scholarly journals Wpływ teorii pestalozziańskich na teorię i praktyki filozofii edukacji Josiah Warrena – geneza systemu

Politeja ◽  
2021 ◽  
Vol 18 (6(75)) ◽  
pp. 359-378
Author(s):  
Magdalena Modrzejewska
Keyword(s):  
Philosophy Of Education ◽  
Essential Element ◽  
Legal Order ◽  
Theory And Practice ◽  
Economic Theories ◽  
Innovative Method ◽  
Main Path ◽  
Educational Theories ◽  
Johann Heinrich Pestalozzi ◽  
New Harmony

The Influence of Pestalozzian Theories on the Theory and Practice of Josiah Warren's Philosophy of Education – The Genesis of the System Josiah Warren is portrayed as the father of American individualist anarchism and the first American anarchist. This paper investigates his contribution to the development of educational theories and his educational practices, since for Warren, as many anarchists, education is the main path to create a new society. Warren’s educational theories and experiments originated mainly from his stay in New Harmony between 1825 and 1827, where he encountered innovative method of teaching that nurtured children’s independence, invented by Johann Heinrich Pestalozzi. Therefore, the aim of this text is to trace how Warren’s philosophy of education was shaped to become an essential element of his theory of stateless political and legal order and how Warren combined concepts of extreme individualism with his economic theories, such as equitable commerce and cost the limit of price. The knowledge of Warren’s New Harmony experience where he encountered William Maclure and Pestalozzian social reformers will enable the reader to better understand the framework of his own concept of education that he practiced at the Spring Hill School in Ohio.

scholarly journals KOREAN SCIENCE TEACHERS’ PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING

2016 ◽  
Vol 15 (4) ◽  
pp. 411-423
Author(s):  
Jongwon Park ◽  
Youngmin Kim ◽  
Jongseok Park ◽  
Jin-Su Jeong ◽  
Young-Shin Park
Keyword(s):  
Science Teacher ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Science Classroom ◽  
Science Teacher Education ◽  
Theory And Practice ◽  
Educational Theories ◽  
Practice Gap ◽  
Theory Practice Gap

Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers’ knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students' low interest in learning science. However, teachers’ perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers’ ETTS what they already know and to guide them to use ETTS in their actual science teaching. Key words: theory-practice gap, science teacher education, secondary science teacher, teaching strategy.

scholarly journals Adapting Yorùbá Epistemology in Educational Theory and Practice in Nigeria

2021 ◽  
Vol 3 (1) ◽  
pp. 1-26
Author(s):  
Oluwatoyin Vincent Adepoju
Keyword(s):  
Cultural Context ◽  
Philosophy Of Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Theory Of Knowledge ◽  
African Art ◽  
Philosophy Of Perception ◽  
The World ◽  
The Senses

What is the value of Yoruba epistemology, theory of knowledge, particularly its philosophy of perception, to humanity in general, and to contemporary Nigeria, in particular? How does Yorùbá epistemology connect with educational theory and practice in Nigeria? This essay recognizes but goes beyond the more general overviews on classical Yoruba education and its contemporary significance represented in works of Yorùbá and Africanist scholars. I demonstrate the significance of Yoruba philosophy of education beyond its cultural context, by projecting its universal and timeless value, foregrounding its distinctive concepts in dialogue with ideas from other cultures. In its engagement with Nigerian educational dynamics, the essay concentrates, first, on Yoruba epistemology in its intersection with ethical and metaphysical perspectives from Yoruba thought. Second, the essay deploys the African art-centered investigations of the role of the senses in relating with art, understood as paradigmatic of navigating the world.

scholarly journals "Critical thinking" in the context of John Dewey's philosophy of education

2019 ◽  
pp. 222-225
Author(s):  
Aleksandr V. Zaytsev
Keyword(s):  
Twentieth Century ◽  
Critical Thinking ◽  
John Dewey ◽  
Positive Feedback ◽  
Critical Reflection ◽  
Philosophy Of Education ◽  
Educational Practice ◽  
Innovative Method ◽  
American Schools

The article discusses the innovative method of critical thinking or, more precisely, critical reflection in the field of education, formulated by the American philosopher and twentieth-century educator John Dewey. The author shows that the development of John Dewey of this method has passed practical approbation in a number of American schools, has received positive feedback and has been introduced into the pedagogic and educational practice. The "critical thinking" theory of has not lost its topicality in modern conditions.

scholarly journals La ejecución de sentencias del tribunal de justicia como responsabilidad constitucional compartida: luces y sombras

2017 ◽  
pp. 449
Author(s):  
Beatriz Tomás Mallén
Keyword(s):  
Essential Element ◽  
Legal Order ◽  
Point Of View ◽  
The European Union ◽  
Public Authorities ◽  
Media Impact ◽  
National Courts ◽  
Court Of Justice ◽  
The Media ◽  
International Responsibility

El presente trabajo aborda la ejecución de sentencias del Tribunal de Justicia como exponente más emblemático de la dimensión constitucional de la Unión Europea en coherencia con el principio de lealtad o cooperación sincera en el cumplimiento de las obligaciones europeas. Desde este punto de vista, la responsabilidad internacional estatal al implementar las sentencias del Tribunal de Justicia es analizada asimismo a través del principio de responsabilidad de todos los poderes públicos. En este sentido, el artículo analiza las virtudes y las complejidades de la práctica constitucional española relativa a la ejecución de sentencias del Tribunal de Luxemburgo llevada a cabo no sólo por los órganos jurisdiccionales nacionales, sino también por las demás autoridades públicas (ejecutivas y legislativas) a nivel estatal y regional. En conclusión, más allá del impacto mediático de algunas sentencias europeas, se pone el énfasis en su ejecución como factor de optimización del ordenamiento jurídico interno y, sobre todo, como elemento esencial de mejora del grado de europeísmo de la ciudadanía.This paper tackles the enforcement of judgments of the Court of Justice as the most emblematic aspect of the constitutional dimension of the European Union, in line with the principle of loyalty or sincere cooperation in the fulfillment of European obligations. From this point of view, the State’s international responsibility in implementing the judgments of the Court of Justice is also analyzed through the principle of responsibility of all public authorities. In this sense, the essay analyzes the virtues and complexities of the Spanish constitutional practice regarding the enforcement of judgments of the Luxembourg Court carried out not only by the national courts but also by other public authorities (executive and legislative ones) at both state and regional levels. In conclusion, beyond the media impact of some European judgments, the emphasis is placed on their actual enforcement as a factor to optimize the domestic legal order and, above all, as an essential element to improve the degree of Europeanism of citizenship.

Economics and Law as Reflected in Hebrew Contracts

2010 ◽  
pp. 583-604
Author(s):  
Yosef Rivlin
Keyword(s):  
Special Interest ◽  
Action Theory ◽  
Theory And Practice ◽  
Jewish Law ◽  
Power Of Attorney ◽  
Economic Theories ◽  
Legal Literature

This article discusses economic theories in Jewish law as reflected in contracts written in Hebrew, in most cases deriving from Ashkenazic communities. The contracts originated from followers of R. Solomon b. Isaac, his students and their students, dating back to the thirteenth, fourteenth, and fifteenth centuries. Most of the contracts discussed are in manuscript form and have never been published. The theories are examined and the contracts compared with corresponding Sephardic contracts. The article carefully discusses economics and law as explained in Hebrew Contracts. The study of Jewish legal sources yields a fascinating picture of the struggle between vision and action, theory and practice. The article further elaborates upon the Iska partnership which is of special interest. Jewish legal literature discusses two main types of partnership. The first is a regular partnership in which both partners invest and work in the business. An analysis of guardianship and power of attorney concludes this article.

Environmental Education in Canada: Contemporary Issues & Future Possibilities

1990 ◽  
Vol 6 ◽  
pp. 45-66 ◽  
Author(s):  
Paul Hart
Keyword(s):  
Environmental Education ◽  
Resource Scarcity ◽  
Theory And Practice ◽  
Educational Systems ◽  
Canadian Society ◽  
Contemporary Theory ◽  
Economic Theories ◽  
Canadian Education ◽  
Environmental Deterioration ◽  
Large Numbers

Environmental education has become a major concern for many politicians, educators, and parents in Canada. The politics of resource scarcity, environmental deterioration, and failed economic theories have combined to force nations such as Canada to reassess their priorities. Environmentalism has matured to the degree that large numbers of environmentally related contradictions in Canadian society can be traced to patterns of western intellectual thought and debated in terms of differing ideologies relating to population, economic development, government policy making, the legal system, and to education. As we face the 21st century with growing uncertainty and threats to our understandings, our ideas, and our institutions, an environmental perspective may well come to dominate our consciousness and our education.This paper develops an argument for reform in current environmental education practices within Canada at a time when educational systems in this country are becoming serious about incorporating an environmental perspective. After setting the context within systems of Canadian education, the paper attempts to capture the essence of environmental education activities by means of some broadly based Canadian contributions to the field and by two specific examples. The purpose of these sections is to throw into relief a number of tensions and contradictions in the contemporary theory and practice of environmental education in Canada and to identify a number of issues for debate in light of this experience. Finally, a proposal consistent with authentic principles of socially critical environmental education is suggested as a means of reconceptualising future environmental education activities within Canadian contexts.

scholarly journals Philosophy of Education in North America: Where has it been? Where is it going?

2008 ◽  
Vol 8 ◽  
Author(s):  
James Scott Johnston
Keyword(s):  
North America ◽  
Key Words ◽  
North American ◽  
Philosophy Of Education ◽  
Educational Practice ◽  
The North ◽  
Educational Theories

This paper examines the question of philosophy of education’s direction through an examination of its historical self-understandings. The North American, and particularly, U.S. context is highlighted. The thesis is that philosophy of education must reconstruct itself through attention to its past self-understandings, but most importantly, through acceptance of projects, issues, and topics that are relevant to it, and not simply to philosophy or educational practice. Some consequences of this thesis are presented at the end of the paper. Key words: philosophy of education; Dewey's influence; educational theories; historical self-understanding; pragmatism

Gentile, Giovanni (1875–1944)

2018 ◽  
Author(s):  
Richard Bellamy
Keyword(s):  
Nineteenth Century ◽  
Twentieth Century ◽  
Philosophy Of Education ◽  
Theory And Practice ◽  
The Self ◽  
Western Philosophy ◽  
Transcendental Arguments ◽  
Concrete Experience ◽  
History Of ◽  
Italian Philosophy

Best known as the self-styled philosopher of Fascism, Gentile, along with Benedetto Croce, was responsible for the ascendance of Hegelian idealism in Italy during the first half of the twentieth century. His ‘actual’ idealism or ‘actualism’ was a radical attempt to integrate our consciousness of experience with its creation in the ‘pure act of thought’, thereby abolishing the distinction between theory and practice. He held an extreme subjectivist version of idealism, and rejected both empirical and transcendental arguments as forms of ‘realism’ that posited the existence of a reality outside thought. His thesis developed through a radicalization of Hegel’s critique of Kant that drew on the work of the nineteenth-century Neapolitan Hegelian Bertrando Spaventa. He argued that it represented both the natural conclusion of the whole tradition of Western philosophy, and had a basis in the concrete experience of each individual. He illustrated these arguments in detailed writings on the history of Italian philosophy and the philosophy of education respectively. He joined the Fascist Party in 1923 and thereafter placed his philosophy at the service of the regime. He contended that Fascism was best understood in terms of his reworking of the Hegelian idea of the ethical state, a view that occasionally proved useful for ideological purposes but which had little practical influence.

THE THEORY AND PRACTICE OF ‘SUPRA-CONSTITUTIONAL’ LIMITS ON CONSTITUTIONAL AMENDMENTS

2013 ◽  
Vol 62 (3) ◽  
pp. 557-597 ◽  
Author(s):  
Yaniv Roznai
Keyword(s):  
International Law ◽  
Constitutional Law ◽  
Legal Order ◽  
Theory And Practice ◽  
Constitutional Amendment ◽  
Constitutional Amendments ◽  
National Courts ◽  
Constitutional System ◽  
The Relationship

AbstractThis article examines whether there are any limitations on constitutional amendment powers that are external to the constitutional system and above it—‘supra-constitutional’ limits. It considers the theory and practice of the relationship between natural law, international law or other supranational law, and domestic constitutional law in a comparative prism. After considering the alleged supremacy of supranational law over constitutional amendments, the author explores the problem of the relationship between the different legal orders in the external/internal juridical spheres, and the important potential and actual role of national courts in ‘domesticating’ supranational law and enforcing its supremacy. It is claimed that despite the growing influence of supranational law, state practice demonstrates that constitutional law is still generally superior to international law, and even when the normative hierarchical superiority of supranational law is recognized within the domestic legal order, this supremacy derives not from supranational law as a separate legal order, but rather from the constitution itself. Therefore, it is claimed that existing practice regarding arguments of ‘supra-constitutional’ limitations are better described by explicit or implicit limitations within the constitution itself, through which supranational standards can be infused to serve as valid limitations on constitutional amendment powers.

scholarly journals Towards Entrepreneurship: Reflections Between Theory And Practice

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Tereza Benešová
Keyword(s):  
Secondary School ◽  
Work Experience ◽  
Entrepreneurship Education ◽  
Educational Background ◽  
Theory And Practice ◽  
Vocational School ◽  
School Teachers ◽  
Cross Sectional ◽  
Economic Theories ◽  
Linking Theory And Practice

The paper deals with the pragmatic need of linking theory and practice in the learning process, focusing on vocational education in economics and entrepreneurship education. In connection with selected alternative economic theories is shown the necessity of praxeological educational background and practical work experience in teaching process in entrepreneurship education. Results are based on the research, which was done in the framework of prepared dissertation thesis on the theme of entrepreneurship education from the perspectives of theory and the perspective of vocational school teachers of economics subjects. The results focus on the concept of entrepreneurship education preferred by teachers of the economical subjects at the secondary schools specialised in economics. The main aim of the research was to check, to what degree are the theoretical bases of the education of the entrepreneurship fulfilled in the reality of a secondary school specialised in economics. The results show that in the case of preferred aims of the respondents of our examination we could talk about the combination of creation of knowledge and preparation for the profession. It is confirmed that the teachers rely significantly on a prescribed list of educational topics, but at the same time the results clearly show that the respondents think about their subject and formative aspect of their classes through using of cross-sectional topic.  

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