Through a physical, historical, and epistemological analysis, it is shown how much is wrong with the idea that relates impetus theory to a "non-grown-up" physical and epistemological conception. The possible relevance of impetus theory for science education is strongly pointed out. (Author/PR)

Attempts to define a discipline of social studies by identifying a philosophy of social studies. Suggests that such a philosophical structure should attempt to develop a systematic, coherent, definable body of thought organized on the basis of structure and process. Uses epistemology, ontology, and axiology as a framework. (DK)

Traces the relationship between human development and education through various philosophies. Explores differences in early forms of understanding, the goals of education, and the kinds of knowledge that specific fields require. Encourages a form of apprenticeship to provide students with a model for bridging the gap between scholastic and…

John Dewey attempted to connect knowledge and reality through a naturalized epistemology but produced an anthropomorphic ontology in which things are shaped too much by the mind. Many of Dewey's ideas are still relevant, but taken as an intact set of ideas, they are not applicable to the world of today. (SLD)

Examines the doctrine of "constructivism" as presented by Ernst von Glasersfeld. Part 1 attempts to elicit a clearer statement of the concepts, positions and arguments for constructivism. Part 2 discusses the problem of intersubjectivity in constructivism. Part 3 ventures an explanation of at least some on the weaknesses in the doctrine.…

Considerable research supports the notion that individuals' level of cognitive complexity influences their behavior. This paper presents findings of a study that explored the relationship between principals' supervisory beliefs and the implementation of integrated-curriculum approaches. The first phase of the study surveyed a total of 400…

Research on teachers and teacher thinking finds itself subject to tensions between two prevailing factions. The first sees promise of progress in the rejection of frequently conservative, idiosyncratic teachers' thoughts; the second embraces those thoughts as expressions of a sacred, lived truth. Detecting conflicting mythologies at the core of…

This paper examines the historical roots of critical realism in western thought, highlights the dramatic nature of the shift in thought that the radical constructivists are seeking, and critically considers the relevance of radical constructivism in science teacher education. Radical constructivism is an epistemological philosophy that divorces…

After an introduction by Derek Allison describing the rationale of this inquiry and the preliminary research performed, three reflections on the current status of the educational administration field are presented. Goldwyn Emerson urges those in educational administration to borrow knowledge and methods from related fields and suggests that…

This monograph describes the historical development of radical constructivism. Major topics included are: (1) "The Way of the Sceptics" (describing the sceptic position from Xenophanes, through Pyrrho, to the British Empiricists, and its failure); (2) "The Changed Concept of Knowledge" (outlining G. Vico's statement "the…

In Lithuania in the last decade of the 20th century, L. Jovaisa used the controversial term "educology" for the first time in the history of Lithuanian discourse about the educational process. Jovaisa introduced the term "Educology" in the books "Introduction to Educology" (1993) and "ABC's of Educology"…

The liberal wish to conserve recently established curricular eclecticism and the conservative wish for a new, prescriptive curriculum reflect profoundly different views of the nature of knowledge and education; however, they also draw on arguments, attitudes, and assumptions that go as far back in educational philosophy as Plato. (MSE)

Responds to the argument that service-learning must be supported by a theory of knowledge--antifoundational pragmatism--holding that this characterization of the pragmatist model retains the dualism seen as a fault of traditional epistemology. Suggests a remedy, and then extends the original argument by setting more restrictive limits on the range…

Focuses on two definitions of competence pertaining to education: (1) collective or (2) subjective conceptions. Explores the implications of both views of competence. Addresses the paradox of classroom assessment that relates to the two notions of competence. Includes references. (CMK)

Discusses the philosophical importance to adventure education of enchantment, ecstasy, and the mystical. Argues against a positivistic approach. Recommends the works of Eric Shipton and Bruno Bettelheim. Suggests that adventure education theorists must give thought to the existential and phenomenological aspects of the social worlds if adventure…