Richard Pring
Thinking Philosophically about Education (eBook, ePUB)
The Selected Works of Richard Pring
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Richard Pring
Thinking Philosophically about Education (eBook, ePUB)
The Selected Works of Richard Pring
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Highlighting key writings from Professor Richard Pring's international career in education, the texts in this book provide a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern.
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Highlighting key writings from Professor Richard Pring's international career in education, the texts in this book provide a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern.
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Produktdetails
- Produktdetails
- Verlag: Taylor & Francis
- Seitenzahl: 188
- Erscheinungstermin: 7. Dezember 2018
- Englisch
- ISBN-13: 9780429833182
- Artikelnr.: 54793226
- Verlag: Taylor & Francis
- Seitenzahl: 188
- Erscheinungstermin: 7. Dezember 2018
- Englisch
- ISBN-13: 9780429833182
- Artikelnr.: 54793226
- Herstellerkennzeichnung Die Herstellerinformationen sind derzeit nicht verfügbar.
Richard Pring is Emeritus Professor of Education, and was formerly Director of Department of Educational Studies, University of Oxford, UK.
Introduction
Part I Philosophy of Education: meaning and importance
Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.
Chapter 2 Am I a critical realist?
Chapter 3 Philosophy of education according to John Dewey.
Part II Aims of Education
Chapter 4 What counts as an educated person?
Chapter 5 Putting persons back into education.
Chapter 6 Traditional or child-centred learning - a 'false dualism'?
Chapter 7 Preparing for citizenship: relevance of John Dewey.
Chapter 8 When is a 'university' not a 'university'? A changing concept.
Part III Teaching and Research
Chapter 9 Leadership: skilled manager or virtuous professional?
Chapter 10 Research into practice: action research and practitioner research.
Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.
Part IV Context of Education
Chapter 12 Transformation of education: from public service to private gain.
Chapter 13 The common school
Part I Philosophy of Education: meaning and importance
Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.
Chapter 2 Am I a critical realist?
Chapter 3 Philosophy of education according to John Dewey.
Part II Aims of Education
Chapter 4 What counts as an educated person?
Chapter 5 Putting persons back into education.
Chapter 6 Traditional or child-centred learning - a 'false dualism'?
Chapter 7 Preparing for citizenship: relevance of John Dewey.
Chapter 8 When is a 'university' not a 'university'? A changing concept.
Part III Teaching and Research
Chapter 9 Leadership: skilled manager or virtuous professional?
Chapter 10 Research into practice: action research and practitioner research.
Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.
Part IV Context of Education
Chapter 12 Transformation of education: from public service to private gain.
Chapter 13 The common school
Introduction; Part I Philosophy of Education: meaning and importance; Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.; Chapter 2 Am I a critical realist?; Chapter 3 Philosophy of education according to John Dewey.; Part II Aims of Education; Chapter 4 What counts as an educated person?; Chapter 5 Putting persons back into education.; Chapter 6 Traditional or child-centred learning - a 'false dualism'?; Chapter 7 Preparing for citizenship: relevance of John Dewey.; Chapter 8 When is a 'university' not a 'university'? A changing concept.; Part III Teaching and Research; Chapter 9 Leadership: skilled manager or virtuous professional?; Chapter 10 Research into practice: action research and practitioner research.; Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.; Part IV Context of Education; Chapter 12 Transformation of education: from public service to private gain.; Chapter 13 The common school
Introduction
Part I Philosophy of Education: meaning and importance
Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.
Chapter 2 Am I a critical realist?
Chapter 3 Philosophy of education according to John Dewey.
Part II Aims of Education
Chapter 4 What counts as an educated person?
Chapter 5 Putting persons back into education.
Chapter 6 Traditional or child-centred learning - a 'false dualism'?
Chapter 7 Preparing for citizenship: relevance of John Dewey.
Chapter 8 When is a 'university' not a 'university'? A changing concept.
Part III Teaching and Research
Chapter 9 Leadership: skilled manager or virtuous professional?
Chapter 10 Research into practice: action research and practitioner research.
Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.
Part IV Context of Education
Chapter 12 Transformation of education: from public service to private gain.
Chapter 13 The common school
Part I Philosophy of Education: meaning and importance
Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.
Chapter 2 Am I a critical realist?
Chapter 3 Philosophy of education according to John Dewey.
Part II Aims of Education
Chapter 4 What counts as an educated person?
Chapter 5 Putting persons back into education.
Chapter 6 Traditional or child-centred learning - a 'false dualism'?
Chapter 7 Preparing for citizenship: relevance of John Dewey.
Chapter 8 When is a 'university' not a 'university'? A changing concept.
Part III Teaching and Research
Chapter 9 Leadership: skilled manager or virtuous professional?
Chapter 10 Research into practice: action research and practitioner research.
Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.
Part IV Context of Education
Chapter 12 Transformation of education: from public service to private gain.
Chapter 13 The common school
Introduction; Part I Philosophy of Education: meaning and importance; Chapter 1 'From disguised nonsense to recognition of patent nonsense': thinking philosophically about education.; Chapter 2 Am I a critical realist?; Chapter 3 Philosophy of education according to John Dewey.; Part II Aims of Education; Chapter 4 What counts as an educated person?; Chapter 5 Putting persons back into education.; Chapter 6 Traditional or child-centred learning - a 'false dualism'?; Chapter 7 Preparing for citizenship: relevance of John Dewey.; Chapter 8 When is a 'university' not a 'university'? A changing concept.; Part III Teaching and Research; Chapter 9 Leadership: skilled manager or virtuous professional?; Chapter 10 Research into practice: action research and practitioner research.; Chapter 11 Teacher as researcher: relevance of John Dewey's pragmatism.; Part IV Context of Education; Chapter 12 Transformation of education: from public service to private gain.; Chapter 13 The common school