Tag Archives: "Educational

Educational Philosophy in the French Enlightenment

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Natasha Gill, "Educational Philosophy in the French Enlightenment"
English | 2010 | ISBN-10: 0754662896 | 304 pages | PDF | 4 MB

Educational Philosophy in the French Enlightenment
Though Emile is still considered the central pedagogical text of the French Enlightenment, a myriad of lesser-known thinkers paved the way for Rousseau's masterpiece. Natasha Gill traces the arc of these thinkers as they sought to reveal the correlation between early childhood experiences and the success or failure of social and political relations, and set the terms for the modern debate about the influence of nature and nurture in individual growth and collective life. Gill offers a comprehensive analysis of the rich cross-fertilization between educational and philosophical thought in the French Enlightenment. She begins by showing how in Some Thoughts Concerning Education John Locke set the stage for the French debate by transposing key themes from his philosophy into an educational context. Her treatment of the abbe Claude Fleury, the rector of the University of Paris Charles Rollin, and Swiss educator Jean-Pierre de Crousaz illustrates the extent to which early Enlightenment theorists reevaluated childhood and learning methods on the basis of sensationist psychology. Etienne-Gabriel Morelly, usually studied as a marginal thinker in the history of utopian thought, is here revealed as the most important precursor to Rousseau, and the first theorist to claim education as the vehicle through which individual liberation, social harmony and political unity could be achieved. Gill concludes with an analysis of the educational-philosophical dispute between Helvetius and Rousseau, and traces the influence of pedagogical theory on the political debate surrounding the expulsion of the Jesuits in 1762.

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John Pratt, Joanna Swann, “Educational Research in Practice”

John Pratt, Joanna Swann, "Educational Research in Practice"
Bloomsbury Academic | 2004 | ISBN: 0826475639 | English | PDF | 240 pages | 12.52 Mb
“An insight into the education and social research community: eight researchers representing contrasting approaches from the UK, New Zealand and North America explain what they do, why they do it, its methodological basis and perceived outcomes. The main themes of their accounts are analysed and discussed by the editors, both of whom have considerable experience of teaching research methodology and methods. Although "Educational Research in Practice" makes contemporary debate about relativism and the relationship between research and the improvement of social practice more accessible, this in no way disregards the complexity of competing arguments”
Reviews'…many research students might find this lively plurality of personal viewpoints a more engaging entry into discussions of methodology than dry synopses of allegedly mutually-exclusive paradigms that capture little of the passion and energy that inspire adherents.'
Volume 53, Number 4
(James Aczel British Journal Of Educational Studies)

'…many research students might find this lively plurality of personal viewpoints a more engaging entry into discussions of methodology than dry synopses of allegedly mutually-exclusive paradigms that capture little of the passion and energy that inspire adherents.'
Volume 53, Number 4
(Sanford Lakoff British Journal Of Educational Studies)

About the AuthorsJoanna Swann is a Popperian philosopher of learning and method, known internationally for her innovative theoretical and practical explorations of the implications of evolutionary epistemology for teaching and education research. Formerly a Principal Lecturer at the University of Brighton, UK, she is now a freelance author.

John Pratt is Emeritus Professor of the Centre for Institutional Studies at the University of East London, UK, and Visiting Professor at the University of Brighton, UK.
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