The hazard called education by Joseph Agassi : essays, reviews, and dialogues on education from forty-five years /

Joseph Agassi is known primarily among fellow academics as an exemplary historian and philosopher of science; an ardent critic and disciple of Karl Popper; a critical admirer of the work of Michael Polanyi; and a Socratic fly with the 'sting of a bee' for all those who wear the intellectua...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Swartz, Ronald M. (Editor ), Richmond, Sheldon (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam : Sense Publishers, [2014]
Temas:
Education > Aims and objectives.
Education.
EDUCATION > Essays.
EDUCATION > Reference.
Education
Education > Aims and objectives
onderwijs
education
Education (General)
Onderwijs (algemeen)
Essay
essays.
Essays
Essays.
Essais.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • TABLE OF CONTENTS
  • ACKNOWLEDGMENTS
  • PREFACE 1
  • PREFACE 2: TOWARDS CREATING A CURRICULUM FOR AUTONOMOUS LEARNERS: AN EMAIL DIALOGUE
  • FOREWORD
  • INTRODUCTION TO THE HAZARD CALLED EDUCATION: TOWARDS A SOCRATIC EDUCATIONAL PHILOSOPHY
  • OUTLINE FOR TOWARDS A SOCRATIC EDUCATIONAL PHILOSOPHY
  • I. PRELIMINARY REMARKS ABOUT THE EDUCATIONAL PROBLEM OF AVOIDING AVOIDABLE SUFFERING
  • II. TRADITIONAL EDUCATION AND ITS POSSIBLE CONTRIBUTION TO SOME STUDENTSâ€? SUICIDES
  • III. ON BOREDOM AND BEWILDERMENT IN TRADITIONAL EDUCATIONAL PROGRAMS
  • IV. SCIENCE AS A RACE-COURSE WHERE EDUCATION BECOMES A MEANS FOR TRYING TO WIN PRIZESV. THOUGHTS ABOUT MY EARLY ENCOUNTERS WITH AGASSI
  • VI. SOCRATES ON WISDOM
  • VII. ON THE MYTH OF THE SUBJECT
  • VIII. AGAINST INTELLECTUAL TYRANNY IN SCHOOLS
  • IX. SCIENCE EDUCATION AS THE ACCEPTANCE OF THE RULING DOGMA OF THE DAY
  • X. REMEMBERING THE EDUCATIONAL WORK OF HOMER LANE AND A.S. NEILL
  • XI. AGASSI REMEMBERS HOMER LANE
  • XII. JOHN DEWEY AND ALAN RYAN ON SUMMERHILL STYLE SCHOOLS
  • XIII. THE SOCRATES OF THE APOLOGY AS AN UNCONVENTIONAL TEACHER
  • XIV. CONCLUDING REMARKS ABOUT EDUCATIONAL PROBLEMSENDNOTES FOR TOWARDS A SOCRATIC EDUCATIONAL PHILOSOPHY
  • PART I: THEORY
  • CHAPTER 1: TRAINING TO SURVIVE THE HAZARD CALLED EDUCATION
  • RECENT REFORMS
  • PROPOSALS FOR IMMEDIATE REFORM
  • CONCLUSION
  • NOTE
  • REFERENCES
  • CHAPTER 2: THE AUTONOMOUS STUDENT
  • CAN A STUDENT BE SUFFICIENTLY AUTONOMOUS?
  • CAN HIGH LEVELS OF CONCENTRATION BE REACHED IN COLLEGE?
  • CAN STUDENTS DESIGN THEIR CURRICULA?
  • CAN THE AUTONOMOUS STUDENT BE DIRECTED?
  • REFERENCES
  • CHAPTER 3: THE MYTH OF THE YOUNG GENIUS
  • SOME DEADLY CRITICISMA PROGRAM TO COMBAT THE MYTH
  • EDUCATIONAL OBSERVATIONS
  • CHAPTER 4: TO REFORM HIGHER EDUCATION: TOWARDS A MANIFESTO
  • NOTE
  • REFERENCE
  • CHAPTER 5: THE PREACHING OF JOHN HOLT: DISCUSSION OF JOHN HOLT, THE UNDERACHIEVING SCHOOL
  • CHAPTER 6: THE TEACHING OF CRITICAL THINKING: REVIEW OF FRANCIS SCHRAGG, THINKING IN SCHOOL AND SOCIETY
  • CHAPTER 7: RITUALS TO BLOCK THE REFORM OF EDUCATION, REVIEW OF JEROME S. BRUNERâ€?S, THE PROCESS OF EDUCATION
  • REFERENCES
  • CHAPTER 8: TOP SCHOOLS: REVIEW OF D. REYNOLDS, B. CREEMERS, S. STRINGFIELD, C. TEDDLIE, AND G. SCHAFFER, EDS., WORLD CLASS SCHOOLS: International Perspectives on School EffectivenessCHAPTER 9: EDUCATING ELITES IN DEMOCRATIC SOCIETIES: A DIALOGUE
  • REFERENCES
  • CHAPTER 10: LETTER TO DIANE: POPPER ON LEARNING FROM EXPERIENCE
  • APPENDIX
  • NOTES
  • BIBLIOGRAPHY
  • CHAPTER 11: EDUCATION FOR SURVIVAL
  • PART II: APPLICATION
  • CHAPTER 12: SCIENCE EDUCATION WITHOUT PRESSURE
  • ABSTRACT
  • PSYCHOLOGY
  • PEDAGOGY
  • SOCIOLOGY
  • CONCLUSION

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