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Barbara Class – Open Praxis, 2023
This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit "ethos," "eidos" and "praxis" in Open Education to move away from a…
Descriptors: Open Education, Educational Philosophy, Sustainability, Higher Education
Michael Y. Ahn; Stephanie Calley – Christian Higher Education, 2025
In this article, we provide Christian higher education administrators and faculty with an emerging conceptual model for the development of global kingdom citizens. Cultivating global kingdom citizens requires intentionality in both the curricular and co-curricular realms of Christian higher education, utilizing a holistic intercultural competence…
Descriptors: Citizenship, Christianity, Holistic Approach, Cultural Awareness
Godino, Juan D.; Burgos, María; Gea, María M. – International Journal of Mathematical Education in Science and Technology, 2022
The notions of meaning and sense, which are closely related to understanding, play an essential role in educational processes in general and, therefore, in the teaching and learning of mathematics. However, the terms 'meaning' and 'sense' are unevenly used in the theory of language, semiotics, philosophy and psychology. After describing the main…
Descriptors: Mathematics Education, Educational Theories, Models, Teaching Methods
Adam Valentin Agostinelli; Lillie R. Albert – Journal of Studies in International Education, 2025
This multiple case study analysis investigates the culturally engaging nature of a US campus for international students using the Culturally Engaging Campus Environments (CECE) model. Semi-structured interviews and professional development workshop observations were conducted with six faculty and administrative leaders who work closely with…
Descriptors: Foreign Students, Student Personnel Services, Student Adjustment, College Faculty
Ignatovich, Elena; Walker, Judith – International Review of Education, 2022
When the Faure report was published in 1972, the Soviet Union already had a robust and holistic cradle-to-grave, lifewide, lifelong education (LLE) system in place. Parts of this system and some of its ideology were reflected in the Faure report, thanks in large part to the contribution of one of the commissioners and authors, Arthur Petrovsky,…
Descriptors: Reports, Lifelong Learning, Foreign Countries, Educational Policy
Pang, Haishao; Wang, Qing; Bao, Rui – Higher Education Forum, 2021
From the perspective of "suzhi" education, this study analyses the historical development of the undergraduate educational model at Beijing Institute of Technology (BIT). It could be argued that BIT's talent-cultivating system's transformations from 1940 to 2020 echo Chinese higher education's reform and development. This study concludes…
Descriptors: Educational History, Higher Education, Undergraduate Students, Foreign Countries
Benac, Dustin D. – Christian Higher Education, 2015
The increasingly pronounced distinction between educational institutions that retain their ecclesial identity and those that jettison religious commitments reflects a bifurcated educational landscape in which institutions are characterized either as a "church-related" or a "Christian college and university." This development…
Descriptors: Christianity, Church Related Colleges, Protestants, Religious Education
van der Merwe, Liesl; Habron, John – Journal of Research in Music Education, 2015
This article aims to describe the phenomenon of spirituality in music education by means of a model derived from the academic literature on the topic. Given the centrality of lived experience within this literature, we adopted a hermeneutic phenomenological theoretical framework to describe the phenomenon. The NCT (noticing, collecting, and…
Descriptors: Foreign Countries, Music Education, Religious Factors, Models
Nohavová, Alena; Slavík, Jan – International Education Studies, 2012
This article introduces and explains the concept of the "paradox of education" for capturing the polarity between autonomy and heteronomy in education. The paradox of education is an essential part of the curriculum and, if not under control, manifests itself in the discrepancy between the teaching process, its objectives and evaluation…
Descriptors: Expressive Language, Self Expression, Educational Philosophy, Creativity
Damber, Ulla – Issues in Educational Research, 2012
The autonomous and the ideological model of literacy, and their tentative effects on teachers' practices as well as on research will be discussed in this article, thus emphasizing the need for teaching children not only to read the word, but also the world. Cases where the possibility of implementing critical awareness from the very start of…
Descriptors: Literacy, Models, Equal Education, Ideology
Phelps, James L. – Educational Considerations, 2011
The author believes that a unified theory might provide ideas helpful for improving research; professional training and practice; and therefore, student achievement. Little attention was paid to how several variables might work together and there is little discussion regarding how they might work together. The author stresses that there are…
Descriptors: Physics, Educational Administration, Interdisciplinary Approach, Holistic Approach
Beesley, Andrea; Clark, Tedra; Barker, Jane; Germeroth, Carrie; Apthorp, Helen – Mid-continent Research for Education and Learning (McREL), 2010
Background: Expeditionary Learning Schools opens and transforms K-12 schools. Through engaging, long-term interdisciplinary projects designed to achieve academic standards and an emphasis on a healthy school culture, Expeditionary Learning aims to develop students who are not only high-achieving but also highly motivated to do challenging…
Descriptors: Learning Theories, Citizenship, School Culture, Self Efficacy

Masemann, Vandra L. – Comparative Education Review, 1990
Scientific, positivistic approaches to education have often circumvented, or even suppressed, alternative knowledge domains such as those of indigenous systems of medicine. In the postindustrial era, knowledge paradigms will become more holistic, context-dependent, and integrative, narrowing the gap between theory and practice. Contains 27…
Descriptors: Comparative Education, Educational Philosophy, Epistemology, Holistic Approach

Poplin, Mary S. – Learning Disability Quarterly, 1984
The introduction to the special issue on holism with learning disabled students addresses five current practices not espoused by the holistic model: segmentation of learning, narrow school goals, preoccupation with students' deficits, lack of consideration of student interests/needs in selecting curricula, and obsession with objectivity and fact.…
Descriptors: Curriculum Development, Educational Philosophy, Elementary Secondary Education, Holistic Approach
Dobson, Russell L.; Dobson, Judith E. – 1989
Curriculum knowledge cannot be legitimized until its method of construction is examined. Dominant curriculum theories, those that are well established by tradition, usually provide research results reflecting a deterministic or imposed reality. The basic premise of this paper is that curriculum theorizing has, for the most part, been a utilitarian…
Descriptors: Cognitive Structures, Curriculum Development, Educational Philosophy, Epistemology
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