This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It also makes an important contribution towards getting a closely argued educational theory. In the first part of the book the author establishes general aims and ends with suggestions as to what the curriculum ought to be. The second part is concerned with the procedures of learning and teaching appropriate to such a curriculum.
This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression....
The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its relation to politics. Beginning with a group of papers on specific areas of the relation between theory and practice, the book goes on to discuss aspects of the curriculum, such as curricular principles in recent official reports, the newly emerging theme of general abilities, and controversial material in the curriculum. The theme of the third group of articles is personal autonomy, one of the very few generally supported educational aims of...
The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its r...
The first part of the book discusses aims, who should determine them and how they might be determined. The second part discusses some more specific topics of learning and teaching, such as learning how to learn, the integrated day and the use of competition. The author distinguishes three broad levels of thought in looking at schools: the details of choice and decision; the general principles which are, or ought to be, guiding that detailed practice; and the theoretical commentaries on the guiding principles available from the various disciplines which constitute the study of education.
The first part of the book discusses aims, who should determine them and how they might be determined. The second part discusses some more specific to...
This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It also makes an important contribution towards getting a closely argued educational theory. In the first part of the book the author establishes general aims and ends with suggestions as to what the curriculum ought to be. The second part is concerned with the procedures of learning and teaching appropriate to such a curriculum.
This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It...
The first part of the book discusses aims, who should determine them and how they might be determined. The second part discusses some more specific topics of learning and teaching, such as learning how to learn, the integrated day and the use of competition. The author distinguishes three broad levels of thought in looking at schools: the details of choice and decision; the general principles which are, or ought to be, guiding that detailed practice; and the theoretical commentaries on the guiding principles available from the various disciplines which constitute the study of education.
The first part of the book discusses aims, who should determine them and how they might be determined. The second part discusses some more specific to...
The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its relation to politics.
The main concern of the volume is the relation of theory to practice in education but the book also reviews the state of educational theory, and its r...
