The book tells the story of a group of farm animals who rebel against their human farmer, hoping to create a society where the animals can be equal, free, and happy. Ultimately, however, the rebellion is betrayed, and the farm ends up in a state as bad as it was before, under the dictatorship of a pig named Napoleon.
According to Orwell, the fable reflects events leading up to the Russian Revolution of and then on into the Stalinist era of the Soviet Union. Orwell, a democratic Swallows and Amazons [Swallows and Amazons 1]. Adventure Autor: Ransome Arthur Swallows and Amazons is the first book in the Swallows and Amazons series by English author Arthur Ransome; it was first published in , with the action taking place in the summer of in the Lake District.
The Heart Is a Lonely Hunter. Fiction Autor: Carson McCullers The way I need you is a loneliness I cannot bear' Making its twenty-three-year-old author an overnight literary sensation, this story of isolated, lost lives intersecting in a small town in the American South is a masterpiece of humane sensitivity. Ten new titles in the colourful, small-format, portable new Pocket Penguins series The understanding was that they would direct their expertise to issues of education and teaching.
Noticeably, its pluralism was in keeping with pedagogy but this new approach placed greater emphasis on philosophical systems rather than on the thought of particular great educators taken in isolation. The prevalence of this tripartite foundations model would begin to decline after the Second World War. As the working conditions of teachers became more and more standardized, so too did the training of teachers become increasingly aimed at providing future teachers with direct guidance on how to adhere to the regulatory standards of teaching that now applied to their work.
In the main, teacher educators agreed with this assessment. So it was, driven by changing working conditions in schools that the dominant conception of the kind of education that a teacher needed pivoted from a liberal arts model to a professional training model. The idea that teacher education could be based on instruction in the results of scientific research and field-tested teaching methods, also spurred on the movement to professionalize teaching.
Educational research promised the wherewithal to provide teaching with the scientific basis many thought necessary for teaching to attain true professional status. Grammar school teachers of the past may have declared educational philosophy to be the basis of their professional expertise, but teachers destined to work in large and highly regulated public schools were more likely to turn to educational psychology.
The archetype of the search for scientifically defensible teaching practices may be the behaviorism of B. Significantly, however, philosophers of education, still a force to be reckoned with in teacher education at the height of the behaviorist movement, played a leading role in drawing critical attention to the limitations of behaviorism as applied to teaching and, in this way, ushering in cognitivism as the new dominant paradigm in educational psychology.
In the UK at about the same time, facing similar pressure from the drive towards the standardization of teaching, British philosophy of education turned to analytic philosophy as a critical resource.
Emulating the scientific method, it made a clean break from the pluralism of educational ideologies by seeking clear answers to specific questions using an objective method—in this case, linguistic analysis. The increased standardization of teaching led to an increased demand in teacher education for the kind of evidence-based and practically oriented content that educational philosophy was poorly positioned to provide.
It is no coincidence that the s was a watershed moment for the field of educational philosophy. This was a period of significant transformation for academic units offering teacher education as student enrollment was expanding. In connection with the corresponding growth in the number of academic staff needed to serve this influx of students, a trend emerged for universities to upgrade schools and departments of education to larger faculties of education.
A PhD was generally required of new academic staff, though it was not uncommon for existing staff to lack this credential. As a result, a new category of educational researchers were now working as teacher educators and the expectation that all faculty members engage in research increased.
Furthermore, in the wake of concerns that the United States education system was falling below international standards, as articulated most poignantly in the report A Nation at Risk , the s was also a time when teaching faced growing pressure to professionalize. This meant, among other things, that teachers were increasingly held accountable for basing instructional choices on evidence drawn from scientific research.
More and more space was accorded to empirically grounded content in programs of study in teacher education at the expense of traditional content like philosophy, history and sociology of education. These subjects struggled to demonstrate their educational value in the face of the new evidence-based conception of the knowledge base of teaching and the number of instructional hours dedicated to them dropped.
Conscious of the existential threats facing their field, philosophers of education can be found routinely engaging in diagnostic exercises about the decline of philosophy of education and reflection on its future prospects. One interpretation suggests that the origins of the crisis are internal to the field. Proponents of this view argue that philosophy of education has failed to maintain the standards of scholarly excellence that were instrumental to securing its place in teacher education in the past.
Such scholars express concerns about whether the field of theory and research in education has the intellectual wherewithal to reproduce and maintain philosophy of education as an academic discipline worthy of the name, raising doubts about the quality of peer-reviewed journals and the capacity of graduate programs to provide PhDs with rigorous, intellectually rich academic training.
From this perspective, the solution to the impasse is for the educational philosophy community to collectively set new, higher standards and work vigilantly to maintain them. The other broad interpretation of the decline of the field of educational philosophy points to external causes. Proponents of this view emphasize the evolving nature of educational research. In terms of providing the educational community with knowledge and insights thought valuable for teachers working in highly regulated systems of mass public schooling, philosophy of education has been slow to adapt.
Institutionalized teacher education, from its very beginnings with Mann, Bernard, and Ryerson, was a means to the end of securing a state-funded education system worthy of public trust. Teacher education today continues to play a crucial role in mediating public confidence in the education system. It is to be expected, therefore, that the curriculum of teacher education will shift and transform in response to the constantly changing social and regulatory contexts in which teachers work as teacher educators collectively strive to create forms of teacher preparation that are responsive to the current needs of teaching.
Recent developments in the education system have benefitted some fields, most notably educational psychology, and been detrimental to others, in particular philosophy of education.
How does a grounding in the theoretical and ethical dimensions of teaching, learning and education systems contribute in meaningful ways to being a good teacher? What are the consequences for the quality of teacher preparation when it fails to ensure that future teachers are versed in philosophical thinking about educational issues?
The thought-provoking essays that make up this book tackle these consequential questions. The first section, Diagnosis and Prognosis, features chapters that provide a diagnosis and prognosis of the decline of philosophy of education. How does philosophy of education, from which educational research, including teacher education as a field of study essentially grew, now find itself faced with marginalization within educational studies?
The three chapters in this section present different accounts of how this situation arose. Robin Barrow points to various sources of decline of philosophy within teacher education. Whereas teacher education was once a formal study of four disciplines philosophy, psychology, history and sociology , today, many of these subjects have been made optional, leading to a fragmented and unstandardized programs. Barrow argues for a return to analytical philosophy as championed by R.
To support his case, he demonstrates the necessity of analytical philosophy as a tool to achieve clarity in understanding the concepts that are crucial to the study of education and the work of teachers.
Rather than attributing the decline of educational philosophy to curricular changes as such, Waddington links it to the loss of interest among teacher educators in one of the most important early figures in the study of education, John Dewey.
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Skip to main content. Previous slide. Next slide. Knowledge and Library Services. Knowledge for Healthcare www. Our ambition is that: NHS bodies, their staff, learners, patients and the public use the right knowledge and evidence, at the right time, in the right place, enabling high quality decision-making, learning, research and innovation to achieve excellent healthcare and health improvement. Read Knowledge for Healthcare: Mobilising evidence; sharing knowledge; improving outcomes Here's what people say about the important role of healthcare library and knowledge services
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