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The Philosophy of Mathematics Education

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Book Series: ICME-13 Topical Surveys ISSN: 2366-5947 ISBN: 9783319405681 9783319405698 Year: Pages: 26 DOI: 10.1007/978-3-319-40569-8 Language: English
Publisher: Springer Nature
Subject: Mathematics
Added to DOAB on : 2016-12-20 12:25:58
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This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.

Bridging Educational Leadership, Curriculum Theory and Didaktik: Non-affirmative Theory of Education

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Book Series: Educational Governance Research ISSN: 2365-9548 / 2365-9556 ISBN: 9783319586489 9783319586502 Year: Pages: 474 DOI: https://doi.org/10.1007/978-3-319-58650-2 Language: English
Publisher: Springer Nature
Subject: Education
Added to DOAB on : 2017-11-24 11:13:09
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This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of ‘globopolitanism’. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives.

A Philosophy of Israel Education: A Relational Approach

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ISBN: 9783319307787 9783319307794 Year: Pages: 64 DOI: 10.1007/978-3-319-30779-4 Language: English
Publisher: Palgrave Macmillan
Subject: Philosophy --- Education
Added to DOAB on : 2017-03-10 17:16:34
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This book develops a new philosophy of Israel education. “Person-centered” Israel education is concerned with developing in individual learners the ability to understand and make rational, emotional, and ethical decisions about Israel, and about the challenges Israel regularly faces, whether they be existential, spiritual, democratic, humanitarian, national, etc. Chazan begins by laying out the terms of the conversation then examines the six-pronged theory of “person-centered” Israel education to outline the aims, content, pedagogy, and educators needed to implement this program. Finally, the author meditates on what a transformation from ethnic to ethical education might look like in this context and others.

Högskolans ansvar

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ISBN: 9781909188495 9781909188501 9781909188518 9781909188525 Year: Pages: 210 DOI: 10.5334/bap Language: Swedish
Publisher: Ubiquity Press
Subject: Education
Added to DOAB on : 2015-10-01 11:01:18
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What should a university be? How can universities make a sounder and more lasting contribution to better lives and better societies in a globalised world? From a Swedish perspective, this new book challenges current ideas about what higher education is for. It presents fifteen principles for future development that range from a discussion of the nature of knowledge to the responsibility of the university in the development of society. Universities must become better at allowing and encouraging students to develop independence of thought and action through self-formation, bildung, and personal growth rather than merely preparing them for a specific job, the books says, using a historical perspective to consider these issues.

Educational Change Amongst English Language College Teachers in China

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ISBN: 9789811530531 Year: Pages: 149 DOI: 10.1007/978-981-15-3053-1 Language: English
Publisher: Springer Nature
Subject: Education --- Linguistics --- Ethnology
Added to DOAB on : 2020-05-14 09:30:26
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This open access book provides anthropological insights into the arduous yet rewarding journeys involved in selected TESOL teachers’ pedagogical transition to teaching English for Academic Purposes (EAP) at universities in Shanghai, the largest metropolitan area in China. Applying a unique combination of ethnography and phenomenology, the book offers innovative new perspectives on teacher education research. Drawing on the latest language education theory, it outlines a practitioner-friendly approach to EAP literacy. Teacher readers will especially benefit from the case studies presented here, which provide role models for teacher change in educational reform, as well as advice on their academic careers. In addition to addressing a timely and important research gap on EAP teachers in non-Western countries, the book is the ideal choice for readers interested in an update on English education in China.

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