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Zinaida Andreevna Lurie – Paedagogica Historica: International Journal of the History of Education, 2024
The article analyses the theatre of Sixt Birck, an evangelical teacher of the Reformation era, within educational and practical pedagogical background of the period. It is proved that in Basel, when school reform was in process, Birck, having studied Melanchthon's commentaries on Terence and Quintilian's theory of imitation and become familiar…
Descriptors: Religious Education, Teaching Methods, Educational Change, Theater Arts
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Tan, Charlene; Ibrahim, Azhar – Religious Education, 2017
This article explores and compares the salient characteristics and educational influences of humanism in both Islam and Confucianism. It is argued that the humanist tradition in both belief systems upholds the development and transforming ability of human beings. A common aim of education is to nurture God/Way-conscious and virtuous individuals…
Descriptors: Humanism, Religious Education, Confucianism, Islam
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de Oliveira, Thiago Ranniery Moreira; Lopes, Danielle Bastos – Curriculum Inquiry, 2016
Humanism and the concept of the human that informs pedagogical discourse have been increasingly questioned by what has been called "post-human times." In this paper, we situate Paulo Freire's (1970) "Pedagogy of the Oppressed," and Nathan Snaza and John Weaver's (2014) "Posthumanism and Educational Research" within…
Descriptors: Humanism, Critical Theory, Foreign Countries, Curriculum Development
Ediger, Marlow – 1976
Part 1 of this paper discusses contributions made by diverse schools of thought in the philosophy of education to the development of a relevant social studies curriculum. The relevance of major philosophical approaches to teaching and learning is considered in light of the approaches' influences on instructors' teaching styles and students'…
Descriptors: Behavioral Objectives, Curriculum Development, Decision Making, Educational Philosophy
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Alexander, Hanan A. – Theory and Research in Education, 2005
It is generally supposed that a curriculum should engage students with worthwhile knowledge, which requires an understanding of what it means for something to be worthwhile: a substantive conception of the good. Yet a number of influential curriculum theories deny or undermine one or another aspect of the key assumption upon which a meaningful…
Descriptors: Ethics, Curriculum Development, Value Judgment, Educational Theories