In this article, the author presents his views on Mike Cole's and Heather Mendick's comments on his book titled "Education and Society: Issues and Explanations in the Sociology of Education." In his review, Cole stated that the author's critical realism is seen as an advance on Marxism, of which the author is dismissive. The author refutes that…

In this essay, Clayton Pierce examines the epistemological standpoints of Intelligent Design (ID) and evolutionary science education, focusing specifically on the pedagogical question of how ID and modern science-based education fail to promote democratic relations in how students learn, think, and associate with science and technology in society.…

Bloomer began using the concept of "learning careers" in 1996 with similar ideas being offered by Hodkinson on "careership". Their collaboration began in relation to research conducted on the transition from school to Further Education. Part of the rationale put forward for further developing this concept was that much of the…

The relevance of postmodernism for formulating educational policy is discussed, emphasizing the postmodern critique of computerization. Postmodernists suggest that the computer in education may not be as productive as was originally thought because it will bring to fruition the theories of modernism that separate truth from context. (JL)

The authors find many shared themes in the epistemologies of Dewey and Husserl which are important to the philosophy of education. Agreement is found in three themes: the real life world; the origin of thinking in experience; and the possibility of expanding meaning from experience. (JL)

This rebuttal of Pickles's article points to stylistic and substantive flaws. His isolation of the prevalent ignorance about geography sets up a "straw man" concerning the nature of educational dialog as an issue. His Cartesian "banking" model and Aristotelean "rhetorical" model present a false dichotomy of learning…

Discussed is the development of a comprehensive approach to mathematics education in its totality when viewed as an interactive system comprising research, development, and practice. The management philosophy of science, complementarity, and other domains are explored. (MNS)

Hirst's notion of liberal education is very popular because of its emphasis on developing personal autonomy. However, specialized education need not be confining if we accept the idea of a common moral outlook; such training does not exclude interest in other areas. (IS)

Argues that radical constructivism addresses an age-old paradox in philosophy: that the knower must construct for himself a true representation of the real world, but the only access to that world is through the act of knowing. Discusses contributions of several epistemologists to this theory of knowledge and outlines current criticisms of it.…

Exploration of a coincidental similarity between the work of Rene Descartes and Jean Piaget relating to the contemporary pedagogical conception of understanding as an active construction of reality points out some of the images that coalesce around this conception and reflects upon alternatives to the conception. (CB)

Presents aspects of the methodological and epistemological encounter of contemporary historical-comparative discourse on education with the ancient Greek historical comparative "logos": (1) technology/methodology; (2) historiology; (3) epistemology; and (4) synkritilogy. The historical context discourse of education can always be placed…

Addresses the relationship between scientism and the dominant epistemologies in the field of mathematics education today. Suggests that the dominance of Cartesianism in mathematics education can be balanced by means of incorporating humanist philosophies. Contains 30 references. (ASK)

In this paper I propose a contrast between learning as the acquisition of theories and learning as the development of insight. I then suggest that, in a great many cases, the cognitive achievement by which we come to organise behaviour rationally is the development of insight, where this is independent of the acquisition of knowledge regimented in…

In this paper, I will address a constructive criticism of the papers that appeared as a Symposium on Whitehead's Process Philosophy of Education (Interchange, 26(4), pp. 341?415, 1995). In his criticism of those papers, George Allan (1998) claimed that the contributors to the Symposium were not as Whiteheadian as they thought they were because…

This article attempts to demonstrate the intelligibility of Bergson's philosophy by analyzing his philosophical method and then applying it to the notions of biological time and of temporal hierarchy in biology. Bergson's philosophical method contains three parts: the first is factual and scientific, the second intuitional and reflective, and the…