Philosophie de léducation Grands courants pédagogiques
2 2 3 Education négative et positive 2 2 4 Liberté et rapport à la loi 2 3 Kant et l,éducation 2 3 1 Devenir homme par l/éducation 2 3 2 Education, instruction et discipline 2 3 3 L/éducation entre contrainte et liberté 3 Lâge dor du pédagogique 3 1 L'utopie socialiste et la pensée libertaire du XIXe siècle
Pensées - NTSLibrary
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De la naissance des philosophes de l’éducation en France
De la naissance des philosophes de l’éducation en France 167 prétendre que, chez ces philosophes, l’éducation soit la question centrale et la plus
Qu’est-ce que la philosophie - Lève-toi et pense
terme de sa scolarité, était habitué à apprendre Il pense maintenant qu’il va apprendre la philosophie, mais c'est impossible, car il doit désormais apprendre à philosopher – Kant Cependant, c’est uniquement en nourrissant notre intelligence des pensées des autres – et
Realism, Approximate Truth, and Philosophical Method
pense of a contrived or ad hoc conception of approximate truth, indeed at the ex pense of both contrivance (objection 3) and circularity (see objection 4) The contrivance in question arises from the important difference just men tioned between extant theories of truth and of approximate truth respectively In
An Occupation’s Responsibility: The Role of Social
as a philosopher of education to speak not only to other philosophers of education and founda-tions scholars but also to education scholars in general and, at particular times, to school leaders and other educators
Early Childhood Care and Education in Zambia: An Integral
Early childhood education is, in theory, of great importance to the nation’s Ministry of Education (MoE) Currently, under the MoE, educational provision is guided by the national education policy document, Educating Our Future, which focuses on equitable access to quality education at all levels (MoE, 1996)
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Foundations in the Cultivation of Professionalism
Michael G. Gunzenhauser, University of Pittsburgh
In this essay, I argue that inquiry and engagement in the social foundations of education is fun- damental to cultivating professionalism in education. As many commentators on the subject have noted, teaching does not meet many of the criteria of a profession derived from the socio- logical study of fields of work. As Joseph Newman observes, typically teaching is offered theŃMPHJRU\ RI ³RŃŃXSMPLRQ´ RU LP ŃMQ NH ŃRQVLGHUHG PR NH M VHPL-profession or an emerging profes-
sion.1 William Segall and Anna Wilson point to the activities of professional associations, the work of education scholars, and rising standards for teacher preparation as evidence of promise for the future professionalization of teaching.2 In contrast, Kenneth Strike argues that the drive for professionalism is counter-productive to the democratic aims of education,3 and others argue for recasting the debate about professionalism in terms more consistent with the moral aims of education.4 My own approach in this essay is to make the aims and characteristics of professionalism an object of inquiry in educational practice. Engaging in the social foundations leads us to un- derstand that the very idea of professionalism in education is constituted by ethical practices of teaching. I wish to argue that the social foundations are crucial to help us define and defend what professionalism may look like in education, making use of the uniqueness of education as an institution and the unique qualities of teaching as a profession. Although discussions about professionalism are generally limited to the profession of teaching and specifically to public school settings, my arguments apply as well to the professional standing of educators in various educational settings, both formal and informal. While I draw mainly from philosophy, philoso- phy of education, and social theory, I also briefly name additional value to be gained from other foundational disciplines toward defining and cultivating professionalism. Especially in our cur- rent context, when we are witnessing fairly widespread negative effects on teacher professional-128-33.
2. William E. Segall & Anna V. Wilson, Introduction to Education: Teaching in a Diverse Society (Upper Saddle River, NJ:
1998), 27-44.
3. Kenneth $B 6PULNH ³HV 7HMŃOLQJ M 3URIHVVLRQ +RR JRXOG JH .QRR"´ Journal of Personnel Evaluation in Education 4,
no. 1 (1990), 91-117 .HQQHPO $B 6PULNH ³3URIHVVLRQMOLVP GHPRŃUMŃ\ MQG GLVŃXUVLYH FRPPXQLPLHV 1RUPMPLYH 5HIOHŃPLRQV RQ