This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.
This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.
In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to the value judgements that are necessarily involved in analysing a concept such as intelligence. If intelligence is to be of educational significance, it must be understood in terms that allow it to be educable. Written by a philosopher of education, this study offers a reasoned and extended argument in favour of an original view of philosophical analysis. It focuses on the issue of intelligence from a philosophical perspective. It should be of interest to students of education, philosophy and the philosophy of education alike.
In this text, first published in 1993, Barrow decisively rejects the traditional assumption that intelligence has no educational significance and contends instead that intelligence is developed by the enlargement of understanding. Arguing that much educational research is driven by a concept of intelligence that has no obvious educational relevance, Dr Barrow suggests that this is partly due to a widespread lack of understanding about the nature and point of philosophical analysis, and partly due to a failure to face up to the value judgements that are necessarily involved in analysing a concept such as intelligence. If intelligence is to be of educational significance, it must be understood in terms that allow it to be educable. Written by a philosopher of education, this study offers a reasoned and extended argument in favour of an original view of philosophical analysis. It focuses on the issue of intelligence from a philosophical perspective. It should be of interest to students of education, philosophy and the philosophy of education alike.
It is widely agreed that education should involve the development of understanding, critical thinking, imagination, and emotions. However, this book, first published in 1990, argues that our views to these key concepts are confused and inaccurate, and therefore what we do in schools is generally inappropriate to our ideal. This book will be of interest to students of education and philosophy.
It is widely agreed that education should involve the development of understanding, critical thinking, imagination, and emotions. However, this book, first published in 1990, argues that our views to these key concepts are confused and inaccurate, and therefore what we do in schools is generally inappropriate to our ideal. This book will be of interest to students of education and philosophy.
Plato was the first and most formidable thinker to recognise that education is a fiercely contested concept, and to point out what great social and personal issues are at stake in education. He articulated a compelling argument for a liberal arts education as something peculiarly befitting free and autonomous beings. He understood the centrality of education for human well-being and flourishing. And he was the first to set forth a systematic theory of education.In this text, Robin Barrow concisely and convincingly establishes the continuing relevance of Plato’s views to debates on such issues as nature vs. nurture (or genetic inheritance vs. social background), philosophy vs. sophistry (or the pursuit of true understanding vs. the pursuit of reputation, or perhaps simply truth vs. politics and the media). Questions concerning the fair distribution of education, moral education, value judgments and human nature are explored along with themes more specifically associated with Plato’s philosophy such as the Theory of Ideas. The whole is embedded in a clearly presented account of the historical background to Plato’s thought.
In this volume Robin Barrow traces ancient education from the time of Homeric poems to the age of St. Augustine. Without minimising differences between educational practice of particular periods or places, the author stresses similarities and common origins and relates ancient ideas on education to our own. He uses the evidence of a wide range of ancient authors who are extensively quoted.
Athens has long been famed as the birthplace of democracy. But who actually had the power in Ancient Athens? And was the democracy an unqualified success? Tracing the development of democracy from its origins, and making use of ancient sources, this book examines these and other questions about a famous and intriguing political story.
This introductory text, now in its fifth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests, and learning by discovery. Updates to this edition include new chapters on religious education and moral education, as well as questions for reflection at the end of each chapter.
This introductory text, now in its fifth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests, and learning by discovery. Updates to this edition include new chapters on religious education and moral education, as well as questions for reflection at the end of each chapter.
Kirsten Krogh-Jespersen; Hans Skjervheim; Ole Thyssen og Ronald Woods; Richard S. Peters; Erling Lars Dale; Jon Hellesnes; Robin Barrow; Klaus Mollenhauer; Lars Løvlie
Med udgivelsen af Uddannelse og dannelse - læsestykker til pædagogisk filosofi foreligger endnu et bidrag til at kvalificere lærernes og andre pædagogiske professioners grund-, efter- - og videreuddannelse. Udgivelsen er udtryk for redaktørernes og forlagets bestræbelser på at understøtte, at pædagogisk filosofi som teoretisk indholdsområde får en central placering i læreruddannelsen.
The History of Mathematics: A Source-Based Approach is a comprehensive history of the development of mathematics. This, the first volume of the two-volume set, takes readers from the beginning of counting in prehistory to 1600 and the threshold of the discovery of calculus. It is notable for the extensive engagement with original—primary and secondary—source material. The coverage is worldwide, and embraces developments, including education, in Egypt, Mesopotamia, Greece, China, India, the Islamic world and Europe. The emphasis on astronomy and its historical relationship to mathematics is new, and the presentation of every topic is informed by the most recent scholarship in the field.The two-volume set was designed as a textbook for the authors' acclaimed year-long course at the Open University. It is, in addition to being an innovative and insightful textbook, an invaluable resource for students and scholars of the history of mathematics. The authors, each among the most distinguished mathematical historians in the world, have produced over fifty books and earned scholarly and expository prizes from the major mathematical societies of the English-speaking world.
The History of Mathematics: A Source-Based Approach is a comprehensive history of the development of mathematics. The first volume of the two-volume set takes readers from the beginning of counting in prehistory to 1600 and the threshold of the discovery of calculus. It is notable for the extensive engagement with original-primary and secondary-source material. The coverage is worldwide, and embraces developments, including education, in Egypt, Mesopotamia, Greece, China, India, the Islamic world and Europe. The emphasis on astronomy and its historical relationship to mathematics is new, and the presentation of every topic is informed by the most recent scholarship in the field.The second volume takes the reader from the invention of the calculus to the beginning of the twentieth century. The initial discoverers of calculus are given thorough investigation, and special attention is also paid to Newton's Principia. The eighteenth century is presented as primarily a period of the development of calculus, particularly in differential equations and applications of mathematics. Mathematics blossomed in the nineteenth century and the book explores progress in geometry, analysis, foundations, algebra, and applied mathematics, especially celestial mechanics. The approach throughout is markedly historiographic: How do we know what we know? How do we read the original documents? What are the institutions supporting mathematics? Who are the people of mathematics? The reader learns not only the history of mathematics, but also how to think like a historian.The two-volume set was designed as a textbook for the authors' acclaimed year-long course at the Open University. It is, in addition to being an innovative and insightful textbook, an invaluable resource for students and scholars of the history of mathematics. The authors, each among the most distinguished mathematical historians in the world, have produced over fifty books and earned scholarly and expository prizes from the major mathematical societies of the English-speaking world.
The History of Mathematics: A Source-Based Approach is a comprehensive history of the development of mathematics. This, the second volume of a two-volume set, takes the reader from the invention of the calculus to the beginning of the twentieth century. The initial discoverers of calculus are given thorough investigation, and special attention is also paid to Newton's Principia. The eighteenth century is presented as primarily a period of the development of calculus, particularly in differential equations and applications of mathematics. Mathematics blossomed in the nineteenth century and the book explores progress in geometry, analysis, foundations, algebra, and applied mathematics, especially celestial mechanics. The approach throughout is markedly historiographic: How do we know what we know? How do we read the original documents? What are the institutions supporting mathematics? Who are the people of mathematics? The reader learns not only the history of mathematics, but also how to think like a historian. The two-volume set was designed as a textbook for the authors' acclaimed year-long course at the Open University. It is, in addition to being an innovative and insightful textbook, an invaluable resource for students and scholars of the history of mathematics. The authors, each among the most distinguished mathematical historians in the world, have produced over fifty books and earned scholarly and expository prizes from the major mathematical societies of the English-speaking world.
Discovering Organizations is recommended as core reading by module leaders who seek an engaging, thought-provoking introduction to organizational theory and organization studies. This text operates as a springboard to help readers appreciate the complexity of organization and then have the confidence to delve deeper by reading a range of additional texts, articles, and cases. "Our capacity for organization is quite remarkable. I think the organizations we build are among our greatest achievements ... My aim in writing this book is to help people better understand the organizations that surround them and how they work ... by starting at the literal beginning - with where, when, and why we humans started to get organized and the sort of organizations we established." -- Robin Burrow As well as building students' understanding of how we have organized ourselves in the past, and how we organize ourselves now, this textbook looks optimistically to the future of organizations. It will aim to provoke and appeal to students' enthusiasm and excitement about what the future may hold for organizations with down-to-earth and relevant examples.
First published in 1998, this book covers a variety of health issues in the contemporary Middle east. Its thirteen chapters, contributed by a total of 23 authors and co-authors, reflect several different disciplines relevant for health studies, including epidemiology, economics and anthropology. In the field of reproductive health, there are chapters on maternal health indicators, fertility, infertility and the utilization of family planning services. In the field of infectious disease there are chapters on schistosomiasis, HIV/AIDS, hepatitis C, and Rift Valley Fever. Several different parts of the Middle East and North Africa are covered, including Tunisia, Egypt, Israel, Palestine and Lebanon. Problems of reproductive health and infectious disease in the region are seen to be more serious than generally recognised. There are significant cultural and political obstacles in both areas. A particular need is for greater empowerment of women as both clients and providers within the health care systems.
