Cultural Resources and the Gap Between Educational Theory and Practice

2001 ◽  
Vol 103 (3) ◽  
pp. 471-484 ◽  
Author(s):  
Yair Neuman ◽  
Zvi Bekerman
2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.


Author(s):  
Paul Wood

George Turnbull was an early champion of the use of empirical methods in the moral sciences. Involved in contemporary religious debate, he favoured religious toleration and the use of rational argument in defence of Christian belief. He also made contributions to educational theory and practice.


Paideusis ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 5-13
Author(s):  
Howard James Cannatella

Of considerable importance in Plato and Aristotle’s educational outlook on the arts was Homer’s Iliad. This paper draws out some of the perceived weaknesses and strengths of this epic poem as it relates to the arguments in Plato’s Republic and Aristotle’s Poetics. I will attempt to do justice to Plato and Aristotle’s differing perspectives on the Iliad and their critique of art educational theory and practice. I will show why two philosophers with very different thinking on art education can still significantly affect art teaching practice today.


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