The Experts below are selected from a list of 264 Experts worldwide ranked by ideXlab platform
Bill Whyte - One of the best experts on this subject based on the ideXlab platform.
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Social Education and social pedagogy: reclaiming a Scottish tradition in social work
European Journal of Social Work, 2008Co-Authors: Mark Smith, Bill WhyteAbstract:Social pedagogy is the discipline underpinning work with children and youth across most of Europe. The concept has struggled to find a place within social work in the English-speaking world, partly because of difficulties in translation and partly as a result of different welfare traditions. In particular there is a limited Conception of Education within the Anglo American Saxon tradition and a consequent bifurcation of Education and care. This article argues that ideas enshrined within social pedagogy have a resonance with Scottish approaches to social welfare, which culminate in the Kilbrandon Report of 1964. We argue that there are recurrent themes in the Scottish tradition with roots in the Reformation and the Scottish Enlightenment. Foremost amongst these is the focus on Education as a vehicle for both individual improvement and social cohesion. Social pedagogy or social Education offers an integrating conceptual base from which to develop models of social work practice which promote social wellbeing...
Michael S Katz - One of the best experts on this subject based on the ideXlab platform.
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r s peters normative Conception of Education and Educational aims
Journal of Philosophy of Education, 2009Co-Authors: Michael S KatzAbstract:This article aims to highlight why R. S. Peters' conceptual analysis of ‘Education’ was such an important contribution to the normative field of philosophy of Education. In the article, I do the following: 1) explicate Peters' Conception of philosophy of Education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' Conception of Education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be used to reinvigorate a conversation on one central Educational aim—that of how we might educate citizens for the 21st century.
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Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education - R. S. Peters' Normative Conception of Education and Educational Aims.
Journal of Philosophy of Education, 2009Co-Authors: Michael S KatzAbstract:This article aims to highlight why R. S. Peters' conceptual analysis of ‘Education’ was such an important contribution to the normative field of philosophy of Education. In the article, I do the following: 1) explicate Peters' Conception of philosophy of Education as a field of philosophy and explain his approach to the philosophical analysis of concepts; 2) emphasize several (normative) features of Peters' Conception of Education, while pointing to a couple of oversights; and 3) suggest how Peters' analysis might be used to reinvigorate a conversation on one central Educational aim—that of how we might educate citizens for the 21st century.
Mark Smith - One of the best experts on this subject based on the ideXlab platform.
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Social Education and social pedagogy: reclaiming a Scottish tradition in social work
European Journal of Social Work, 2008Co-Authors: Mark Smith, Bill WhyteAbstract:Social pedagogy is the discipline underpinning work with children and youth across most of Europe. The concept has struggled to find a place within social work in the English-speaking world, partly because of difficulties in translation and partly as a result of different welfare traditions. In particular there is a limited Conception of Education within the Anglo American Saxon tradition and a consequent bifurcation of Education and care. This article argues that ideas enshrined within social pedagogy have a resonance with Scottish approaches to social welfare, which culminate in the Kilbrandon Report of 1964. We argue that there are recurrent themes in the Scottish tradition with roots in the Reformation and the Scottish Enlightenment. Foremost amongst these is the focus on Education as a vehicle for both individual improvement and social cohesion. Social pedagogy or social Education offers an integrating conceptual base from which to develop models of social work practice which promote social wellbeing...
Ninni Wahlström - One of the best experts on this subject based on the ideXlab platform.
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The changing Role of the State in a Denationalised Educational Policy Context
2014Co-Authors: Ninni WahlströmAbstract:In this chapter the focus is on the changing role of the state and of citizenship Education in a transnational landscape of Educational policy. Drawing on Sassen and Schmidt it is argued that a denationalized Conception of Education means a transformed role of the state, rather than an elimination of its influence. The analysis from the Swedish example suggests that the role of the Swedish state has been transformed from an ‘enabling’ state to an ‘influencing-liberal’ state within a field of Education policy. Even when the policy discourse is shaped in international cooperation with intergovernmental organisations it is recontextualised into national curricula in specific and selective ways. In the Swedish case this means that citizenship Education in the most recent curriculum can be characterised as “social studies taught as social science”, based on human rights. In sum, the result shows that Education in the Swedish context in the beginning of the 2000s can be conceptualised as a denationalised- instrumental Conception of Education.
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Standards-Based Curricula in a Denationalised Conception of Education: The Case of Sweden
European Educational Research Journal, 2012Co-Authors: Daniel Sundberg, Ninni WahlströmAbstract:In this paper, we examine the development of the Swedish Educational reform of 1991 from an international and European perspective, and from the perspective of what counts as knowledge in a recentl ...
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Utbildningens villkor : globalisering och lokal mångfald
Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitk, 2011Co-Authors: Ninni WahlströmAbstract:The conditions of Education - globalization and local plurality. Taking some of my previous research as a point of departure, in this inaugural lecture I want to formulate a Conception of Education that reflects some principles that are specific for the period starting with the Educational Reform 1991. With gradual displacements this reform is still going on. Through an analysis of three different arenas within a framework of curriculum theory; the society arena, the governing- and curricula arena, and the arena of the local school and classroom, it is possible to characterize these arenas in terms of internationalization, management by demand and control, and individual choice. It may be argued that this is a new Conception of Education; a denationalized – instrumental Conception. The national Education arena becomes denationalized in two ways: globally there is an increasing influence by transnational organizations (and corporations); and locally, the privatization of schools has been extensive. The Conception is instrumental in its basic assumption that there is a fairly simple connection between clearly expressed demands and the productivity of school.
Panagiotis Stamatis - One of the best experts on this subject based on the ideXlab platform.
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How Relevant Is R.S. Peters’ Conception of Education to Science Education?
Interchange, 2017Co-Authors: Yannis Hadzigeorgiou, Panagiotis StamatisAbstract:This paper discusses R.S. Peters’ concept of Education, particularly his notion of cognitive perspective and its relevance to school science Education. In light of the problems inherent in any attempt to define the notion of scientific literacy, it is argued that the development of cognitive perspective can be considered an important, if not the ultimate, goal of school science Education. Such a goal not only provides an alternative way to view the development of scientific literacy, but it also points to a Conception of scientific literacy that is neither too narrow nor too broad. In view of recent reform efforts that promote a utilitarian and instrumentalist Conception of school science Education, Peters’ notion of cognitive perspective can provide food for thought for all those interested in a science Education that educates students in science by helping them understand the personal and the wider significance of scientific knowledge. Such a Conception of school science Education is in line with the view that Education and learning should make students change their outlook on the world. In addition, such a Conception can enrich the ongoing dialogue on scientific literacy as the primary goal of school science Education.