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Direct linkSean-Jason Schat – Journal of Invitational Theory and Practice, 2025
Invitational Theory is rooted in three theoretical foundations, perceptual theory, self-concept theory, and a democratic ethos (Purkey, Novak, and Fretz, 2020). This essay addresses the third of these foundations, a "Democratic Ethos." While "perceptual theory" and "self-concept theory" provide a relational foundation…
Descriptors: Self Concept, Democratic Values, Theory Practice Relationship, Ethics
Morten Korsgaard; Piotr Zamojski – Ethics and Education, 2024
In this article, we try to understand the phenomenon of pedagogical tact as a particular form of power to judge. For this, we rehearse Immanuel Kant's idea of "Urteilskraft" as it first appears in the "Critique of Pure Reason," where it is also rendered in educational terms. However, the power to apply rules works without any…
Descriptors: Educational Practices, Educational Philosophy, Evaluative Thinking, Educational Theories
Jan Jaap Rothuizen; Line Togsverd – Ethics and Education, 2024
This article delves into the multifaceted nature of pedagogy, examining its role as both a practical pursuit and an academic discipline concerned with education and upbringing. Positioned within the context of modernity, the overarching objective of pedagogy is framed as the cultivation of a free subject in communities of free people, emphasizing…
Descriptors: Situated Learning, Epistemology, Educational Practices, Educational Objectives
Zahid Naz – Policy Futures in Education, 2025
This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault's conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a…
Descriptors: Evidence Based Practice, Educational Practices, Teaching Methods, Instructional Effectiveness
Shaoru Annie Zeng – Cogent Education, 2024
This paper presents a critical content analysis of the curriculum development process within the International Baccalaureate Primary Years Programme (IBPYP) using the Cultural-Historical Activity Theory (CHAT) framework. As a part of the globally recognised International Baccalaureate (IB) framework, the IBPYP has undergone significant growth. The…
Descriptors: Advanced Placement Programs, Elementary Education, Curriculum Development, Educational History
Naas, Michael – Studies in Philosophy and Education, 2021
This essay analyzes Derrida's questioning of the relationship between "Theory and Practice" in his recently published seminar of 1976-1977 of this same title. It traces Derrida's reading of this relationship in Marx and Marxism, beginning with various interpretations (such as Althusser's) of the famous line from Marx's "Theses on…
Descriptors: Educational Philosophy, Educational Theories, Theory Practice Relationship, Marxian Analysis
Download full textNusser, Tegan W. – Educational Considerations, 2020
John Dewey's philosophy of education did not arise in a vacuum. Much as Dewey himself would have recognized, his experiences shaped his philosophy. The experiences described include Dewey's time as a boy in Burlington, Vermont; his graduate education at Johns Hopkins University, and his first academic post at the University of Michigan; concluding…
Descriptors: Educational Philosophy, Biographies, Educational Theories, Educational Practices
Giesinger, Johannes – Philosophical Inquiry in Education, 2019
The problem of paternalism, widely discussed in moral and political philosophy, has not received much attention in the philosophy of education. Yet Johannes Drerup claims that paternalism should be considered 'an indigenous concept' of educational theory, and 'the indigenous model of justification' in education. This essay explores Drerup's claim,…
Descriptors: Educational Philosophy, Educational Theories, Power Structure, Theory Practice Relationship
Yurkofsky, Maxwell M.; Peterson, Amelia J.; Mehta, Jal D.; Horwitz-Willis, Rebecca; Frumin, Kim M. – Review of Research in Education, 2020
As a result of the frustration with the dominant "What Works" paradigm of large-scale research-based improvement, practitioners, researchers, foundations, and policymakers are increasingly embracing a set of ideas and practices that can be collectively labeled continuous improvement (CI) methods. This chapter provides a comparative…
Descriptors: Educational Improvement, Educational Change, Comparative Analysis, Educational Practices
Tatzia Langlo – ProQuest LLC, 2020
This dissertation focuses on the professional philosophies, practices, and collaborative negotiation skills used and developed in two teacher education programs within two countries and how novice teachers integrate these ideas, skills, and processes in classrooms and schools. Simultaneously, this research examines how the patterns of democratic…
Descriptors: Teacher Education Programs, Beginning Teachers, Foreign Countries, Educational Practices
Vine, Luda – Journal of Research on Christian Education, 2020
The dualisms between theory and practice, individual and society, intellectual and manual, as identified by John Dewey in the 19th century, find their direct correspondence in the writings of a contemporary Christian writer of his era, Ellen G. White, whose publications and life work led to the development of what is now one of the single largest…
Descriptors: Christianity, Educational Philosophy, Theory Practice Relationship, Protestants
Hordern, Jim – Pedagogy, Culture and Society, 2018
This paper draws on sociological and philosophical work on educational knowledge and expertise to consider what is distinctive about different traditions of educational inquiry. It is argued that an examination of the character of educational knowledge benefits from scrutiny of the relations between specialised and non-specialised forms of…
Descriptors: Inquiry, Knowledge Level, Specialization, Educational Research
Tesar, Marek; Hytten, Kathy; Hoskins, Te Kawehau; Rosiek, Jerry; Jackson, Alecia Y.; Hand, Michael; Roberts, Peter; Opiniano, Gina A.; Matapo, Jacoba; St. Pierre, Elizabeth Adams; Azada-Palacios, Rowena; Kuby, Candace R.; Jones, Alison; Mazzei, Lisa A.; Maruyama, Yasushi; O'Donnell, Aislinn; Dixon-Román, Ezekiel; Chengbing, Wang; Huang, Zhongjing; Chen, Lei; Peters, MichaelA.; Jackson, Liz – Educational Philosophy and Theory, 2022
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final 'future-focused' collective piece from the philosophy of education in a new key Series put it, what are the futures--plural and multiple--of the intersections of 'philosophy' and 'education?' What is 'Philosophy'; and what is 'Education', and what role…
Descriptors: Educational Philosophy, Educational Theories, Educational Trends, Trend Analysis
Nakagawa, Yoshifumi; Payne, Phillip G. – Educational Philosophy and Theory, 2019
The always vexed relationships between philosophy, theory, methodology, empirical work and their representations and legitimations have been thrown into chaos with the belated acknowledgement of the Anthropocene. Unsurprisingly, traditional Western thought may have been complicit, given its underlying anthropocentric assumptions and humanist…
Descriptors: Educational Philosophy, Epistemology, Ecology, Educational Theories
Aquino, Julio Groppa – Educational Philosophy and Theory, 2017
Contemporary research in the field of Foucauldian studies on education have pointed to a growing imbrication between educational practises and neoliberal ideas. The problematization of such scenario would lead to two premises, grounded on a general hypothesis for the analysis of the educational present. The first premise: nowadays, the educational…
Descriptors: Educational Practices, Teaching Methods, Educational Philosophy, Neoliberalism
