depaepe marc (114 Ergebnisse)

1. Auflage. Edition Bildung und Wissenschaft Lax, Hildesheim, 1992. XIV, 226 S., Leinen---- gutes Exemplar auf deutsch und englisch. International Series for the History of Education, Vol. 3. -.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 228 | Sprache: Englisch | Produktart: Bücher.

Softcover. 279 S. Ehem. Bibliotheksexemplar mit Signatur und Stempel. GUTER Zustand, ein paar Gebrauchsspuren. Ex-library with stamp and library-signature. GOOD condition, some traces of use. y08191 Sprache: Französisch Gewicht in Gramm: 1010.

Zustand: Neuf.

297 p. Book in good condition. Sprache: Französisch Gewicht in Gramm: 770.

Zustand: Hervorragend. Zustand: Hervorragend | Seiten: 232 | Sprache: Englisch | Produktart: Bücher.

Sprache: Deutsch Mit einigen Abbildungen. 256 Seiten. Gr.-8°. OriginalKarton. Guter Zustand!.

Zustand: New. KlappentextrnrnFor far too long Catholic teaching sisters have been denied their rightful place in the history of education. It is only during the past twenty-five years that researchers in many countries have begun to reveal the fundamental rol.

Zustand: New.

Editions de la Maison des Sciences de l'Homme Paris - N° 47 - 1994 - Ouvrage publié avec le concours du ministère de la Culture et de la Francophonie, de l'Enseignement supérieur et de la Recherche et du CNRS - In-4 broché - 276 pages - Nombreuses figures et reproductions photographiques dans l'ouvrage Bon état.

Kartoniert / Broschiert. Zustand: New. KlappentextrnrnAdvanced reader on the history of educationDevelopments in educational systems worldwide have largely contributed to the modernization and globalization of present-day society. However, in order to fully understand their impac.

Zustand: Very good.

Text; English/ French, paperback Aantal pagina's: 240, 132 cm x 210cm. ISBN 9789058678751. Travel Diary of Raymond Buyse, 1922. Carnet de voyage de Raymond Buyse, 1922. In 1922, a young Belgian ?pedologist' named Raymond Buyse accompanied the famous Dr. Ovide Decroly on a study tour of the United States of America. They met with well-known American professors to learn more about the ?scientific' study of the child and especially about applied American psychology. Buyse noted his impressions of the trip in a diary. These are scribbles, sometimes difficult to decipher, written on loose sheets, held together by a ring binder. They reflect the culture shock experienced by Buyse in confronting this dazzling nation. The young scholar writes in a lively style and with humour about his meetings with the ?great' psychologists and educationalists of that time, visualizing his impressions of the land and the people with little drawings in the text. Here the record of this fascinating scholarly and cultural encounter is published for the first time, both in the original French with an English translation. In their exhaustive introduction Marc Depaepe and Lieven D'hulst explain the historical context of this both personal and intellectual journey to the present-day reader. Livre imprime tete-beche! Volume reversible avec la version originale francaise d'un cote et la traduction anglaise de l'autre. En 1922, Raymond Buyse, un jeune ? pedologue ? belge, entreprend, en compagnie du celebre docteur Ovide Decroly, un voyage d'etude aux Etats-Unis. Ils y rencontrent des professeurs americains de renom et se familiarisent avec l'etude scientifique de l'enfant et avec la psychologie americaine appliquee en particulier. Buyse note ses impressions de voyage dans un carnet. Ce sont des gribouillis, parfois difficiles a dechiffrer, rediges sur des feuilles volantes reunies dans un classeur. Elles temoignent du choc culturel que la confrontation avec le pays du progres suscite en lui. Le jeune chercheur narre avec humour ses rencontres et dresse un portrait vivant d'illustres psychologues et pedagogues de cette epoque. Le texte est entrelace de petits dessins. 0 g.

270pp., 24cm., dans la série "Studia Paedagogica" no.33, brochure originale, bon état, C80203.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 247 | Sprache: Englisch | Produktart: Bücher.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 224 | Sprache: Englisch | Produktart: Bücher.

Paperback. Zustand: Very Good. Zustand des Schutzumschlags: Very Good. 505pp Papers from the international conference. Includes A Novoa "Ways of Saying, Ways of Seeing: Public Images of Teachers (19th-20th Century); J Coté "To See Is to Know: The Pedagogy of the Colonial Exhibition, Semarang, 1914"; Peter Cunningham "Moving Images: Propaganda Film and British Education, 1940-1945"; G Giles "Popular Education & New Media: The Cigarette Card in Germany" etc.

Zustand: Sehr gut. Zustand: Sehr gut | Seiten: 199 | Sprache: Englisch | Produktart: Bücher.

Zustand: New.

Gebunden. Zustand: New.

Zustand: New.

Zustand: New.

Zustand: New.

Zustand: New.

Zustand: New.

Exemplaire de presse. Envoi de Vincent Krier. [16342].

Buch. Zustand: Neu. Neuware -The closely argued and provocative contributions to this volume challenge psychology¿s hegemony as an interpretive paradigm in a range of social contexts such as education and child development. They start from the core observation that modern psychology has successfully penetrated numerous domains of society in its quest to develop a properly scientific methodology for analyzing the human mind and behaviour. For example, educational psychology continues to hold a central position in the curricula of trainee teachers in the US, while the language of developmental psychology holds primal sway over our understanding of childrearing and the parent-child relationship.Questioning the default position of modern psychology as a way of conceptualizing human relations, this collection of papers reexamines key assumptions that include psychology¿s self-image as a ¿scientific¿ discipline. Authors also argue that the dogma of neuropsychology in education has demoted concepts such as ¿emotion¿, ¿feeling¿ and ¿relationship¿, so that they are now ¿blind spots¿ in educational theory. Other chapters offer a cautionary analysis of how misshapen notions of psychology can legitimize eugenics (as in Nazi Germany) and poison racial attitudes. Above all, has psychology, with its focus on individual merit, been complicit in hiding the impacts of power and privilege in education This bracing new volume adopts a broader definition of education and childrearing that admits the essential contribution of the humanities to the proper study of mankind.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 192 pp. Englisch.

Buch. Zustand: Neu. Neuware -Education and educational research, according to the current fashion, are supposed to be concerned with ¿what works¿, to the exclusion of all other considerations. All over the world, and particularly in the English-speaking countries, governments look for means of improving ¿student achievement¿ as measured by standardized test scores. Although such improvements are often to be welcomed, they do not answer all significant questions about what constitutes good education. Also the research on which they are based is not the only legitimate way to do educational research. Social research, and therefore educational research, cannot ignore the distinctive nature of what it studies: a social activity where questions of meaning and value cannot be eliminated, and where interpretation and judgment play a crucial role.In this book distinguished philosophers and historians of education from 6 countries focus on the problematical nature of the search for ¿what works¿ in educational contexts, in practice as well as in theory. Beginning with specific problems, they move on to more general and theoretical considerations, seeking to go beyond over-simple ideas about cause and effect and the rhetoric of performativity that currently has educational thinking in its grip.¿Freedom of inquiry in educational research can no longer be taken for granted. Narrow definitions of what constitutes ¿scientific¿ research, funding criteria that enforce particular research methods, and policy decision processes that ignore any research that is not narrowly utilitarian, create a context in many countries that discourages scholarship of a more speculative, exploratory, or critical sort.This book brings together an exceptional combination of international and cross-disciplinary scholars who bring the perspectives of history and philosophy of science to ask, ¿How did we arrive at this place and ¿Where is educational research heading Thebook illuminates the anti-intellectual consequences of a ¿what works¿ mentality in education, and shows that the ostensibly ¿scientific¿ revolution in educational research in fact reflects an ahistorical and conceptually muddled understanding of what actually constitutes ¿science.¿ This book could not be more timely and important.¿Nicholas C. Burbules, Grayce Wicall Gauthier Professor, University of Illinois¿With research increasingly tied to State policies with the instrumental purpose of guiding school reforms, the volume provides an important historical and philosophical questioning of the possibilities, limitations and challenges of education research. Internationally leading scholars engage in a significant conversation that is sophisticated and nuanced for understanding contemporary debates.¿Thomas S. Popkewitz, the University of Wisconsin-Madison, USAThis publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education. Evaluation and Evolution of the Criteria for Educational Reseach.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 204 pp. Englisch.

Buch. Zustand: Neu. Neuware -This collection of fresh analyses aims to map the links between educational theory and research, and the geographical and physical spaces in which teaching is practiced and discussed. The authors combine historical and philosophical perspectives in examining the differing institutional loci of education research, and also assess the potential and the limitations of each. The contributors trace the effects of ¿space¿ on educational practice in the classroom, in the broader institutions, and in the academic discipline of education¿doing so for a range of international contexts.The chapters address various topics relating to the physical and geographical environment. How, for example, does geographical space shape researchers¿ mental frameworks How did the learning environments in which young children are taught today evolve To what extent did parochialism shape Americäs higher education system How can our understanding of classroom practice be enhanced by concepts of space The book acknowledges that texts themselves, as well as the research ¿arenä, are ¿spaces¿ too, and notes the fascinating debate on the concept of space in the field of mathematics education. Indeed, as more and more students move online, the book analyses the rising importance of virtual spaces such as Web 2.0, which have major educational implications for researchers and students joining the innovative ¿virtual¿ universities of the future.This publication, as well as the ones that are mentioned in the preliminary pages of this work, were realized by the Research Community (FWO Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Faces and Spaces of Educational Research.Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 232 pp. Englisch.

Taschenbuch. Zustand: Neu. Neuware -Pushing ¿social¿ responsibilities on schools is a process that has been underway for a long time. This phenomenon has been studied more in Europe than in North America and the U.K. and has been labelled Pädagogisierung. The editors have chosen to use ¿Educationalization¿ to identify the overall orientation or trend toward thinking about education as the focal point for addressing or solving larger human problems. The term describes these phenomena as a sub-process of the ¿modernization¿ of society, but it also has negative connotations, such as increased dependence, patronization, and pampering. In this book distinguished philosophers and historians of education focus on ¿educationalization¿ to expand its meaning through an engagement with educational theory. Topics discussed are the family and the child, the ¿learning society¿, citizenship education, widening participation in higher education, progressive education, and schooling movements such as No Child Left Behind.¿Smeyers¿ and Depaepe's book offers great insights into one of the most ambivalent phenomena of today's educational world and especially educational policy. The contributions assembled represent perspectives of some of the most respected scholars in the field. Their manifold critiques of the educationalization of social problems are rather convincing. Our time is definitely ripe for such analysis!¿Roland Reichenbach, Center for Educational Studies, University of Basel, Switzerland¿This is a challenging, critical and analytical treatment of the tendency of contemporaryadministrations to overburden educational institutions with the expectation that theywill provide the solutions to an increasingly diverse range of social and economicproblems. It brings together the theoretical resources of a distinguished internationalgroup of philosophers and historians of education and deserves the carefulattention ofeducational policy makers, practitioners and researchers alike.¿David Bridges, Von Hügel Institute, St Edmund¿s College, Cambridge, EnglandThis publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community are Educational Research: Why ¿What Works¿ Doesn¿t Work (2006) and Educational Research: Networks and Technologies (2007).Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 256 pp. Englisch.