Bosnia and Herzegovina 9789:Social constructionism 8801:Hellenistic philosophy 8217:Theoretical philosophy 8192:Philosophy of religion 8182:Philosophy of language 8030:Criticism of schooling 7351:Discovery of the Child 6912:Hackett Publishing Co. 6747:G. A. Russell (1994), 6108:Educational Researcher 5233:Gordon, John-Stewart. 3642:Noddings, Nel (1995). 3457:The Spencer Foundation 3234: 3038:, the oldest existing 2968: 2909: 2855: 2779: 2720: 2715: 2371:medieval Islamic world 2307: 2221: 2194: 1758:in contrast to a more 1735:social class structure 1703:educational inequality 1572:Aristotelian tradition 1488:comprehensive liberals 1469:Individual and society 1431:European Enlightenment 1171:professional education 970:emphasize the role of 945:distribution of wealth 492:Aesthetic philosophers 18:Educational philosophy 14270:Philosophy of history 14260:Philosophy of culture 14155:A Conflict of Visions 12694:and other territories 12433:Saint Kitts and Nevis 11400:São Tomé and Príncipe 11260:Republic of the Congo 10172:Philosophy portal 9691:Scientific skepticism 9671:Reformed epistemology 8197:Philosophy of science 8003:How and whom to teach 7979:Progressive education 7700:Andre Kraak, Michael 7329:The Montessori Method 6988:newlearningonline.com 6458:Lewin, David (2016). 6259:10536/DRO/DU:30146806 4296:Haack, Robin (1981). 4073:10.4135/9781446200872 3230: 3164:University of Chicago 3156:San Mateo, California 3128:Mortimer Jerome Adler 3123:Mortimer Jerome Adler 3094:Ernst von Glasersfeld 3004:Progressive Education 2996:progressive education 2966:Samuel Sidney McClure 2960: 2904: 2853: 2841:20th and 21st century 2783:Jean-Jacques Rousseau 2774: 2767:Jean-Jacques Rousseau 2728:associations of ideas 2716: 2711: 2301: 2216: 2176: 1934:traditional education 1835:mixed-method research 1028:philosophy of science 757:Conversation analysis 73:Philosophy portal 14275:Political philosophy 14075:Democracy in America 12582:Education in Oceania 11958:Education in Europe 11819:United Arab Emirates 11186:Education in Africa 10409:Instructional design 9592:Critical rationalism 9299:Edo neo-Confucianism 9143:Acintya bheda abheda 9122:Renaissance humanism 8833:School of the Sextii 8207:Practical philosophy 8202:Political philosophy 8040:Montessori education 8020:Compulsory education 7944:Democratic education 6880:Locke, John (1764). 6857:Locke, John (1764). 6441:Dewey, John (1938). 6102:Gage, N. L. (1989). 5377:Psychological Review 3533:Philosophy education 3322:In a Different Voice 3132:American philosopher 3109:Genetic Epistemology 3082:genetic epistemology 2338:importance of play. 1985:Democratic education 1979:Democratic education 1819:experimental studies 1807:statistical approach 1658:compulsory education 1458:problem of testimony 1405:intellectual virtues 1120:school of philosophy 1040:political philosophy 949:educational research 859:political philosophy 777:Factorial experiment 571:Educational research 517:Philosophers of mind 14115:One-Dimensional Man 12448:Trinidad and Tobago 12343:Antigua and Barbuda 12223:States with limited 11846:limited recognition 11475:States with limited 11174:Education by region 10900:Secondary education 10812:Teaching philosophy 10715:Pedagogical pattern 10658:21st century skills 10637:Religious education 10280:Aims and objectives 9163:Nimbarka Sampradaya 9074:Korean Confucianism 8821:Academic Skepticism 6700:Motilal Banarsidass 6671:Motilal Banarsidass 4568:"Critical Thinking" 4151:. Springer Nature. 3160:Columbia University 2756:Observations on Man 2638:Michel de Montaigne 2632:Michel de Montaigne 2605:philosophical novel 2603:translation of his 2559:Arabian philosopher 2539:al-‘aql al-hayulani 2479:secondary education 2460:Islamic metaphysics 1907:Classical education 1823:statistical methods 1809:in contrast to the 1682:power and knowledge 1524:religious education 1275:by realizing their 1215:conceptual analysis 1177:, fallibilism, and 1159:religious education 992:classical education 878:conceptual analysis 650:Religious education 527:Women in philosophy 257:Indigenous American 40:Part of a series on 32:Teaching philosophy 14235:Cultural pessimism 14230:Cultural criticism 13129:National character 12914:Schools portal 12383:Dominican Republic 11578:Education in Asia 10905:Tertiary education 10843:Learning resources 10334:Education sciences 9784:Post-structuralism 9686:Scientific realism 9641:Quinean naturalism 9621:Logical positivism 9577:Analytical Marxism 8796:Peripatetic school 8708:Chinese naturalism 8235:Aesthetic response 8162:Applied philosophy 7635:. Springer Press. 7544:2011-08-16 at the 7510:The New York Times 7456:10.1007/bf02199023 7429:2021-08-14 at the 7360:2020-05-13 at the 7338:2020-05-13 at the 7316:2020-09-26 at the 7142:2017-07-23 at the 6845:Educational Theory 6840:Worley, Virginia. 6729:2009-07-03 at the 4972:Curriculum Studies 4616:10.1111/medu.13872 4193:10.1111/phc3.12316 4181:Philosophy Compass 4029:www.britannica.com 3586:steinhardt.nyu.edu 3508:Education sciences 3331:educational theory 3297:How Children Learn 3235: 3216:discovery learning 2969: 2910: 2856: 2780: 2743:educational theory 2575:thought experiment 2496:trade and commerce 2310:Only fragments of 2308: 2225:wards of the state 2195: 2054:social interaction 1584:ancient philosophy 1547:or sex education. 1442:evidential support 1273:self-actualization 1219:analytic tradition 1075:ancient philosophy 1052:philosophy of mind 1008:ancient philosophy 762:Discourse analysis 668:Curricular domains 590:Education sciences 585:Curriculum studies 220:Eastern philosophy 14334:Education studies 14316: 14315: 14032: 14031: 13177:Spontaneous order 13167:Social alienation 13016:Cultural heritage 12977:Social philosophy 12943: 12942: 12897: 12896: 12893: 12892: 12865:other territories 12774: 12773: 12766:Wallis and Futuna 12711:Clipperton Island 12669:Associated states 12576: 12575: 12465:other territories 12324: 12323: 11951: 11950: 11888:other territories 11571: 11570: 11502:other territories 11275:Equatorial Guinea 11164: 11163: 11139: 11138: 11135: 11134: 11130: 11129: 11126: 11125: 11121: 11120: 11058: 11057: 11053: 11052: 11049: 11048: 11044: 11043: 10999: 10998: 10994: 10993: 10990: 10989: 10985: 10984: 10942: 10941: 10937: 10936: 10895:Primary education 10866: 10865: 10755:Dialogic learning 10725:Teacher retention 10678:Critical thinking 10673:Class arrangement 10642:Special education 10317:Standardized test 10300:Course evaluation 10193: 10192: 10155: 10154: 10151: 10150: 10147: 10146: 9853: 9852: 9849: 9848: 9845: 9844: 9572:Analytic feminism 9544: 9543: 9506:Kierkegaardianism 9468:Transcendentalism 9428:Neo-scholasticism 9274:Classical Realism 9251: 9250: 9023: 9022: 8838:Neopythagoreanism 8595: 8594: 8591: 8590: 8212:Social philosophy 8097: 8096: 8066:Cognitive science 8050:Waldorf education 7969:Popular education 7939:Critical thinking 7929:Critical pedagogy 7729:Library resources 7679:978-0-19-091972-6 7650:978-981-99-0138-8 7595:978-0-07-009619-6 7384:978-0-205-59433-7 6802:Hall, Michael L. 6702:. pp. 34–5. 6673:. pp. 33–4. 6390:978-0-470-40820-9 5887:978-0-19-026409-3 5549:978-0-307-48970-8 5522:978-3-030-18726-2 5483:978-1-136-16933-5 5442:978-3-319-40569-8 5287:978-0-19-026409-3 5098:978-90-04-28981-9 5056:978-1-000-73002-9 4603:Medical Education 4536:978-1-137-37805-7 4483:978-1-137-37805-7 3486:Philosophy portal 3469: 3468: 3292:To Tell The Truth 3284:How Children Fail 3271:How Children Fail 3252:critical pedagogy 3117:978-0-393-00596-7 3040:democratic school 3036:Summerhill School 2862:, the founder of 2452:primary education 2345:citizens for the 2161: 2160: 2153: 2093:Waldorf education 2060:and conventional 1961:radical democracy 1947:Critical pedagogy 1626:child development 1560:Kantian tradition 1536:gender identities 1416:Critical thinking 1254:Aims of education 1151:science education 1032:philosophy of law 1000:critical pedagogy 925:science education 894:critical thinking 838: 837: 655:Teacher education 635:Special education 630:School counseling 565: 564: 373: 372: 16:(Redirected from 14341: 14280:Social criticism 14200: 14190: 14180: 14170: 14160: 14150: 14140: 14130: 14120: 14110: 14100: 14090: 14080: 14070: 14060: 14050: 13286: 13285: 13268:Frankfurt School 13246:Communitarianism 13209: 13163: 13149: 12970: 12963: 12956: 12947: 12946: 12933: 12932: 12923: 12922: 12912: 12911: 12910: 12885: 12873:Falkland Islands 12787:Sovereign states 12776: 12775: 12756:Pitcairn Islands 12726:French Polynesia 12706:Christmas Island 12635:Papua New Guinea 12615:Marshall Islands 12588:Sovereign states 12578: 12577: 12533:Saint Barthélemy 12463:Dependencies and 12336:Sovereign states 12326: 12325: 12261:Dependencies and 11965:Sovereign states 11953: 11952: 11941: 11931: 11930: 11900:Christmas Island 11586:Sovereign states 11573: 11572: 11563: 11562:(United Kingdom) 11558:Tristan da Cunha 11554:Ascension Island 11546: 11533: 11524: 11500:Dependencies and 11193:Sovereign states 11181: 11180: 11170: 11169: 11153: 11101: 11100: 11096: 11095: 11071:Higher education 11067: 11066: 11062: 11061: 11026: 11025: 11021: 11020: 11012:Secondary school 11008: 11007: 11003: 11002: 10969: 10968: 10964: 10963: 10951: 10950: 10946: 10945: 10917: 10916: 10912: 10911: 10886: 10885: 10872: 10871: 10800:Student-centered 10785:Phenomenon-based 10775:Peer instruction 10740:Blended learning 10663:Bloom's taxonomy 10627:Gifted education 10622:Education reform 10454:Computer science 10235: 10234: 10220: 10213: 10206: 10197: 10196: 10182: 10181: 10170: 10169: 10168: 9885: 9884: 9876: 9875: 9859: 9858: 9749:Frankfurt School 9696:Transactionalism 9646:Normative ethics 9626:Legal positivism 9602:Falsificationism 9587:Consequentialism 9582:Communitarianism 9555: 9554: 9423:New Confucianism 9262: 9261: 9069:Neo-Confucianism 9034: 9033: 8843:Second Sophistic 8828:Middle Platonism 8671: 8670: 8612: 8611: 8601: 8600: 8444:Epiphenomenalism 8311:Consequentialism 8245:Institutionalism 8150: 8149: 8139: 8138: 8124: 8117: 8110: 8101: 8100: 7802: 7795: 7788: 7779: 7778: 7683: 7662: 7574: 7573: 7571: 7569: 7554: 7548: 7532: 7526: 7525: 7523: 7521: 7501: 7495: 7488: 7482: 7481: 7479: 7478: 7472: 7450:(1/2): 311–327. 7441: 7420: 7414: 7413: 7395: 7389: 7388: 7370: 7364: 7348: 7342: 7326: 7320: 7304: 7298: 7297: 7295: 7294: 7276: 7270: 7269: 7267: 7266: 7248: 7242: 7241: 7239: 7238: 7220: 7214: 7213: 7211: 7210: 7196: 7190: 7189: 7153: 7147: 7135:Neil, J. (2005) 7133: 7127: 7126: 7124: 7122: 7107: 7101: 7100: 7082: 7076: 7075: 7073: 7072: 7053: 7047: 7046: 7040: 7032: 7030: 7029: 7009: 7003: 7002: 7000: 6999: 6980: 6974: 6973: 6971: 6970: 6951: 6945: 6938: 6932: 6925: 6919: 6900: 6894: 6893: 6877: 6871: 6870: 6854: 6848: 6838: 6827: 6816: 6807: 6800: 6777: 6770: 6764: 6753:Brill Publishers 6745: 6739: 6720: 6714: 6713: 6691: 6685: 6684: 6662: 6653: 6652: 6650: 6649: 6643: 6636: 6628: 6622: 6600: 6594: 6593: 6591: 6590: 6579:classics.mit.edu 6571: 6565: 6564: 6562: 6561: 6542: 6536: 6535: 6515: 6509: 6508: 6480: 6474: 6473: 6455: 6449: 6448: 6438: 6432: 6431: 6413: 6407: 6406: 6404: 6402: 6374: 6365: 6364: 6340: 6334: 6333: 6315: 6309: 6308: 6306: 6305: 6286: 6280: 6279: 6261: 6251: 6227: 6221: 6220: 6218: 6216: 6198: 6192: 6191: 6181: 6157: 6151: 6150: 6148: 6147: 6099: 6090: 6089: 6071: 6047: 6038: 6037: 6019: 5995: 5986: 5985: 5983: 5981: 5963: 5954: 5953: 5913: 5904: 5903: 5901: 5899: 5861: 5852: 5851: 5849: 5848: 5828: 5817: 5816: 5814: 5812: 5794: 5788: 5787: 5785: 5784: 5736: 5730: 5729: 5727: 5726: 5686: 5680: 5679: 5661: 5637: 5628: 5627: 5625: 5623: 5575: 5566: 5565: 5563: 5561: 5533: 5527: 5526: 5506: 5500: 5499: 5497: 5495: 5467: 5458: 5457: 5455: 5454: 5418: 5412: 5411: 5409: 5408: 5389:10.1037/h0072120 5368: 5362: 5361: 5359: 5358: 5310: 5304: 5303: 5301: 5299: 5261: 5255: 5254: 5252: 5250: 5230: 5224: 5223: 5221: 5220: 5180: 5174: 5173: 5163: 5145: 5121: 5115: 5114: 5112: 5110: 5082: 5073: 5072: 5070: 5068: 5040: 5031: 5030: 5028: 5027: 5010:Jones, Allison. 5007: 4998: 4997: 4987: 4963: 4957: 4956: 4954: 4953: 4905: 4899: 4898: 4896: 4895: 4868:10.2307/20635601 4847: 4841: 4840: 4838: 4836: 4818: 4812: 4811: 4809: 4807: 4789: 4780: 4779: 4777: 4776: 4744: 4735: 4734: 4732: 4731: 4713: 4707: 4706: 4704: 4703: 4697: 4690: 4679: 4673: 4672: 4670: 4669: 4651: 4645: 4644: 4618: 4594: 4588: 4587: 4585: 4583: 4563: 4552: 4551: 4549: 4548: 4510: 4499: 4498: 4496: 4495: 4457: 4451: 4450: 4448: 4447: 4429: 4420: 4419: 4417: 4415: 4397: 4386: 4385: 4383: 4382: 4364: 4353: 4352: 4350: 4349: 4308:(217): 289–302. 4293: 4287: 4286: 4284: 4282: 4264: 4258: 4257: 4255: 4254: 4214: 4205: 4204: 4172: 4159: 4145: 4139: 4138: 4136: 4135: 4117: 4111: 4110: 4102: 4087: 4086: 4058: 4045: 4044: 4042: 4040: 4023:Siegel, Harvey. 4020: 3919: 3918: 3916: 3914: 3896: 3871: 3870: 3868: 3867: 3849: 3780: 3779: 3777: 3775: 3755: 3664: 3663: 3639: 3630: 3629: 3627: 3626: 3607: 3601: 3600: 3598: 3597: 3588:. Archived from 3578: 3572: 3571: 3569: 3568: 3549: 3502: 3500:Education portal 3497: 3496: 3488: 3483: 3482: 3481: 3356: 3355: 3282:of the schools. 3158:. He worked for 3052:Martin Heidegger 3047:Martin Heidegger 2973:Maria Montessori 2962:Maria Montessori 2953:Maria Montessori 2937:Transactionalism 2543:al-‘aql al-fa‘il 2373:, an elementary 2259:higher education 2248:public education 2156: 2149: 2145: 2142: 2136: 2112: 2111: 2104: 1827:natural sciences 1624:in the field of 1532:sexual practices 1477:educated or the 1084:public education 953:natural sciences 830: 823: 816: 686:Computer science 645:Female education 640:Gifted education 567: 566: 557: 550: 543: 262:Aztec philosophy 141:Ancient Egyptian 123: 122: 75: 71: 70: 69: 56: 37: 36: 21: 14349: 14348: 14344: 14343: 14342: 14340: 14339: 14338: 14319: 14318: 14317: 14312: 14299: 14225:Critical theory 14203: 14198: 14188: 14178: 14168: 14158: 14148: 14138: 14128: 14118: 14108: 14098: 14088: 14078: 14068: 14058: 14048: 14028: 13706: 13700: 13498: 13492: 13441: 13370: 13277: 13229:Budapest School 13217: 13006:Cosmopolitanism 12979: 12974: 12944: 12939: 12908: 12906: 12889: 12883: 12866: 12864: 12854: 12781: 12770: 12693: 12687: 12670: 12664: 12645:Solomon Islands 12583: 12572: 12466: 12464: 12457: 12331: 12320: 12304: 12262: 12256: 12242:Northern Cyprus 12224: 12218: 12139:North Macedonia 11960: 11947: 11919: 11887: 11878: 11859:Northern Cyprus 11845: 11838: 11580: 11567: 11566: 11561: 11544: 11531: 11522: 11503: 11501: 11494: 11478: 11476: 11469: 11188: 11175: 11160: 11159: 11140: 11131: 11122: 11114: 11107: 11085: 11073: 11054: 11045: 11037: 11032: 11014: 10995: 10986: 10978: 10973: 10957: 10938: 10930: 10923: 10879: 10862: 10816: 10735:Active learning 10730:Teaching method 10705:Learning theory 10646: 10612:Autodidacticism 10607:Adult education 10593: 10534:Performing arts 10415: 10322:Teacher quality 10312:Standards-based 10268: 10240: 10229: 10224: 10194: 10189: 10166: 10164: 10143: 10107: 10007: 9969: 9916: 9870: 9869: 9841: 9830:Russian cosmism 9803: 9799:Western Marxism 9764:New Historicism 9729:Critical theory 9715: 9711:Wittgensteinian 9607:Foundationalism 9540: 9477: 9458:Social contract 9314:Foundationalism 9247: 9229: 9213:Illuminationism 9198:Aristotelianism 9184: 9173:Vishishtadvaita 9126: 9078: 9019: 8986: 8857: 8786:Megarian school 8781:Eretrian school 8722: 8683:Agriculturalism 8660: 8606: 8587: 8534: 8506: 8463: 8415: 8372: 8356:Incompatibilism 8325: 8297: 8249: 8221: 8144: 8133: 8128: 8098: 8093: 8075: 8054: 7998: 7934:Critical theory 7907: 7898:Active learning 7886: 7811: 7806: 7754: 7753: 7752: 7737: 7736: 7732: 7725: 7680: 7651: 7583: 7581:Further reading 7578: 7577: 7567: 7565: 7556: 7555: 7551: 7546:Wayback Machine 7533: 7529: 7519: 7517: 7502: 7498: 7489: 7485: 7476: 7474: 7470: 7439: 7431:Wayback Machine 7421: 7417: 7410: 7396: 7392: 7385: 7371: 7367: 7362:Wayback Machine 7349: 7345: 7340:Wayback Machine 7327: 7323: 7318:Wayback Machine 7305: 7301: 7292: 7290: 7277: 7273: 7264: 7262: 7249: 7245: 7236: 7234: 7221: 7217: 7208: 7206: 7204:www.archive.org 7198: 7197: 7193: 7154: 7150: 7144:Wayback Machine 7134: 7130: 7120: 7118: 7109: 7108: 7104: 7097: 7083: 7079: 7070: 7068: 7055: 7054: 7050: 7034: 7033: 7027: 7025: 7018:www.leeds.ac.uk 7010: 7006: 6997: 6995: 6982: 6981: 6977: 6968: 6966: 6953: 6952: 6948: 6939: 6935: 6926: 6922: 6901: 6897: 6878: 6874: 6855: 6851: 6839: 6830: 6818:Ediger, Marlow. 6817: 6810: 6801: 6780: 6771: 6767: 6751:, pp. 224-262, 6746: 6742: 6731:Wayback Machine 6721: 6717: 6710: 6692: 6688: 6681: 6663: 6656: 6647: 6645: 6641: 6637:. 27 May 2015. 6634: 6630: 6629: 6625: 6610:" (34b-37c) in 6601: 6597: 6588: 6586: 6573: 6572: 6568: 6559: 6557: 6550:www.iep.utm.edu 6544: 6543: 6539: 6516: 6512: 6481: 6477: 6470: 6456: 6452: 6439: 6435: 6428: 6414: 6410: 6400: 6398: 6391: 6375: 6368: 6361: 6341: 6337: 6330: 6316: 6312: 6303: 6301: 6288: 6287: 6283: 6228: 6224: 6214: 6212: 6199: 6195: 6158: 6154: 6145: 6143: 6120:10.2307/1177163 6100: 6093: 6048: 6041: 5996: 5989: 5979: 5977: 5964: 5957: 5914: 5907: 5897: 5895: 5888: 5862: 5855: 5846: 5844: 5829: 5820: 5810: 5808: 5795: 5791: 5782: 5780: 5737: 5733: 5724: 5722: 5687: 5683: 5638: 5631: 5621: 5619: 5576: 5569: 5559: 5557: 5550: 5534: 5530: 5523: 5507: 5503: 5493: 5491: 5484: 5468: 5461: 5452: 5450: 5443: 5419: 5415: 5406: 5404: 5369: 5365: 5356: 5354: 5331:10.2307/3331533 5311: 5307: 5297: 5295: 5288: 5262: 5258: 5248: 5246: 5231: 5227: 5218: 5216: 5181: 5177: 5122: 5118: 5108: 5106: 5099: 5083: 5076: 5066: 5064: 5057: 5041: 5034: 5025: 5023: 5008: 5001: 4964: 4960: 4951: 4949: 4906: 4902: 4893: 4891: 4848: 4844: 4834: 4832: 4819: 4815: 4805: 4803: 4790: 4783: 4774: 4772: 4745: 4738: 4729: 4727: 4714: 4710: 4701: 4699: 4695: 4688: 4680: 4676: 4667: 4665: 4652: 4648: 4595: 4591: 4581: 4579: 4564: 4555: 4546: 4544: 4537: 4511: 4502: 4493: 4491: 4484: 4458: 4454: 4445: 4443: 4430: 4423: 4413: 4411: 4398: 4389: 4380: 4378: 4365: 4356: 4347: 4345: 4294: 4290: 4280: 4278: 4265: 4261: 4252: 4250: 4215: 4208: 4173: 4162: 4146: 4142: 4133: 4131: 4118: 4114: 4103: 4090: 4083: 4059: 4048: 4038: 4036: 4021: 3922: 3912: 3910: 3897: 3874: 3865: 3863: 3850: 3783: 3773: 3771: 3756: 3667: 3660: 3640: 3633: 3624: 3622: 3609: 3608: 3604: 3595: 3593: 3580: 3579: 3575: 3566: 3564: 3551: 3550: 3546: 3541: 3498: 3491: 3484: 3479: 3477: 3474: 3354: 3306: 3262: 3225: 3191: 3183:Harry S. Broudy 3180: 3178:Harry S. Broudy 3125: 3074:epistemological 3060: 3049: 3029: 3013: 2981: 2955: 2899: 2866:. Now known as 2848: 2843: 2834:Charlotte Mason 2831: 2829:Charlotte Mason 2819: 2769: 2692: 2678: 2634: 2629: 2611:, published by 2584:Hayy ibn Yaqzan 2551: 2377:was known as a 2367: 2362: 2296: 2171: 2166: 2157: 2146: 2140: 2137: 2123:Please help by 2122: 2113: 2109: 2102: 2070: 2026: 2020: 2002: 1996: 1987: 1981: 1949: 1943: 1930: 1924: 1915: 1909: 1900: 1894: 1885: 1880: 1844: 1831:social sciences 1792: 1712:native language 1690: 1652:The problem of 1650: 1564:moral reasoning 1552:moral education 1508: 1500:social cohesion 1471: 1413: 1392:false dichotomy 1376: 1356:character-based 1340:character-based 1305:religious faith 1293:open-mindedness 1256: 1211: 1206: 1163:moral education 1100:epistemological 1092: 1016: 968:Existentialists 957:social sciences 896:in contrast to 834: 772:Factor analysis 716:Performing arts 691:Early childhood 660:Teaching method 561: 532: 531: 497:Epistemologists 487: 486: 475: 474: 411: 387: 386: 375: 374: 120: 119: 108: 67: 65: 64: 35: 28: 23: 22: 15: 12: 11: 5: 14347: 14337: 14336: 14331: 14314: 14313: 14311: 14310: 14304: 14301: 14300: 14298: 14297: 14292: 14287: 14285:Social science 14282: 14277: 14272: 14267: 14262: 14257: 14252: 14247: 14242: 14237: 14232: 14227: 14222: 14217: 14211: 14209: 14205: 14204: 14202: 14201: 14191: 14181: 14175:Gender Trouble 14171: 14161: 14151: 14141: 14131: 14121: 14111: 14105:The Second Sex 14101: 14091: 14081: 14071: 14061: 14051: 14040: 14038: 14034: 14033: 14030: 14029: 14027: 14026: 14021: 14016: 14011: 14006: 14001: 13996: 13991: 13986: 13981: 13976: 13971: 13966: 13961: 13956: 13951: 13946: 13941: 13936: 13931: 13926: 13921: 13916: 13911: 13906: 13901: 13896: 13891: 13886: 13881: 13876: 13871: 13866: 13861: 13856: 13851: 13846: 13841: 13836: 13831: 13826: 13821: 13816: 13811: 13806: 13801: 13796: 13791: 13786: 13781: 13776: 13771: 13766: 13761: 13756: 13751: 13746: 13741: 13736: 13731: 13726: 13721: 13716: 13710: 13708: 13702: 13701: 13699: 13698: 13693: 13688: 13683: 13678: 13673: 13668: 13663: 13658: 13653: 13648: 13643: 13638: 13633: 13628: 13623: 13618: 13613: 13608: 13603: 13598: 13593: 13588: 13583: 13578: 13573: 13568: 13563: 13558: 13553: 13548: 13543: 13538: 13533: 13528: 13523: 13518: 13513: 13508: 13502: 13500: 13494: 13493: 13491: 13490: 13485: 13480: 13475: 13470: 13465: 13460: 13455: 13449: 13447: 13443: 13442: 13440: 13439: 13434: 13429: 13424: 13419: 13414: 13409: 13404: 13399: 13394: 13389: 13384: 13378: 13376: 13372: 13371: 13369: 13368: 13363: 13358: 13353: 13348: 13343: 13338: 13333: 13328: 13323: 13318: 13313: 13308: 13303: 13298: 13292: 13290: 13283: 13279: 13278: 13276: 13275: 13270: 13265: 13264: 13263: 13253: 13248: 13243: 13242: 13241: 13231: 13225: 13223: 13219: 13218: 13216: 13215: 13210: 13201: 13200: 13199: 13189: 13184: 13179: 13174: 13169: 13164: 13155: 13150: 13141: 13136: 13131: 13126: 13121: 13120: 13119: 13109: 13104: 13099: 13097:Invisible hand 13094: 13089: 13084: 13083: 13082: 13072: 13067: 13062: 13057: 13052: 13051: 13050: 13040: 13039: 13038: 13033: 13028: 13018: 13013: 13008: 13003: 12998: 12993: 12987: 12985: 12981: 12980: 12973: 12972: 12965: 12958: 12950: 12941: 12940: 12938: 12937: 12927: 12917: 12902: 12899: 12898: 12895: 12894: 12891: 12890: 12888: 12887: 12880: 12875: 12869: 12867: 12859: 12856: 12855: 12853: 12852: 12847: 12842: 12837: 12832: 12827: 12822: 12817: 12812: 12807: 12802: 12797: 12791: 12789: 12783: 12782: 12772: 12771: 12769: 12768: 12763: 12758: 12753: 12748: 12746:Norfolk Island 12743: 12738: 12733: 12728: 12723: 12718: 12713: 12708: 12703: 12701:American Samoa 12697: 12695: 12689: 12688: 12686: 12685: 12680: 12674: 12672: 12671:of New Zealand 12666: 12665: 12663: 12662: 12657: 12652: 12647: 12642: 12637: 12632: 12627: 12622: 12617: 12612: 12607: 12602: 12597: 12591: 12589: 12585: 12584: 12574: 12573: 12571: 12570: 12565: 12560: 12555: 12553:Sint Eustatius 12550: 12545: 12540: 12535: 12530: 12525: 12520: 12515: 12510: 12505: 12500: 12498:Cayman Islands 12495: 12490: 12485: 12480: 12475: 12469: 12467: 12462: 12459: 12458: 12456: 12455: 12450: 12445: 12440: 12435: 12430: 12425: 12420: 12415: 12410: 12405: 12400: 12395: 12390: 12385: 12380: 12375: 12370: 12365: 12360: 12355: 12350: 12345: 12339: 12337: 12333: 12332: 12322: 12321: 12319: 12318: 12316:European Union 12312: 12310: 12309:Other entities 12306: 12305: 12303: 12302: 12297: 12292: 12287: 12282: 12277: 12272: 12266: 12264: 12263:other entities 12258: 12257: 12255: 12254: 12249: 12244: 12239: 12234: 12228: 12226: 12220: 12219: 12217: 12216: 12214:United Kingdom 12211: 12206: 12201: 12196: 12191: 12186: 12181: 12176: 12171: 12166: 12161: 12156: 12151: 12146: 12141: 12136: 12131: 12126: 12121: 12116: 12111: 12106: 12101: 12096: 12091: 12086: 12081: 12079: 12074: 12069: 12064: 12059: 12054: 12049: 12044: 12039: 12034: 12029: 12027:Czech Republic 12024: 12019: 12014: 12009: 12004: 11999: 11994: 11989: 11984: 11979: 11974: 11968: 11966: 11962: 11961: 11949: 11948: 11946: 11945: 11935: 11924: 11921: 11920: 11918: 11917: 11912: 11907: 11902: 11897: 11891: 11889: 11880: 11879: 11877: 11876: 11871: 11866: 11861: 11856: 11850: 11848: 11840: 11839: 11837: 11836: 11831: 11826: 11821: 11816: 11811: 11806: 11801: 11796: 11791: 11786: 11781: 11776: 11771: 11766: 11761: 11756: 11751: 11746: 11741: 11736: 11731: 11726: 11721: 11716: 11711: 11706: 11701: 11696: 11691: 11686: 11681: 11676: 11671: 11666: 11661: 11656: 11651: 11646: 11641: 11636: 11631: 11626: 11621: 11616: 11611: 11606: 11601: 11596: 11590: 11588: 11582: 11581: 11569: 11568: 11565: 11564: 11547: 11534: 11525: 11511:Canary Islands 11507: 11506: 11504: 11499: 11496: 11495: 11493: 11492: 11487: 11481: 11479: 11474: 11471: 11470: 11468: 11467: 11462: 11457: 11452: 11447: 11442: 11437: 11432: 11427: 11422: 11417: 11412: 11407: 11402: 11397: 11392: 11387: 11382: 11377: 11372: 11367: 11362: 11357: 11352: 11347: 11342: 11337: 11332: 11327: 11322: 11317: 11312: 11307: 11302: 11297: 11292: 11287: 11282: 11277: 11272: 11267: 11262: 11257: 11252: 11247: 11242: 11237: 11232: 11227: 11222: 11217: 11212: 11207: 11202: 11196: 11194: 11190: 11189: 11177: 11176: 11166: 11165: 11162: 11161: 11158: 11157: 11146: 11145: 11142: 11141: 11137: 11136: 11133: 11132: 11128: 11127: 11124: 11123: 11119: 11117: 11116: 11109: 11099: 11092: 11091: 11080: 11075: 11065: 11059: 11056: 11055: 11051: 11050: 11047: 11046: 11042: 11040: 11039: 11034: 11024: 11017: 11016: 11006: 11000: 10997: 10996: 10992: 10991: 10988: 10987: 10983: 10981: 10980: 10975: 10967: 10960: 10959: 10955:Primary school 10949: 10943: 10940: 10939: 10935: 10933: 10932: 10925: 10915: 10908: 10907: 10902: 10897: 10892: 10884: 10881: 10880: 10868: 10867: 10864: 10863: 10861: 10860: 10855: 10850: 10845: 10840: 10835: 10830: 10824: 10822: 10818: 10817: 10815: 10814: 10809: 10808: 10807: 10802: 10797: 10792: 10787: 10782: 10777: 10772: 10767: 10762: 10757: 10752: 10747: 10742: 10737: 10727: 10722: 10717: 10712: 10707: 10702: 10701: 10700: 10695: 10690: 10680: 10675: 10670: 10668:Cognitive load 10665: 10660: 10654: 10652: 10648: 10647: 10645: 10644: 10639: 10634: 10629: 10624: 10619: 10614: 10609: 10603: 10601: 10595: 10594: 10592: 10591: 10586: 10581: 10576: 10571: 10566: 10561: 10556: 10551: 10546: 10541: 10536: 10531: 10526: 10521: 10516: 10511: 10506: 10501: 10496: 10491: 10486: 10481: 10476: 10471: 10466: 10461: 10456: 10451: 10446: 10441: 10436: 10431: 10425: 10423: 10417: 10416: 10414: 10413: 10412: 10411: 10401: 10396: 10391: 10386: 10381: 10376: 10371: 10366: 10361: 10356: 10351: 10346: 10341: 10339:Evidence-based 10336: 10331: 10326: 10325: 10324: 10319: 10314: 10309: 10304: 10303: 10302: 10287: 10282: 10276: 10274: 10273:By perspective 10270: 10269: 10267: 10266: 10261: 10256: 10250: 10248: 10242: 10241: 10231: 10230: 10223: 10222: 10215: 10208: 10200: 10191: 10190: 10188: 10187: 10175: 10160: 10157: 10156: 10153: 10152: 10149: 10148: 10145: 10144: 10142: 10141: 10136: 10131: 10126: 10121: 10115: 10113: 10109: 10108: 10106: 10105: 10100: 10095: 10090: 10085: 10080: 10075: 10070: 10065: 10060: 10055: 10050: 10045: 10040: 10039: 10038: 10028: 10023: 10017: 10015: 10009: 10008: 10006: 10005: 10000: 9995: 9990: 9985: 9979: 9977: 9975:Middle Eastern 9971: 9970: 9968: 9967: 9962: 9957: 9952: 9947: 9942: 9937: 9932: 9926: 9924: 9918: 9917: 9915: 9914: 9909: 9904: 9899: 9893: 9891: 9882: 9872: 9871: 9868: 9867: 9863: 9855: 9854: 9851: 9850: 9847: 9846: 9843: 9842: 9840: 9839: 9832: 9827: 9822: 9817: 9811: 9809: 9805: 9804: 9802: 9801: 9796: 9791: 9786: 9781: 9776: 9771: 9766: 9761: 9756: 9751: 9746: 9741: 9739:Existentialism 9736: 9734:Deconstruction 9731: 9725: 9723: 9717: 9716: 9714: 9713: 9708: 9703: 9698: 9693: 9688: 9683: 9678: 9673: 9668: 9663: 9658: 9653: 9648: 9643: 9638: 9633: 9628: 9623: 9618: 9613: 9604: 9599: 9594: 9589: 9584: 9579: 9574: 9569: 9567:Applied ethics 9563: 9561: 9552: 9546: 9545: 9542: 9541: 9539: 9538: 9533: 9531:Nietzscheanism 9528: 9523: 9518: 9513: 9508: 9503: 9502: 9501: 9491: 9485: 9483: 9479: 9478: 9476: 9475: 9473:Utilitarianism 9470: 9465: 9460: 9455: 9450: 9445: 9440: 9435: 9430: 9425: 9420: 9415: 9410: 9405: 9400: 9395: 9390: 9385: 9380: 9375: 9374: 9373: 9371:Transcendental 9368: 9363: 9358: 9353: 9348: 9338: 9337: 9336: 9326: 9321: 9316: 9311: 9309:Existentialism 9306: 9301: 9296: 9291: 9286: 9281: 9276: 9271: 9265: 9259: 9253: 9252: 9249: 9248: 9246: 9245: 9239: 9237: 9231: 9230: 9228: 9227: 9222: 9215: 9210: 9205: 9200: 9194: 9192: 9186: 9185: 9183: 9182: 9177: 9176: 9175: 9170: 9165: 9160: 9155: 9150: 9145: 9134: 9132: 9128: 9127: 9125: 9124: 9119: 9114: 9109: 9104: 9099: 9097:Augustinianism 9094: 9088: 9086: 9080: 9079: 9077: 9076: 9071: 9066: 9061: 9056: 9051: 9046: 9040: 9038: 9031: 9025: 9024: 9021: 9020: 9018: 9017: 9012: 9010:Zoroastrianism 9007: 9002: 8996: 8994: 8988: 8987: 8985: 8984: 8983: 8982: 8977: 8972: 8967: 8962: 8957: 8952: 8947: 8942: 8932: 8931: 8930: 8925: 8915: 8914: 8913: 8908: 8903: 8898: 8893: 8888: 8883: 8878: 8867: 8865: 8859: 8858: 8856: 8855: 8853:Church Fathers 8850: 8845: 8840: 8835: 8830: 8825: 8824: 8823: 8818: 8813: 8808: 8798: 8793: 8788: 8783: 8778: 8773: 8768: 8767: 8766: 8761: 8756: 8751: 8746: 8735: 8733: 8724: 8723: 8721: 8720: 8715: 8710: 8705: 8700: 8695: 8690: 8685: 8679: 8677: 8668: 8662: 8661: 8659: 8658: 8657: 8656: 8651: 8646: 8641: 8636: 8626: 8620: 8618: 8608: 8607: 8597: 8596: 8593: 8592: 8589: 8588: 8586: 8585: 8580: 8575: 8570: 8565: 8560: 8555: 8550: 8544: 8542: 8536: 8535: 8533: 8532: 8527: 8522: 8516: 8514: 8508: 8507: 8505: 8504: 8499: 8494: 8489: 8484: 8479: 8473: 8471: 8465: 8464: 8462: 8461: 8456: 8451: 8446: 8441: 8436: 8431: 8425: 8423: 8417: 8416: 8414: 8413: 8408: 8403: 8398: 8393: 8388: 8382: 8380: 8374: 8373: 8371: 8370: 8368:Libertarianism 8365: 8364: 8363: 8353: 8352: 8351: 8341: 8335: 8333: 8327: 8326: 8324: 8323: 8318: 8313: 8307: 8305: 8299: 8298: 8296: 8295: 8290: 8285: 8280: 8275: 8270: 8265: 8259: 8257: 8251: 8250: 8248: 8247: 8242: 8237: 8231: 8229: 8223: 8222: 8220: 8219: 8214: 8209: 8204: 8199: 8194: 8189: 8184: 8179: 8174: 8172:Metaphilosophy 8169: 8164: 8158: 8156: 8146: 8145: 8135: 8134: 8127: 8126: 8119: 8112: 8104: 8095: 8094: 8092: 8091: 8086: 8080: 8077: 8076: 8074: 8073: 8068: 8062: 8060: 8056: 8055: 8053: 8052: 8047: 8042: 8037: 8032: 8027: 8022: 8017: 8012: 8006: 8004: 8000: 7999: 7997: 7996: 7991: 7986: 7981: 7976: 7971: 7966: 7961: 7956: 7951: 7946: 7941: 7936: 7931: 7926: 7921: 7915: 7913: 7909: 7908: 7906: 7905: 7900: 7894: 7892: 7888: 7887: 7885: 7884: 7877: 7872: 7867: 7862: 7857: 7852: 7847: 7842: 7837: 7832: 7827: 7821: 7819: 7813: 7812: 7805: 7804: 7797: 7790: 7782: 7776: 7775: 7770: 7763: 7751: 7750: 7745: 7739: 7738: 7727: 7726: 7724: 7723:External links 7721: 7720: 7719: 7708:Daan Thoomes, 7706: 7698: 7684: 7678: 7663: 7649: 7626: 7612: 7598: 7582: 7579: 7576: 7575: 7549: 7527: 7496: 7483: 7415: 7408: 7390: 7383: 7365: 7343: 7321: 7299: 7271: 7243: 7215: 7191: 7170:10.1086/453348 7164:(7): 441–453. 7148: 7128: 7102: 7095: 7077: 7048: 7004: 6975: 6961:. 2011-03-28. 6946: 6933: 6920: 6895: 6872: 6849: 6828: 6808: 6778: 6765: 6740: 6715: 6708: 6686: 6679: 6654: 6623: 6595: 6566: 6537: 6526:(2): 162–172. 6510: 6475: 6469:978-1138923669 6468: 6450: 6433: 6426: 6408: 6389: 6366: 6359: 6335: 6328: 6310: 6281: 6242:(4): 461–479. 6222: 6193: 6152: 6091: 6062:(2): 612–652. 6039: 6010:(1): vii–xvi. 5987: 5955: 5934:10.2307/589362 5928:(4): 563–578. 5905: 5886: 5853: 5818: 5789: 5751:(7): 755–772. 5731: 5681: 5629: 5567: 5548: 5528: 5521: 5501: 5482: 5459: 5441: 5413: 5383:(3): 179–193. 5363: 5325:(2): 161–164. 5305: 5286: 5256: 5225: 5195:(2): 261–281. 5175: 5136:(3): 175–179. 5116: 5097: 5074: 5055: 5032: 4999: 4978:(2): 125–138. 4958: 4900: 4862:(4): 346–360. 4842: 4813: 4781: 4736: 4708: 4674: 4646: 4589: 4553: 4535: 4515:"Introduction" 4500: 4482: 4452: 4421: 4387: 4354: 4288: 4259: 4229:(3): 223–234. 4206: 4187:(3): 146–159. 4160: 4140: 4112: 4088: 4081: 4046: 3920: 3872: 3781: 3665: 3658: 3631: 3602: 3573: 3543: 3542: 3540: 3537: 3536: 3535: 3530: 3525: 3520: 3515: 3510: 3504: 3503: 3489: 3473: 3470: 3467: 3466: 3462: 3459: 3453: 3452: 3448: 3445: 3439: 3438: 3435: 3432: 3426: 3425: 3417: 3414: 3408: 3407: 3403: 3400: 3394: 3393: 3389: 3386: 3380: 3379: 3376: 3373: 3367: 3366: 3363: 3360: 3353: 3350: 3327:Women and Evil 3317:Carol Gilligan 3305: 3302: 3261: 3258: 3224: 3221: 3190: 3187: 3179: 3176: 3124: 3121: 3105:epistemologist 3072:known for his 3059: 3056: 3048: 3045: 3028: 3025: 3012: 3009: 3000:Project Method 2980: 2977: 2954: 2951: 2898: 2895: 2860:Rudolf Steiner 2854:Rudolf Steiner 2847: 2844: 2842: 2839: 2830: 2827: 2818: 2815: 2768: 2765: 2677: 2674: 2633: 2630: 2628: 2625: 2613:Edward Pococke 2550: 2547: 2472:Islamic ethics 2366: 2363: 2361: 2358: 2295: 2292: 2170: 2167: 2165: 2162: 2159: 2158: 2116: 2114: 2107: 2101: 2098: 2069: 2066: 2022:Main article: 2019: 2016: 2010:Progressivists 2006:social animals 1998:Main article: 1995: 1992: 1983:Main article: 1980: 1977: 1973:social justice 1957:Marxist theory 1945:Main article: 1942: 1939: 1926:Main article: 1923: 1920: 1911:Main article: 1908: 1905: 1896:Main article: 1893: 1890: 1884: 1883:Existentialist 1881: 1879: 1876: 1843: 1840: 1791: 1788: 1776:private sphere 1689: 1686: 1649: 1646: 1507: 1504: 1496:communitarians 1470: 1467: 1438:indoctrination 1412: 1409: 1375: 1372: 1281:liberal ideals 1255: 1252: 1210: 1207: 1205: 1202: 1198:decolonization 1124:existentialism 1091: 1088: 1015: 1012: 984:postmodernists 941:discrimination 898:indoctrination 836: 835: 833: 832: 825: 818: 810: 807: 806: 805: 804: 799: 794: 789: 784: 779: 774: 769: 767:Evidence-based 764: 759: 754: 746: 745: 741: 740: 739: 738: 733: 728: 726:Social science 723: 718: 713: 708: 703: 698: 693: 688: 683: 678: 670: 669: 665: 664: 663: 662: 657: 652: 647: 642: 637: 632: 627: 622: 617: 607: 602: 597: 592: 587: 579: 578: 574: 573: 563: 562: 560: 559: 552: 545: 537: 534: 533: 530: 529: 524: 519: 514: 512:Metaphysicians 509: 504: 499: 494: 488: 482: 481: 480: 477: 476: 473: 472: 467: 462: 457: 452: 447: 442: 440:Metaphilosophy 437: 432: 427: 422: 417: 410: 409: 404: 399: 394: 388: 382: 381: 380: 377: 376: 371: 370: 369: 368: 363: 358: 353: 348: 343: 338: 333: 325: 324: 318: 317: 316: 315: 314: 313: 308: 303: 298: 293: 288: 278: 277: 276: 266: 265: 264: 254: 253: 252: 247: 242: 237: 232: 227: 217: 216: 215: 210: 205: 192: 191: 185: 184: 183: 182: 181: 180: 175: 165: 160: 155: 150: 149: 148: 143: 130: 129: 121: 115: 114: 113: 110: 109: 107: 106: 101: 96: 91: 86: 81: 76: 61: 58: 57: 49: 48: 42: 41: 26: 9: 6: 4: 3: 2: 14346: 14335: 14332: 14330: 14327: 14326: 14324: 14309: 14306: 14305: 14302: 14296: 14293: 14291: 14290:Social theory 14288: 14286: 14283: 14281: 14278: 14276: 14273: 14271: 14268: 14266: 14263: 14261: 14258: 14256: 14253: 14251: 14248: 14246: 14243: 14241: 14238: 14236: 14233: 14231: 14228: 14226: 14223: 14221: 14218: 14216: 14213: 14212: 14210: 14206: 14197: 14196: 14192: 14187: 14186: 14182: 14177: 14176: 14172: 14167: 14166: 14162: 14157: 14156: 14152: 14147: 14146: 14142: 14137: 14136: 14132: 14127: 14126: 14122: 14117: 14116: 14112: 14107: 14106: 14102: 14097: 14096: 14092: 14087: 14086: 14082: 14077: 14076: 14072: 14067: 14066: 14062: 14057: 14056: 14052: 14047: 14046: 14042: 14041: 14039: 14035: 14025: 14022: 14020: 14017: 14015: 14012: 14010: 14007: 14005: 14002: 14000: 13997: 13995: 13992: 13990: 13987: 13985: 13982: 13980: 13977: 13975: 13972: 13970: 13967: 13965: 13962: 13960: 13957: 13955: 13952: 13950: 13947: 13945: 13944:Radhakrishnan 13942: 13940: 13937: 13935: 13932: 13930: 13927: 13925: 13922: 13920: 13917: 13915: 13912: 13910: 13907: 13905: 13902: 13900: 13897: 13895: 13892: 13890: 13887: 13885: 13882: 13880: 13877: 13875: 13872: 13870: 13867: 13865: 13862: 13860: 13857: 13855: 13852: 13850: 13847: 13845: 13842: 13840: 13837: 13835: 13832: 13830: 13827: 13825: 13822: 13820: 13817: 13815: 13812: 13810: 13807: 13805: 13802: 13800: 13797: 13795: 13792: 13790: 13787: 13785: 13782: 13780: 13777: 13775: 13772: 13770: 13767: 13765: 13762: 13760: 13757: 13755: 13752: 13750: 13747: 13745: 13742: 13740: 13737: 13735: 13732: 13730: 13727: 13725: 13722: 13720: 13717: 13715: 13712: 13711: 13709: 13705:20th and 21st 13703: 13697: 13694: 13692: 13689: 13687: 13684: 13682: 13679: 13677: 13674: 13672: 13669: 13667: 13664: 13662: 13659: 13657: 13654: 13652: 13649: 13647: 13644: 13642: 13639: 13637: 13634: 13632: 13629: 13627: 13624: 13622: 13619: 13617: 13614: 13612: 13609: 13607: 13604: 13602: 13599: 13597: 13594: 13592: 13589: 13587: 13584: 13582: 13579: 13577: 13574: 13572: 13569: 13567: 13564: 13562: 13559: 13557: 13554: 13552: 13549: 13547: 13544: 13542: 13539: 13537: 13534: 13532: 13529: 13527: 13524: 13522: 13519: 13517: 13514: 13512: 13509: 13507: 13504: 13503: 13501: 13497:18th and 19th 13495: 13489: 13486: 13484: 13481: 13479: 13476: 13474: 13471: 13469: 13466: 13464: 13461: 13459: 13456: 13454: 13451: 13450: 13448: 13444: 13438: 13435: 13433: 13430: 13428: 13425: 13423: 13420: 13418: 13415: 13413: 13410: 13408: 13405: 13403: 13400: 13398: 13395: 13393: 13390: 13388: 13385: 13383: 13380: 13379: 13377: 13373: 13367: 13364: 13362: 13359: 13357: 13354: 13352: 13349: 13347: 13344: 13342: 13339: 13337: 13334: 13332: 13329: 13327: 13324: 13322: 13319: 13317: 13314: 13312: 13309: 13307: 13304: 13302: 13299: 13297: 13294: 13293: 13291: 13287: 13284: 13280: 13274: 13271: 13269: 13266: 13262: 13259: 13258: 13257: 13254: 13252: 13249: 13247: 13244: 13240: 13237: 13236: 13235: 13232: 13230: 13227: 13226: 13224: 13220: 13214: 13211: 13208: 13207: 13202: 13198: 13195: 13194: 13193: 13190: 13188: 13185: 13183: 13180: 13178: 13175: 13173: 13170: 13168: 13165: 13162: 13161: 13156: 13154: 13151: 13148: 13147: 13142: 13140: 13137: 13135: 13132: 13130: 13127: 13125: 13122: 13118: 13115: 13114: 13113: 13110: 13108: 13105: 13103: 13100: 13098: 13095: 13093: 13090: 13088: 13085: 13081: 13078: 13077: 13076: 13073: 13071: 13068: 13066: 13063: 13061: 13058: 13056: 13053: 13049: 13046: 13045: 13044: 13041: 13037: 13034: 13032: 13029: 13027: 13024: 13023: 13022: 13019: 13017: 13014: 13012: 13009: 13007: 13004: 13002: 12999: 12997: 12994: 12992: 12989: 12988: 12986: 12982: 12978: 12971: 12966: 12964: 12959: 12957: 12952: 12951: 12948: 12936: 12928: 12926: 12918: 12916: 12915: 12904: 12903: 12900: 12886: 12881: 12879: 12878:French Guiana 12876: 12874: 12871: 12870: 12868: 12862: 12857: 12851: 12848: 12846: 12843: 12841: 12838: 12836: 12833: 12831: 12828: 12826: 12823: 12821: 12818: 12816: 12813: 12811: 12808: 12806: 12803: 12801: 12798: 12796: 12793: 12792: 12790: 12788: 12784: 12777: 12767: 12764: 12762: 12759: 12757: 12754: 12752: 12749: 12747: 12744: 12742: 12741:New Caledonia 12739: 12737: 12734: 12732: 12729: 12727: 12724: 12722: 12721:Easter Island 12719: 12717: 12714: 12712: 12709: 12707: 12704: 12702: 12699: 12698: 12696: 12690: 12684: 12681: 12679: 12676: 12675: 12673: 12667: 12661: 12658: 12656: 12653: 12651: 12648: 12646: 12643: 12641: 12638: 12636: 12633: 12631: 12628: 12626: 12623: 12621: 12618: 12616: 12613: 12611: 12608: 12606: 12603: 12601: 12598: 12596: 12593: 12592: 12590: 12586: 12579: 12569: 12566: 12564: 12561: 12559: 12556: 12554: 12551: 12549: 12546: 12544: 12541: 12539: 12536: 12534: 12531: 12529: 12526: 12524: 12521: 12519: 12516: 12514: 12511: 12509: 12506: 12504: 12501: 12499: 12496: 12494: 12491: 12489: 12486: 12484: 12481: 12479: 12476: 12474: 12471: 12470: 12468: 12460: 12454: 12453:United States 12451: 12449: 12446: 12444: 12441: 12439: 12436: 12434: 12431: 12429: 12426: 12424: 12421: 12419: 12416: 12414: 12411: 12409: 12406: 12404: 12401: 12399: 12396: 12394: 12391: 12389: 12386: 12384: 12381: 12379: 12376: 12374: 12371: 12369: 12366: 12364: 12361: 12359: 12356: 12354: 12351: 12349: 12346: 12344: 12341: 12340: 12338: 12334: 12327: 12317: 12314: 12313: 12311: 12307: 12301: 12298: 12296: 12293: 12291: 12288: 12286: 12283: 12281: 12278: 12276: 12275:Faroe Islands 12273: 12271: 12268: 12267: 12265: 12259: 12253: 12250: 12248: 12247:South Ossetia 12245: 12243: 12240: 12238: 12235: 12233: 12230: 12229: 12227: 12221: 12215: 12212: 12210: 12207: 12205: 12202: 12200: 12197: 12195: 12192: 12190: 12187: 12185: 12182: 12180: 12177: 12175: 12172: 12170: 12167: 12165: 12162: 12160: 12157: 12155: 12152: 12150: 12147: 12145: 12142: 12140: 12137: 12135: 12132: 12130: 12127: 12125: 12122: 12120: 12117: 12115: 12112: 12110: 12107: 12105: 12102: 12100: 12099:Liechtenstein 12097: 12095: 12092: 12090: 12087: 12085: 12082: 12080: 12078: 12075: 12073: 12070: 12068: 12065: 12063: 12060: 12058: 12055: 12053: 12050: 12048: 12045: 12043: 12040: 12038: 12035: 12033: 12030: 12028: 12025: 12023: 12020: 12018: 12015: 12013: 12010: 12008: 12005: 12003: 12000: 11998: 11995: 11993: 11990: 11988: 11985: 11983: 11980: 11978: 11975: 11973: 11970: 11969: 11967: 11963: 11959: 11954: 11944: 11940: 11936: 11934: 11926: 11925: 11922: 11916: 11913: 11911: 11908: 11906: 11903: 11901: 11898: 11896: 11893: 11892: 11890: 11885: 11881: 11875: 11872: 11870: 11869:South Ossetia 11867: 11865: 11862: 11860: 11857: 11855: 11852: 11851: 11849: 11847: 11841: 11835: 11832: 11830: 11827: 11825: 11822: 11820: 11817: 11815: 11812: 11810: 11807: 11805: 11802: 11800: 11797: 11795: 11792: 11790: 11787: 11785: 11782: 11780: 11777: 11775: 11772: 11770: 11767: 11765: 11762: 11760: 11757: 11755: 11752: 11750: 11747: 11745: 11742: 11740: 11737: 11735: 11732: 11730: 11727: 11725: 11722: 11720: 11717: 11715: 11712: 11710: 11707: 11705: 11702: 11700: 11697: 11695: 11692: 11690: 11687: 11685: 11682: 11680: 11677: 11675: 11672: 11670: 11667: 11665: 11662: 11660: 11657: 11655: 11652: 11650: 11647: 11645: 11642: 11640: 11637: 11635: 11632: 11630: 11627: 11625: 11622: 11620: 11617: 11615: 11612: 11610: 11607: 11605: 11602: 11600: 11597: 11595: 11592: 11591: 11589: 11587: 11583: 11579: 11574: 11559: 11555: 11551: 11548: 11542: 11538: 11535: 11529: 11526: 11520: 11516: 11512: 11509: 11508: 11505: 11497: 11491: 11488: 11486: 11483: 11482: 11480: 11472: 11466: 11463: 11461: 11458: 11456: 11453: 11451: 11448: 11446: 11443: 11441: 11438: 11436: 11433: 11431: 11428: 11426: 11423: 11421: 11418: 11416: 11413: 11411: 11408: 11406: 11403: 11401: 11398: 11396: 11393: 11391: 11388: 11386: 11383: 11381: 11378: 11376: 11373: 11371: 11368: 11366: 11363: 11361: 11358: 11356: 11353: 11351: 11348: 11346: 11343: 11341: 11338: 11336: 11333: 11331: 11328: 11326: 11323: 11321: 11318: 11316: 11315:Guinea-Bissau 11313: 11311: 11308: 11306: 11303: 11301: 11298: 11296: 11293: 11291: 11288: 11286: 11283: 11281: 11278: 11276: 11273: 11271: 11268: 11266: 11263: 11261: 11258: 11256: 11253: 11251: 11248: 11246: 11243: 11241: 11238: 11236: 11233: 11231: 11228: 11226: 11223: 11221: 11218: 11216: 11213: 11211: 11208: 11206: 11203: 11201: 11198: 11197: 11195: 11191: 11187: 11182: 11178: 11171: 11167: 11156: 11152: 11148: 11147: 11143: 11118: 11113: 11110: 11106: 11105:Undergraduate 11103: 11102: 11097: 11094: 11093: 11089: 11084: 11081: 11079: 11076: 11072: 11069: 11068: 11063: 11060: 11041: 11035: 11031: 11030:Middle school 11028: 11027: 11022: 11019: 11018: 11013: 11010: 11009: 11004: 11001: 10982: 10976: 10971: 10970: 10965: 10962: 10961: 10956: 10953: 10952: 10947: 10944: 10934: 10929: 10926: 10922: 10919: 10918: 10913: 10910: 10909: 10906: 10903: 10901: 10898: 10896: 10893: 10891: 10888: 10887: 10882: 10878: 10873: 10869: 10859: 10856: 10854: 10851: 10849: 10846: 10844: 10841: 10839: 10836: 10834: 10831: 10829: 10826: 10825: 10823: 10819: 10813: 10810: 10806: 10803: 10801: 10798: 10796: 10795:Project-based 10793: 10791: 10790:Problem-based 10788: 10786: 10783: 10781: 10778: 10776: 10773: 10771: 10768: 10766: 10763: 10761: 10758: 10756: 10753: 10751: 10750:Demonstration 10748: 10746: 10745:Contemplative 10743: 10741: 10738: 10736: 10733: 10732: 10731: 10728: 10726: 10723: 10721: 10718: 10716: 10713: 10711: 10708: 10706: 10703: 10699: 10696: 10694: 10691: 10689: 10686: 10685: 10684: 10681: 10679: 10676: 10674: 10671: 10669: 10666: 10664: 10661: 10659: 10656: 10655: 10653: 10649: 10643: 10640: 10638: 10635: 10633: 10632:Homeschooling 10630: 10628: 10625: 10623: 10620: 10618: 10615: 10613: 10610: 10608: 10605: 10604: 10602: 10600: 10596: 10590: 10587: 10585: 10582: 10580: 10577: 10575: 10572: 10570: 10567: 10565: 10562: 10560: 10557: 10555: 10552: 10550: 10547: 10545: 10542: 10540: 10537: 10535: 10532: 10530: 10527: 10525: 10522: 10520: 10517: 10515: 10512: 10510: 10507: 10505: 10502: 10500: 10497: 10495: 10492: 10490: 10487: 10485: 10482: 10480: 10479:Environmental 10477: 10475: 10472: 10470: 10467: 10465: 10462: 10460: 10457: 10455: 10452: 10450: 10447: 10445: 10442: 10440: 10437: 10435: 10432: 10430: 10427: 10426: 10424: 10422: 10418: 10410: 10407: 10406: 10405: 10404:Instructional 10402: 10400: 10397: 10395: 10392: 10390: 10387: 10385: 10382: 10380: 10377: 10375: 10372: 10370: 10367: 10365: 10362: 10360: 10357: 10355: 10352: 10350: 10347: 10345: 10342: 10340: 10337: 10335: 10332: 10330: 10327: 10323: 10320: 10318: 10315: 10313: 10310: 10308: 10307:Psychometrics 10305: 10301: 10298: 10297: 10296: 10293: 10292: 10291: 10288: 10286: 10283: 10281: 10278: 10277: 10275: 10271: 10265: 10262: 10260: 10257: 10255: 10252: 10251: 10249: 10247: 10243: 10236: 10232: 10228: 10221: 10216: 10214: 10209: 10207: 10202: 10201: 10198: 10186: 10185: 10176: 10174: 10173: 10162: 10161: 10158: 10140: 10137: 10135: 10132: 10130: 10127: 10125: 10122: 10120: 10117: 10116: 10114: 10112:Miscellaneous 10110: 10104: 10101: 10099: 10096: 10094: 10091: 10089: 10086: 10084: 10081: 10079: 10076: 10074: 10071: 10069: 10066: 10064: 10061: 10059: 10056: 10054: 10051: 10049: 10046: 10044: 10041: 10037: 10034: 10033: 10032: 10029: 10027: 10024: 10022: 10019: 10018: 10016: 10014: 10010: 10004: 10001: 9999: 9996: 9994: 9991: 9989: 9986: 9984: 9981: 9980: 9978: 9976: 9972: 9966: 9963: 9961: 9958: 9956: 9953: 9951: 9948: 9946: 9943: 9941: 9938: 9936: 9933: 9931: 9928: 9927: 9925: 9923: 9919: 9913: 9910: 9908: 9905: 9903: 9900: 9898: 9895: 9894: 9892: 9890: 9886: 9883: 9881: 9877: 9873: 9865: 9864: 9860: 9856: 9838: 9837: 9833: 9831: 9828: 9826: 9823: 9821: 9818: 9816: 9813: 9812: 9810: 9808:Miscellaneous 9806: 9800: 9797: 9795: 9794:Structuralism 9792: 9790: 9787: 9785: 9782: 9780: 9779:Postmodernism 9777: 9775: 9772: 9770: 9769:Phenomenology 9767: 9765: 9762: 9760: 9757: 9755: 9752: 9750: 9747: 9745: 9742: 9740: 9737: 9735: 9732: 9730: 9727: 9726: 9724: 9722: 9718: 9712: 9709: 9707: 9706:Vienna Circle 9704: 9702: 9699: 9697: 9694: 9692: 9689: 9687: 9684: 9682: 9679: 9677: 9674: 9672: 9669: 9667: 9664: 9662: 9659: 9657: 9654: 9652: 9649: 9647: 9644: 9642: 9639: 9637: 9636:Moral realism 9634: 9632: 9629: 9627: 9624: 9622: 9619: 9617: 9614: 9612: 9608: 9605: 9603: 9600: 9598: 9595: 9593: 9590: 9588: 9585: 9583: 9580: 9578: 9575: 9573: 9570: 9568: 9565: 9564: 9562: 9560: 9556: 9553: 9551: 9547: 9537: 9534: 9532: 9529: 9527: 9524: 9522: 9519: 9517: 9514: 9512: 9509: 9507: 9504: 9500: 9497: 9496: 9495: 9492: 9490: 9487: 9486: 9484: 9480: 9474: 9471: 9469: 9466: 9464: 9461: 9459: 9456: 9454: 9451: 9449: 9446: 9444: 9441: 9439: 9438:Phenomenology 9436: 9434: 9431: 9429: 9426: 9424: 9421: 9419: 9416: 9414: 9411: 9409: 9406: 9404: 9401: 9399: 9396: 9394: 9391: 9389: 9386: 9384: 9381: 9379: 9378:Individualism 9376: 9372: 9369: 9367: 9364: 9362: 9359: 9357: 9354: 9352: 9349: 9347: 9344: 9343: 9342: 9339: 9335: 9332: 9331: 9330: 9327: 9325: 9322: 9320: 9317: 9315: 9312: 9310: 9307: 9305: 9302: 9300: 9297: 9295: 9292: 9290: 9287: 9285: 9282: 9280: 9277: 9275: 9272: 9270: 9267: 9266: 9263: 9260: 9258: 9254: 9244: 9243:Judeo-Islamic 9241: 9240: 9238: 9236: 9232: 9226: 9223: 9221: 9220: 9219:ʿIlm al-Kalām 9216: 9214: 9211: 9209: 9206: 9204: 9201: 9199: 9196: 9195: 9193: 9191: 9187: 9181: 9178: 9174: 9171: 9169: 9168:Shuddhadvaita 9166: 9164: 9161: 9159: 9156: 9154: 9151: 9149: 9146: 9144: 9141: 9140: 9139: 9136: 9135: 9133: 9129: 9123: 9120: 9118: 9115: 9113: 9110: 9108: 9105: 9103: 9102:Scholasticism 9100: 9098: 9095: 9093: 9090: 9089: 9087: 9085: 9081: 9075: 9072: 9070: 9067: 9065: 9062: 9060: 9057: 9055: 9052: 9050: 9047: 9045: 9042: 9041: 9039: 9035: 9032: 9030: 9026: 9016: 9013: 9011: 9008: 9006: 9003: 9001: 8998: 8997: 8995: 8993: 8989: 8981: 8978: 8976: 8973: 8971: 8968: 8966: 8963: 8961: 8958: 8956: 8953: 8951: 8948: 8946: 8943: 8941: 8938: 8937: 8936: 8933: 8929: 8926: 8924: 8921: 8920: 8919: 8916: 8912: 8909: 8907: 8904: 8902: 8899: 8897: 8894: 8892: 8889: 8887: 8884: 8882: 8879: 8877: 8874: 8873: 8872: 8869: 8868: 8866: 8864: 8860: 8854: 8851: 8849: 8846: 8844: 8841: 8839: 8836: 8834: 8831: 8829: 8826: 8822: 8819: 8817: 8814: 8812: 8809: 8807: 8804: 8803: 8802: 8799: 8797: 8794: 8792: 8789: 8787: 8784: 8782: 8779: 8777: 8774: 8772: 8769: 8765: 8762: 8760: 8757: 8755: 8752: 8750: 8747: 8745: 8742: 8741: 8740: 8737: 8736: 8734: 8732: 8729: 8725: 8719: 8716: 8714: 8711: 8709: 8706: 8704: 8701: 8699: 8696: 8694: 8691: 8689: 8686: 8684: 8681: 8680: 8678: 8676: 8672: 8669: 8667: 8663: 8655: 8652: 8650: 8647: 8645: 8642: 8640: 8637: 8635: 8632: 8631: 8630: 8627: 8625: 8622: 8621: 8619: 8617: 8613: 8609: 8602: 8598: 8584: 8581: 8579: 8576: 8574: 8571: 8569: 8566: 8564: 8561: 8559: 8556: 8554: 8553:Conceptualism 8551: 8549: 8546: 8545: 8543: 8541: 8537: 8531: 8528: 8526: 8523: 8521: 8518: 8517: 8515: 8513: 8509: 8503: 8500: 8498: 8495: 8493: 8490: 8488: 8485: 8483: 8482:Particularism 8480: 8478: 8475: 8474: 8472: 8470: 8466: 8460: 8457: 8455: 8452: 8450: 8449:Functionalism 8447: 8445: 8442: 8440: 8437: 8435: 8434:Eliminativism 8432: 8430: 8427: 8426: 8424: 8422: 8418: 8412: 8409: 8407: 8404: 8402: 8399: 8397: 8394: 8392: 8389: 8387: 8384: 8383: 8381: 8379: 8375: 8369: 8366: 8362: 8359: 8358: 8357: 8354: 8350: 8347: 8346: 8345: 8342: 8340: 8339:Compatibilism 8337: 8336: 8334: 8332: 8328: 8322: 8319: 8317: 8314: 8312: 8309: 8308: 8306: 8304: 8300: 8294: 8291: 8289: 8286: 8284: 8281: 8279: 8278:Particularism 8276: 8274: 8271: 8269: 8266: 8264: 8261: 8260: 8258: 8256: 8252: 8246: 8243: 8241: 8238: 8236: 8233: 8232: 8230: 8228: 8224: 8218: 8215: 8213: 8210: 8208: 8205: 8203: 8200: 8198: 8195: 8193: 8190: 8188: 8185: 8183: 8180: 8178: 8175: 8173: 8170: 8168: 8165: 8163: 8160: 8159: 8157: 8155: 8151: 8147: 8140: 8136: 8132: 8125: 8120: 8118: 8113: 8111: 8106: 8105: 8102: 8090: 8087: 8085: 8082: 8081: 8078: 8072: 8069: 8067: 8064: 8063: 8061: 8057: 8051: 8048: 8046: 8043: 8041: 8038: 8036: 8033: 8031: 8028: 8026: 8023: 8021: 8018: 8016: 8013: 8011: 8008: 8007: 8005: 8001: 7995: 7992: 7990: 7987: 7985: 7982: 7980: 7977: 7975: 7972: 7970: 7967: 7965: 7962: 7960: 7957: 7955: 7952: 7950: 7947: 7945: 7942: 7940: 7937: 7935: 7932: 7930: 7927: 7925: 7922: 7920: 7917: 7916: 7914: 7912:What to teach 7910: 7904: 7901: 7899: 7896: 7895: 7893: 7889: 7883: 7882: 7878: 7876: 7873: 7871: 7868: 7866: 7863: 7861: 7858: 7856: 7853: 7851: 7848: 7846: 7843: 7841: 7838: 7836: 7833: 7831: 7828: 7826: 7823: 7822: 7820: 7818: 7814: 7810: 7803: 7798: 7796: 7791: 7789: 7784: 7783: 7780: 7774: 7771: 7769: 7768: 7764: 7762: 7761: 7756: 7755: 7749: 7746: 7744: 7741: 7740: 7735: 7730: 7718: 7715: 7711: 7707: 7705: 7703: 7699: 7696: 7695:0-8133-8430-3 7692: 7688: 7685: 7681: 7675: 7671: 7670: 7664: 7660: 7656: 7652: 7646: 7642: 7638: 7634: 7633: 7627: 7624: 7623:0-631-22119-0 7620: 7616: 7613: 7610: 7609:1-4051-4051-8 7606: 7602: 7599: 7596: 7592: 7588: 7585: 7584: 7563: 7559: 7553: 7547: 7543: 7540: 7536: 7531: 7515: 7511: 7507: 7500: 7493: 7487: 7469: 7465: 7461: 7457: 7453: 7449: 7445: 7438: 7437:"Jean Piaget" 7432: 7428: 7425: 7419: 7411: 7409:0-7425-0887-0 7405: 7401: 7394: 7386: 7380: 7376: 7369: 7363: 7359: 7356: 7352: 7347: 7341: 7337: 7334: 7330: 7325: 7319: 7315: 7312: 7308: 7303: 7288: 7284: 7283: 7275: 7260: 7256: 7255: 7247: 7232: 7228: 7227: 7219: 7205: 7201: 7195: 7187: 7183: 7179: 7175: 7171: 7167: 7163: 7159: 7152: 7145: 7141: 7138: 7132: 7116: 7112: 7106: 7098: 7096:0-07-009619-8 7092: 7088: 7081: 7066: 7062: 7058: 7052: 7044: 7038: 7023: 7019: 7015: 7008: 6993: 6989: 6985: 6979: 6964: 6960: 6956: 6950: 6943: 6937: 6930: 6929:Some Thoughts 6924: 6917: 6913: 6909: 6905: 6902:Locke, John. 6899: 6891: 6887: 6883: 6876: 6868: 6864: 6860: 6853: 6846: 6843: 6837: 6835: 6833: 6825: 6821: 6815: 6813: 6805: 6799: 6797: 6795: 6793: 6791: 6789: 6787: 6785: 6783: 6775: 6769: 6762: 6761:90-04-09459-8 6758: 6754: 6750: 6744: 6738: 6737: 6732: 6728: 6725: 6719: 6711: 6709:81-208-1596-3 6705: 6701: 6697: 6690: 6682: 6680:81-208-1596-3 6676: 6672: 6668: 6661: 6659: 6640: 6633: 6627: 6621: 6620:9780393037524 6617: 6613: 6609: 6605: 6599: 6584: 6580: 6576: 6570: 6555: 6551: 6547: 6541: 6533: 6529: 6525: 6521: 6514: 6506: 6502: 6498: 6494: 6490: 6486: 6479: 6471: 6465: 6462:. Routledge. 6461: 6454: 6446: 6445: 6437: 6429: 6427:9788131303917 6423: 6419: 6412: 6396: 6392: 6386: 6382: 6381: 6373: 6371: 6362: 6356: 6352: 6348: 6347: 6339: 6331: 6329:9788176253178 6325: 6321: 6314: 6299: 6295: 6291: 6285: 6277: 6273: 6269: 6265: 6260: 6255: 6250: 6245: 6241: 6237: 6233: 6226: 6210: 6206: 6205: 6197: 6189: 6185: 6180: 6175: 6171: 6167: 6163: 6156: 6141: 6137: 6133: 6129: 6125: 6121: 6117: 6113: 6109: 6105: 6098: 6096: 6087: 6083: 6079: 6075: 6070: 6065: 6061: 6057: 6053: 6046: 6044: 6035: 6031: 6027: 6023: 6018: 6013: 6009: 6005: 6001: 5994: 5992: 5975: 5971: 5970: 5962: 5960: 5951: 5947: 5943: 5939: 5935: 5931: 5927: 5923: 5919: 5912: 5910: 5893: 5889: 5883: 5879: 5875: 5871: 5867: 5860: 5858: 5842: 5838: 5834: 5827: 5825: 5823: 5806: 5802: 5801: 5793: 5778: 5774: 5770: 5766: 5762: 5758: 5754: 5750: 5746: 5742: 5735: 5720: 5716: 5712: 5708: 5704: 5700: 5696: 5692: 5685: 5677: 5673: 5669: 5665: 5660: 5655: 5651: 5647: 5643: 5636: 5634: 5617: 5613: 5609: 5605: 5601: 5597: 5593: 5589: 5585: 5581: 5574: 5572: 5555: 5551: 5545: 5541: 5540: 5532: 5524: 5518: 5514: 5513: 5505: 5489: 5485: 5479: 5476:. Routledge. 5475: 5474: 5466: 5464: 5448: 5444: 5438: 5434: 5430: 5426: 5425: 5417: 5402: 5398: 5394: 5390: 5386: 5382: 5378: 5374: 5367: 5352: 5348: 5344: 5340: 5336: 5332: 5328: 5324: 5320: 5316: 5309: 5293: 5289: 5283: 5279: 5275: 5271: 5267: 5260: 5244: 5240: 5236: 5229: 5214: 5210: 5206: 5202: 5198: 5194: 5190: 5186: 5179: 5171: 5167: 5162: 5157: 5153: 5149: 5144: 5139: 5135: 5131: 5127: 5120: 5104: 5100: 5094: 5090: 5089: 5081: 5079: 5062: 5058: 5052: 5049:. Routledge. 5048: 5047: 5039: 5037: 5021: 5017: 5013: 5006: 5004: 4995: 4991: 4986: 4981: 4977: 4973: 4969: 4962: 4947: 4943: 4939: 4935: 4931: 4927: 4923: 4919: 4915: 4911: 4904: 4889: 4885: 4881: 4877: 4873: 4869: 4865: 4861: 4857: 4853: 4846: 4830: 4826: 4825: 4817: 4801: 4797: 4796: 4788: 4786: 4770: 4766: 4762: 4758: 4754: 4750: 4743: 4741: 4725: 4721: 4720: 4712: 4694: 4687: 4686: 4678: 4663: 4659: 4658: 4650: 4642: 4638: 4634: 4630: 4626: 4622: 4617: 4612: 4608: 4604: 4600: 4593: 4577: 4573: 4569: 4562: 4560: 4558: 4542: 4538: 4532: 4528: 4524: 4520: 4516: 4509: 4507: 4505: 4489: 4485: 4479: 4475: 4471: 4467: 4463: 4456: 4441: 4438:. Macmillan. 4437: 4436: 4428: 4426: 4409: 4405: 4404: 4396: 4394: 4392: 4376: 4373:. Macmillan. 4372: 4371: 4363: 4361: 4359: 4343: 4339: 4335: 4331: 4327: 4323: 4319: 4315: 4311: 4307: 4303: 4299: 4292: 4276: 4272: 4271: 4263: 4248: 4244: 4240: 4236: 4232: 4228: 4224: 4220: 4213: 4211: 4202: 4198: 4194: 4190: 4186: 4182: 4178: 4171: 4169: 4167: 4165: 4158: 4154: 4150: 4144: 4129: 4125: 4124: 4116: 4108: 4101: 4099: 4097: 4095: 4093: 4084: 4082:9781847874672 4078: 4074: 4070: 4066: 4065: 4057: 4055: 4053: 4051: 4034: 4030: 4026: 4019: 4017: 4015: 4013: 4011: 4009: 4007: 4005: 4003: 4001: 3999: 3997: 3995: 3993: 3991: 3989: 3987: 3985: 3983: 3981: 3979: 3977: 3975: 3973: 3971: 3969: 3967: 3965: 3963: 3961: 3959: 3957: 3955: 3953: 3951: 3949: 3947: 3945: 3943: 3941: 3939: 3937: 3935: 3933: 3931: 3929: 3927: 3925: 3908: 3904: 3903: 3895: 3893: 3891: 3889: 3887: 3885: 3883: 3881: 3879: 3877: 3861: 3858:. Routledge. 3857: 3856: 3848: 3846: 3844: 3842: 3840: 3838: 3836: 3834: 3832: 3830: 3828: 3826: 3824: 3822: 3820: 3818: 3816: 3814: 3812: 3810: 3808: 3806: 3804: 3802: 3800: 3798: 3796: 3794: 3792: 3790: 3788: 3786: 3769: 3765: 3761: 3754: 3752: 3750: 3748: 3746: 3744: 3742: 3740: 3738: 3736: 3734: 3732: 3730: 3728: 3726: 3724: 3722: 3720: 3718: 3716: 3714: 3712: 3710: 3708: 3706: 3704: 3702: 3700: 3698: 3696: 3694: 3692: 3690: 3688: 3686: 3684: 3682: 3680: 3678: 3676: 3674: 3672: 3670: 3661: 3659:0-8133-8429-X 3655: 3651: 3647: 3646: 3638: 3636: 3620: 3616: 3612: 3606: 3592:on 2017-04-01 3591: 3587: 3583: 3577: 3562: 3558: 3554: 3548: 3544: 3534: 3531: 3529: 3526: 3524: 3521: 3519: 3516: 3514: 3511: 3509: 3506: 3505: 3501: 3495: 3490: 3487: 3476: 3463: 3460: 3458: 3455: 3454: 3449: 3446: 3444: 3441: 3440: 3436: 3433: 3431: 3428: 3427: 3423: 3418: 3415: 3413: 3410: 3409: 3404: 3401: 3399: 3396: 3395: 3390: 3387: 3385: 3382: 3381: 3377: 3374: 3372: 3369: 3368: 3364: 3361: 3359:Organisation 3358: 3357: 3349: 3347: 3346:ethic of care 3342: 3340: 3336: 3332: 3328: 3324: 3323: 3318: 3314: 3310: 3301: 3299: 3298: 3293: 3289: 3285: 3281: 3277: 3273: 3272: 3267: 3257: 3256: 3253: 3247: 3244: 3240: 3239:collaborating 3233: 3229: 3220: 3217: 3213: 3209: 3204: 3200: 3196: 3195:Jerome Bruner 3189:Jerome Bruner 3186: 3184: 3175: 3173: 3169: 3165: 3161: 3157: 3153: 3152:San Francisco 3149: 3145: 3144:New York City 3141: 3137: 3133: 3129: 3120: 3118: 3114: 3110: 3106: 3101: 3099: 3095: 3091: 3087: 3083: 3079: 3075: 3071: 3068: 3064: 3055: 3053: 3044: 3041: 3037: 3033: 3024: 3022: 3017: 3008: 3005: 3001: 2997: 2993: 2989: 2985: 2976: 2974: 2967: 2963: 2959: 2950: 2948: 2947: 2942: 2938: 2932: 2930: 2929:authoritarian 2926: 2923:proponent of 2921: 2917: 2916: 2907: 2903: 2894: 2890: 2888: 2883: 2881: 2877: 2873: 2869: 2865: 2864:anthroposophy 2861: 2852: 2838: 2835: 2826: 2823: 2822:Immanuel Kant 2817:Immanuel Kant 2814: 2813: 2808: 2804: 2800: 2797: 2796: 2790: 2788: 2784: 2778: 2773: 2764: 2762: 2758: 2757: 2752: 2751:David Hartley 2748: 2744: 2739: 2737: 2733: 2729: 2724: 2719: 2714: 2710: 2708: 2705: 2704: 2699: 2698: 2691: 2687: 2683: 2673: 2669: 2665: 2661: 2657: 2653: 2651: 2650:On Experience 2647: 2643: 2639: 2624: 2622: 2618: 2614: 2610: 2606: 2602: 2598: 2594: 2593:desert island 2590: 2586: 2585: 2580: 2576: 2572: 2568: 2564: 2561:and novelist 2560: 2556: 2546: 2544: 2540: 2536: 2532: 2528: 2524: 2520: 2516: 2512: 2507: 2505: 2501: 2500:craftsmanship 2497: 2493: 2489: 2484: 2480: 2475: 2473: 2469: 2465: 2461: 2457: 2453: 2449: 2444: 2442: 2438: 2434: 2430: 2426: 2422: 2418: 2414: 2410: 2406: 2402: 2398: 2394: 2390: 2386: 2382: 2381: 2376: 2372: 2357: 2356: 2354: 2348: 2344: 2339: 2335: 2333: 2328: 2325: 2321: 2317: 2313: 2305: 2300: 2291: 2289: 2285: 2281: 2276: 2272: 2268: 2263: 2260: 2256: 2251: 2249: 2245: 2241: 2237: 2232: 2230: 2226: 2220: 2215: 2213: 2209: 2205: 2204: 2199: 2192: 2188: 2184: 2180: 2175: 2155: 2152: 2144: 2134: 2130: 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1432: 1427: 1422: 1421:metacognitive 1417: 1408: 1406: 1401: 1397: 1393: 1389: 1385: 1381: 1371: 1369: 1365: 1361: 1357: 1353: 1349: 1345: 1341: 1337: 1333: 1328: 1324: 1322: 1318: 1314: 1310: 1306: 1302: 1298: 1294: 1290: 1286: 1282: 1278: 1274: 1270: 1266: 1262: 1251: 1249: 1245: 1241: 1237: 1233: 1228: 1227:understanding 1222: 1220: 1216: 1201: 1199: 1195: 1191: 1187: 1182: 1180: 1176: 1172: 1168: 1164: 1160: 1156: 1152: 1148: 1147:sex education 1143: 1141: 1137: 1136:postmodernism 1133: 1129: 1125: 1121: 1116: 1114: 1110: 1104: 1101: 1097: 1087: 1085: 1081: 1076: 1071: 1069: 1065: 1061: 1055: 1053: 1049: 1045: 1041: 1037: 1033: 1029: 1025: 1021: 1011: 1009: 1005: 1004:progressivism 1001: 997: 993: 989: 985: 981: 977: 973: 969: 964: 962: 958: 954: 950: 946: 942: 938: 934: 930: 926: 922: 918: 914: 913:sex education 910: 905: 903: 899: 895: 891: 887: 883: 879: 874: 872: 868: 864: 860: 856: 851: 847: 843: 831: 826: 824: 819: 817: 812: 811: 809: 808: 803: 800: 798: 795: 793: 790: 788: 787:Meta-analysis 785: 783: 780: 778: 775: 773: 770: 768: 765: 763: 760: 758: 755: 753: 750: 749: 748: 747: 743: 742: 737: 734: 732: 729: 727: 724: 722: 719: 717: 714: 712: 709: 707: 704: 702: 699: 697: 694: 692: 689: 687: 684: 682: 679: 677: 674: 673: 672: 671: 667: 666: 661: 658: 656: 653: 651: 648: 646: 643: 641: 638: 636: 633: 631: 628: 626: 623: 621: 618: 615: 611: 608: 606: 603: 601: 598: 596: 593: 591: 588: 586: 583: 582: 581: 580: 576: 575: 572: 569: 568: 558: 553: 551: 546: 544: 539: 538: 536: 535: 528: 525: 523: 520: 518: 515: 513: 510: 508: 505: 503: 500: 498: 495: 493: 490: 489: 485: 479: 478: 471: 468: 466: 463: 461: 458: 456: 455:Phenomenology 453: 451: 448: 446: 443: 441: 438: 436: 433: 431: 428: 426: 423: 421: 418: 416: 413: 412: 408: 405: 403: 400: 398: 395: 393: 390: 389: 385: 379: 378: 367: 364: 362: 359: 357: 354: 352: 349: 347: 344: 342: 339: 337: 334: 332: 329: 328: 327: 326: 323: 320: 319: 312: 309: 307: 304: 302: 299: 297: 294: 292: 289: 287: 284: 283: 282: 279: 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Neill 2988:US American 2943:(1902) and 2787:tabula rasa 2732:tabula rasa 2646:On Pedantry 2589:feral child 2571:tabula rasa 2569:theory of ' 2531:syllogistic 2523:tabula rasa 2515:tabula rasa 2513:theory of ' 2425:discussions 2417:competition 2280:metaphysics 2267:mathematics 2030:educational 2024:Unschooling 2018:Unschooling 1852:tabula rasa 1811:qualitative 1772:objectivity 1756:masculinity 1671:rationality 1666:unschooling 1662:deschooling 1638:mathematics 1611:objectivity 1576:habituation 1451:fallibility 1447:open-minded 1419:includes a 1388:pragmatists 1344:Goods-based 1332:goods-based 1269:rationality 1204:Main topics 1179:fallibility 1157:education, 1048:metaphysics 976:pragmatists 923:, art, and 782:Focus group 752:Case method 711:Mathematics 696:Engineering 577:Disciplines 407:Metaphysics 322:By religion 178:Continental 158:Renaissance 14323:Categories 14255:Humanities 14215:Agnotology 13874:Kołakowski 13437:Ibn Tufayl 13417:Maimonides 13361:Thucydides 13356:Tertullian 13311:Lactantius 13206:Volksgeist 13187:Traditions 13001:Convention 12523:Montserrat 12518:Martinique 12513:Guadeloupe 12368:Costa Rica 12169:San Marino 12129:Montenegro 12109:Luxembourg 12089:Kazakhstan 11992:Azerbaijan 11824:Uzbekistan 11799:Tajikistan 11714:Kyrgyzstan 11694:Kazakhstan 11614:Bangladesh 11604:Azerbaijan 11532:(Portugal) 11490:Somaliland 11410:Seychelles 11375:Mozambique 11360:Mauritania 11345:Madagascar 11300:The Gambia 11235:Cape Verde 11088:Continuing 11078:Vocational 10683:Curriculum 10617:Democratic 10589:Vocational 10579:Technology 10539:Philosophy 10421:By subject 10399:Technology 10379:Psychology 10364:Philosophy 10354:Leadership 10295:Evaluation 10290:Assessment 10119:Amerindian 10026:Australian 9965:Vietnamese 9945:Indonesian 9494:Kantianism 9443:Positivism 9433:Pragmatism 9408:Naturalism 9388:Liberalism 9366:Subjective 9304:Empiricism 9208:Avicennism 9153:Bhedabheda 9037:East Asian 8960:Madhyamaka 8940:Abhidharma 8806:Pyrrhonism 8573:Nominalism 8568:Naturalism 8497:Skepticism 8487:Relativism 8477:Absolutism 8406:Naturalism 8316:Deontology 8288:Skepticism 8273:Naturalism 8263:Empiricism 8227:Aesthetics 8131:Philosophy 8089:Discussion 8071:Psychology 7974:Pragmatism 7919:Classicism 7855:Pestalozzi 7850:Montessori 7477:2021-08-14 7293:2024-05-31 7265:2024-05-31 7237:2024-05-31 7209:2017-06-17 7071:2018-06-27 7028:2018-06-27 6998:2018-06-27 6969:2018-06-27 6648:2021-08-14 6589:2017-04-29 6560:2017-04-29 6360:1576079422 6304:2018-06-27 6146:2024-05-31 5847:2024-05-31 5783:2024-05-31 5725:2024-05-31 5590:: 102017. 5453:2024-05-31 5407:2024-05-31 5357:2024-05-31 5219:2024-05-31 5026:2024-05-31 4952:2024-05-31 4894:2024-05-31 4775:2024-05-31 4730:2024-05-31 4702:2024-05-31 4668:2024-05-31 4582:1 November 4547:2024-05-31 4494:2024-05-31 4446:2024-05-31 4381:2024-05-31 4348:2024-05-31 4302:Philosophy 4253:2024-05-31 4157:9819901383 4134:2024-05-31 3866:2024-05-31 3625:2017-04-29 3596:2017-04-29 3567:2017-04-29 3539:References 2992:John Dewey 2920:John Dewey 2906:John Dewey 2897:John Dewey 2747:psychology 2707:John Locke 2680:See also: 2676:John Locke 2617:John Locke 2597:experience 2595:, through 2567:empiricist 2563:Ibn Tufail 2555:Andalusian 2549:Ibn Tufail 2533:method of 2511:empiricist 2468:literature 2433:curriculum 2395:(known as 2288:philosophy 2208:individual 2177:Inscribed 2141:April 2022 2129:relocating 1860:pragmatist 1856:experience 1848:John Locke 1780:compassion 1730:capitalist 1677:Postmodern 1634:motivation 1622:psychology 1615:worldviews 1603:creativity 1599:aesthetics 1568:autonomous 1528:sex organs 1512:curriculum 1506:Curriculum 1475:individual 1342:accounts. 1313:psychology 1283:, such as 1265:creativity 1128:pragmatism 1020:philosophy 1014:Definition 909:curriculum 863:psychology 846:philosophy 736:Vocational 731:Technology 620:Technology 610:Psychology 605:Philosophy 595:Evaluation 415:Aesthetics 104:Categories 46:Philosophy 14295:Sociology 14245:Historism 13954:Santayana 13924:Oakeshott 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