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New Philosophies of Learning (Journal of Philosophy of Education)

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Through a collection of contributions from an international team of empirical researchers and philosophers, "New Philosophies of Learning" signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents.Explores some of the many contemporary innovations in approaches to learning, including Through a collection of contributions from an international team of empirical researchers and philosophers, "New Philosophies of Learning" signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents.Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happinessDebates the controversial approaches to categorising learners such as dyslexiaRaises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about educationDiscusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgementsIncludes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch


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Through a collection of contributions from an international team of empirical researchers and philosophers, "New Philosophies of Learning" signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents.Explores some of the many contemporary innovations in approaches to learning, including Through a collection of contributions from an international team of empirical researchers and philosophers, "New Philosophies of Learning" signals the need for a sharper critical awareness of the possibilities and problems that the recent spate of innovative learning techniques presents.Explores some of the many contemporary innovations in approaches to learning, including neuroscience and the focus on learners' well-being and happinessDebates the controversial approaches to categorising learners such as dyslexiaRaises doubts about the preoccupation with quasi-mathematical scrutiny and the neglect of ethical reflection about educationDiscusses the possible grounds for concern, without exaggerating their similarities or offering sweeping judgementsIncludes contributions from empirical researchers and philosophers, including Usha Goswami, Howard Gardner, Julian Elliott, David Bakhurst, John White and Christopher Winch

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