CHI TIẾT NGHIÊN CỨU …
Tiêu đề
“Plowden” at 50-R.S. peters’ response to educational progressivism
Tác giả
Cuypers S.E.
Năm xuất bản
2018
Source title
Past, Present, and Future Possibilities for Philosophy and History of Education: Finding Space and Time for Research
Số trích dẫn
0
DOI
10.1007/978-3-319-94253-7_8
Liên kết
Tóm tắt
In this chapter, I reconstruct the basic structure of Peters’ analytic response to educational progressivism as politically expressed in the 1967 Plowden Report. The report expressed a particular line of thought in educational theory, namely that of educational progressivism or child-centred education. In the 1960s, Peters introduced the analytic paradigm into the philosophy of education in Great Britain. In the socio-economic context of the 1960s, this new paradigm had some institutional as well as political effects. In particular, Peters’ theoretical response to the Plowden Report in Perspectives on Plowden had a practical influence. The chapter proceeds as follows. After a short historical note and a brief rehearsal of the contrast between progressivism and traditionalism, I detail Peters’ fundamental presuppositions in the light of which his critique of child-centred education can be elucidated. These two main presuppositions are, first, the primacy of the social or the public and, second, the ideal of liberal education. Next, I organise his critique around two central themes: first, education and its aims, and, second, the curriculum and the teacher. © Springer International Publishing AG, part of Springer Nature 2018.
Từ khóa
Tài liệu tham khảo
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Nơi xuất bản
Springer International Publishing
Hình thức xuất bản
Book chapter
Open Access
Nguồn
Scopus