According to the Council for Social Foundations of Education , The purpose of foundations study is to bring…disciplinary resources to bear in developing interpretive, normative, and critical perspectives on education, both inside and outside of schools.” The Foundations of Education program within the Department of Leadership, Educational Psychology, and Foundations at NIU includes four areas of disciplinary study to fulfill this purpose: History of Education, Philosophy of Education, Sociology of Education, and Comparative & International Education. Investigating Democracy and Education in a Society of Justice”: focusing on related topics for insightful discussion and interaction to clarify the meaning and significance of relevant theories and then to make suggestions for educational practice and finally to produce feasible blueprints for education reform to achieve socialization of school education.
These collections deal with the nature and theory of the philosophy of education ( Archambault 1972 , Lucas 1969 ) or provide important and useful handbooks of philosophy of education ( Siegel 2009 ; Bailey, et al. 2010 ; Blake, et al. 2003 ). In the two anthologies included in this section, original texts of key thinkers are included ( Curren 2007 , Cahn 2009 ), while Cahn 2009 follows each original text with an interpretative essay.
Build on these ideals in the following paragraphs by discussing how you keep your classes aware and engaged, how you facilitate learning , and how you involve students in the assessment process Whatever your approach, remember to focus on what you value most as an educator and to cite examples of how you’ve put these ideals into practice. Study of society: the study of lives of great men show us the role of good will as well as of evil intentions.
It is very progressive for Wollstonecraft to believe that females should be afforded the same type (not necessary the same) education that Rousseau has prescribed for Emile. In his discussion of a new constitution for Poland he advocated a highly nationalistic program on the ground that where a nation’s institutions are in good health, education should support and renew them.
Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole edifice of the educational system, and the implicit assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example. In accord with this change of outlook some writers assigned to education an egoistic and prudential purpose like that of the Sophists. We can orally test people, we can give projects to people, and we can do essay questions. So Plato recommends an education system which is uniform and which pursues the general aims of the society itself.