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Time for Science Education: How Teaching The History And Philosophy Of Pendulum Motion Can Contribute To Science Literacy - Couverture souple

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Matthews, Michael

 
9780306458804: Time for Science Education: How Teaching The History And Philosophy Of Pendulum Motion Can Contribute To Science Literacy
Couverture souple
ISBN 10 : 0306458802 ISBN 13 : 9780306458804
Editeur : Springer, 2013

Synopsis

The book's argument depends, as do most proposals in education, upon cer- tain positions in the philosophy of education. I believe that education should be primarily concerned with developing understanding, with initiation into worth- while traditions of intellectual achievement, and with developing capacities for clear, analytic and critical thought. These have been the long-accepted goals of liberal education. In a liberal education, students should come to know and appre- ciate a variety of disciplines, know them at an appropriate depth, see the interconnectedness of the disciplines, or the modes of thought, and finally have some critical disposition toward what is being learned, to be genuinely open- minded about intellectual things. These liberal goals are contrasted with goals such as professional training, job preparation, promotion of self-esteem, social engineering, entertainment, or countless other putative purposes of schooling that are enunciated by politicians, administrators, and educators. The book's argument might be consistent with other views of education- especially ones about the training of specialists (sometimes called a professional view of education)-but the argument fits best with a liberal view of education. The liberal hope has always been that if education is done well, then other per- sonal and social goods will follow. The development of informed, critical, and moral capacities is the cornerstone for personal and social achievements.

Les informations fournies dans la section « Synopsis » peuvent faire référence à une autre édition de ce titre.

À propos de la quatrième de couverture

The book's argument depends, as do most proposals in education, upon cer­ tain positions in the philosophy of education. I believe that education should be primarily concerned with developing understanding, with initiation into worth­ while traditions of intellectual achievement, and with developing capacities for clear, analytic and critical thought. These have been the long-accepted goals of liberal education. In a liberal education, students should come to know and appre­ ciate a variety of disciplines, know them at an appropriate depth, see the interconnectedness of the disciplines, or the modes of thought, and finally have some critical disposition toward what is being learned, to be genuinely open­ minded about intellectual things. These liberal goals are contrasted with goals such as professional training, job preparation, promotion of self-esteem, social engineering, entertainment, or countless other putative purposes of schooling that are enunciated by politicians, administrators, and educators. The book's argument might be consistent with other views of education­ especially ones about the training of specialists (sometimes called a professional view of education)-but the argument fits best with a liberal view of education. The liberal hope has always been that if education is done well, then other per­ sonal and social goods will follow. The development of informed, critical, and moral capacities is the cornerstone for personal and social achievements.

Les informations fournies dans la section « A propos du livre » peuvent faire référence à une autre édition de ce titre.

Éditeur
Springer
Date d'édition
2013
Langue
anglais
ISBN 10 
0306458802
ISBN 13 
9780306458804
Reliure
Broché
Nombre de pages
440
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