The Logic of Education, Volume 16Paul Heywood Hirst, R. S. Peters This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of 'education' in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK. |
Contents
1 Philosophy | 1 |
2 Education | 17 |
3 Development | 42 |
4 The curriculum | 60 |
5 Teaching | 74 |
6 Teaching and personal relationships | 88 |
7 Educational institutions | 106 |
Further Reading | 132 |
Index of proper names | 139 |
| 141 | |
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Common terms and phrases
academic achievements activities aims of education argued Arnold Gesell authoritarian central cerned chapter child child’s clearer cognitive concept of education conceptual analysis connected content and method curriculum decisions desirability condition discipline discipline and punishment distinct distinguish domain educa educational institutions Ethics experience and knowledge fact forms function human development human excellences ideal important individual instance interest intrinsic motivation involve Kegan Paul knowledge and understanding learner ledge loco parentis logically necessary conditions mastery matter means ment mental mind modes of experience moral necessarily needs objectives Oliver Cromwell one’s particular personal relationships philosophy of education Piaget Primary Education principle problems processes psychology public modes punishment pupils purposes questions Rand McNally rational reasons regarded relevant respect for persons role Routledge & Kegan rules sense skill social someone sort specific stages suggests talk teacher theory things thought tion universities Wittgenstein words