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Understanding Institutionalized Education: Towards a Different Philosophy of the School

Currently, the school as an institution is faced with a number of controversial expectations on behalf of society and politics in view of its significance, effectivity, and instrumentality. Frequently applied tests and longitudinal studies should measure the performance level of our educational system constantly, but there is still an ongoing disagreement in terms of of the organisation of schools and curricula. This book opposes the monopolizing of the school, arguing that it is irrelevant or guided by particular interests and recent tendencies that solely and primarily define the significance of school by its effectivity. The text defends the school as a place that should enable young people to become sociable and as a place of self-education. In doing so, it differentiates between pedagogical and extra-pedagogical tasks of schools, emphasises the importance of teachers as persons, and stresses the contributions of curricula and education that are fundamental for social cohesion, which are often not acknowledged in pedagogical theory. The bookâ (TM)s plea addresses student teachers and teachers of all subjects and school levels, as well as everybody that is, directly or indirectly, affected by the transformation processes regarding this institution and who wants to engage in a pointedly critical discussion on current reforms.


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28 Ekim 2011 15 x 0,5 x 22 cm Mdpi AG 1 Eylül 2020 WADE H MCCREE ERWIN N GRISWOLD 28 Şubat 2018 30 Ekim 2011 Kolektif 18,9 x 0,4 x 24,6 cm 1 Ocak 2017 18,9 x 0,2 x 24,6 cm ROBERT H BORK 18,9 x 0,6 x 24,6 cm Additional Contributors 18,9 x 0,5 x 24,6 cm 18,9 x 0,3 x 24,6 cm 3 Ocak 2017
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Sürüm ayrıntıları
yazar Roland Reichenbach
isbn 13 978-1527555105
Yayımcı Cambridge Scholars Publishing; Unabridged edition
Tarafından yayınlandı Understanding Institutionalized Education: Towards a Different Philosophy of the School 1 Eylül 2020

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