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1 – 10 of over 23000
Article
Publication date: 1 January 1985

DONALD J. WILLOWER

In this paper, which was presented at the second Inter‐American Congress on Educational Administration, held July 29‐August 2, 1984 in Brasilia, DF, Brazil, the author…

1401

Abstract

In this paper, which was presented at the second Inter‐American Congress on Educational Administration, held July 29‐August 2, 1984 in Brasilia, DF, Brazil, the author sketches criteria for a philosophy that could contribute to advancement in educational administration. He then examines some positions and issues in the light of the criteria.

Details

Journal of Educational Administration, vol. 23 no. 1
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 1 March 2006

Kavous Ardalan

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

1095

Abstract

Purpose

To see how educational philosophies that underlie lecture and case methods of teaching are related to how faculty perform their teaching, research, and service.

Design/methodology/approach

This paper is based on the premise that foundational philosophies, worldviews or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

Findings

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how faculty perform their teaching, research, and service.

Research limitations/implications

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

Practical implications

This paper implies that, in practice, faculty would perform their teaching, research, and service in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

Originality/value

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty do in all areas of their activities: teaching, research, and service.

Details

International Journal of Social Economics, vol. 33 no. 3
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 1 February 1968

EARLE F. ZEIGLER

Sound administrative theory and research may ultimately provide the knowledge whereby administrative leaders in education can function most effectively. Such knowledge…

Abstract

Sound administrative theory and research may ultimately provide the knowledge whereby administrative leaders in education can function most effectively. Such knowledge will never tell us, however, whether it is desirable to take a particular administrative action in any society at any time. Thus, an administrator should understand his personal philosophical foundations and value system, and do his best to construct a philosophical position that is as consistent and logical as possible. Five such positions, reconstructionism, experimentalism, idealism, realism, and existentialism, can serve as guidelines. Each position, whether it is basically progressivistic or essentialistic, has a reasonably distinct approach to the nature of reality, educational aims and objectives, and the educative process. The development of language analysis as philosophy's most important contribution to man is discussed briefly. A self‐evaluation check list has been developed, which may be employed by an administrator to assess his present philosophy of educational administration.

Details

Journal of Educational Administration, vol. 6 no. 2
Type: Research Article
ISSN: 0957-8234

Book part
Publication date: 23 August 2021

Frederick Ebot Ashu

This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational

Abstract

This chapter discusses a number of well-known African Philosophies of Education (APE) that could significantly improve the development of an international educational leadership curriculum. These include Preparedness/Preparationism, Utilitarianism/Functionalism, Communalism; Holisticism and Perennialism, Ethnophilosophy, Ubuntu, Community, Reasonableness, Moral Maturity, Maat or Ma'at African philosophies discovered from papyrus manuscripts including Imhotep, The Teachings of the Vizier Ptahhotep, The Tale of the Eloquent Peasant, and The Dialogue of a Man with his Soul, Kemit and As Above so Below, etc. In so doing, I identify the salient values of these philosophies, bringing out their qualities as well as their limitations, and discussing ways in which they could be incorporated into the contemporary field of developing an international leadership curriculum. This chapter first reviews contemporary literature on African Indigenous Education (AIE) and APE and their relevance in developing an international leadership curriculum using a descriptive and analytical interpretive approach then proposes an epistemic leadership theoretical framework to guide the delivery of APE in educational leadership learning. Such a leadership curriculum framework could be developed as part of the de-colonial epistemic movement within the Global South. The chapter concludes that while the link between APE, policy and practice is significant and new in the context of educational leadership curriculum research, its survival depends on the establishment of such a de-colonial epistemic theoretical framework.

Article
Publication date: 11 January 2008

Kavous Ardalan

The purpose of this paper is to see how educational philosophies that underlie lecture and case methods of teaching are related to setting course goals, objectives, and contents.

Abstract

Purpose

The purpose of this paper is to see how educational philosophies that underlie lecture and case methods of teaching are related to setting course goals, objectives, and contents.

Design/methodology/approach

This paper is based on the premise that foundational philosophies, worldviews, or paradigms underlie educational philosophies, and each educational philosophy favors a certain instructional methodology, which in turn implies a certain way or method of instruction.

Findings

The findings of this paper are that each educational philosophy favors a certain instructional methodology, which in turn determines not only the way that the instruction is performed but also how course goals, objectives, and contents are set.

Research limitations/implications

This paper implies that differences between the underlying world views of lecture and case methods of teaching similarly lead to differences in many other aspects of the teaching and learning process.

Practical implications

This paper implies that in practice, faculty would set their course goals, objectives, and contents in a more consistent manner if they become consciously aware of the underlying philosophy of their teaching method.

Originality/value

The original contribution of this paper is that it shows how in a systematic manner the differences in teaching philosophy lead to differences in what faculty would do in all areas of their course activities: goals, objectives, and contents.

Details

International Journal of Social Economics, vol. 35 no. 1/2
Type: Research Article
ISSN: 0306-8293

Keywords

Article
Publication date: 5 September 2016

Martin Lackéus, Mats Lundqvist and Karen Williams Middleton

The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.

1485

Abstract

Purpose

The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift.

Design/methodology/approach

The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis.

Findings

Patterns in the analysis motivate the articulation of an overarching educational philosophylearning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift.

Research limitations/implications

Only three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education.

Practical implications

The tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement.

Originality/value

An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 22 no. 6
Type: Research Article
ISSN: 1355-2554

Keywords

Abstract

Details

How to Evaluate the Effectiveness of a School-Based Intervention: Evaluating the Impact of the Philosophy for Children Programme on Students' Skills
Type: Book
ISBN: 978-1-80043-003-7

Article
Publication date: 1 February 1972

NAFTALY S. GLASMAN and G. ROGER SELL

The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational

Abstract

The approach used here to the study of philsophical influences on educational administration is an examination of case studies of administrative decisions in educational organizations where the decisions are considered as dependent variables, and the value and/or fact bases of the decisions are considered as independent variables. Nine such case studies are summarized. Decision‐making which deals with educational purpose is viewed as one significant area in educational administration where philosophical consideration can be studied. The study of correlations between administrative decisions and the value and factual bases should make contributions toward the prediction of administrative decisions. Additional significance of this study should focus on the development of strategies to influence or change administrative decisions.

Details

Journal of Educational Administration, vol. 10 no. 2
Type: Research Article
ISSN: 0957-8234

Article
Publication date: 15 January 2020

Estelle Clements

The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the…

Abstract

Purpose

The purpose of this paper is to draw on the philosophy of information, specifically the work of Luciano Floridi, to argue that digital civics must fully comprehend the implications of the digital environment, and consequently an informational ontology, to deliver to students an education that will prepare them for full participation as citizens in the infosphere.

Design/methodology/approach

Introducing this philosophy for use in education, the research discusses the ethical implications of ontological change in the digital age; informational organisms and their interconnectivity; and concepts of agency, both organic and artificial in digitally mediated civic interactions and civic education.

Findings

With the provision of a structural framework rooted in the philosophy of information, robust mechanisms for civics initiatives can be enacted.

Originality/value

The paper allows policy makers and practitioners to formulate healthy responses to digital age challenges in civics and civics education.

Details

Journal of Documentation, vol. 76 no. 2
Type: Research Article
ISSN: 0022-0418

Keywords

Article
Publication date: 1 March 1991

Spencer J. Maxcy and Stephen J. Caldas

An increasingly popular argument proposes that the problems inpublic schooling may be solved through stronger, more morallyimaginative leadership. School administrators…

Abstract

An increasingly popular argument proposes that the problems in public schooling may be solved through stronger, more morally imaginative leadership. School administrators ought to set forth a vision growing out of this moral responsibility, and may be trained to utilise moral imagination in directing teachers and students towards certain moral visions. A critique of the argument is presented and alternative (and conflicting) meanings of “moral imagination” surveyed. Four models of moral imagination are located: as discovery; as moral authority; as faculty of mind, and as super science. It is argued that each of these conceptions has inherent difficulties. The logical relationship of these views is explored. The notion of “school leadership” is traced in the literature as it has been attached to “moral imagination”. The work of W. Greenfield is examined and a philosophy of school administration, with certain assumptions, regarding values and authority, that reveal key difficulties for the unfettered use of “moral imagination” in school administration, is found. It is concluded that “moral imagination” ought to be replaced with “critical imagination”, coupled with “democratic value deliberation” and by so doing a richer leadership will result, leading to the empowerment of teachers and a fuller serving of the public good.

Details

Journal of Educational Administration, vol. 29 no. 3
Type: Research Article
ISSN: 0957-8234

Keywords

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