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Home > Main Library > Education > Education - global > Theory and practice of education - global (profiles and books)

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Theory and practice of education - global (profiles and books)

Websites/Multiple Documents

Title: A. S. Neill
Description/subject: "Alexander Sutherland Neill (17 October 1883 – 23 September 1973), known as A. S. Neill, was a Scottish educator and author known for his school, Summerhill School, and its philosophies of freedom from adult coercion and community self-governance. Neill was raised in Scotland, where he was a poor student but became a schoolteacher. He taught in several schools across the country before attending the University of Edinburgh from 1908 to 1912. He took two jobs in journalism before World War I, and returned to teaching afterwards. He joined the staff of a school in Dresden in 1921, which became Summerhill upon his return to England in 1924. Summerhill received widespread renown in the 1920s/30s and 1960s/70s due to progressive and counterculture interest. He wrote 20 books in his lifetime, and his best seller was the 1960 Summerhill, a compilation of four previous books about his school. The book was a common ancestor to activists in the 60s free school movement..."
Language: English
Source/publisher: Wikipedia
Format/size: html
Date of entry/update: 27 September 2014


Title: Critical Pedagogy
Description/subject: Critical pedagogue Ira Shor defines critical pedagogy as: "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)
Language: English
Source/publisher: Wikipedia
Format/size: html
Date of entry/update: 27 September 2014


Title: Education (Wikipedia)
Language: English
Source/publisher: Wikipedia
Format/size: html
Alternate URLs: "Education in its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic.[1] Any experience that has a formative effect on the way one thinks, feels, or acts may be considered educational. Education is commonly divided into stages such as preschool, primary school, secondary school and then college, university or apprenticeship.

A right to education has been recognized by some governments. At the global level, Article 13 of the United Nations' 1966 International Covenant on Economic, Social and Cultural Rights recognizes the right of everyone to an education.[2] Although education is compulsory in most places up to a certain age, attendance at school often isn't, and a minority of parents choose home-schooling, e-learning or similar for their children..."
Date of entry/update: 30 September 2014


Title: International Bureau of Education (UNESCO)
Description/subject: "The International Bureau of Education (IBE) is a global centre in the area of curriculum development and a field-oriented institute supporting UNESCO action aimed at attaining quality Education for All. The IBE is working towards enhancing the capacities for the design, management and implementation of curriculum development processes among specialists, practitioners and decision-makers; improving the quality of curriculum-making processes and products; and informing innovative policies and practices in the field of curriculum reform and change. IBE capacity development activities concentrate on the strategic dimension of assistance and advice to, and training of, national teams responsible for curriculum innovation and reform processes. Networking activities focus on the support to a Community of Practice (COP) in Curriculum Development, a unique global network of curriculum specialists, practitioners, national officers and researchers. IBE knowledge base consists of a wide range of specialized resources, including databases, reports, studies, working papers, publications, specialized collections and tools. This comprehensive set of resources can be exploited for a variety of purposes, including training and decision-making, and facilitate informed policy dialogue on specific educational and curriculum issues."
Language: English; Français; Español; Русский; العربية 中文;
Source/publisher: United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Format/size: html, pdf
Date of entry/update: 30 September 2014


Title: Jean Piaget
Description/subject: "Jean Piaget (9 August 1896 – 16 September 1980) was a Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual." Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the faculty of the University of Geneva and directed the Center until his death in 1980. The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as "Piaget's factory." According to Ernst von Glasersfeld, Jean Piaget was "the great pioneer of the constructivist theory of knowing." However, his ideas did not become widely popularized until the 1960s. This then led to the emergence of the study of development as a major sub-discipline in psychology..."
Language: English
Source/publisher: Wikipedia
Format/size: html
Date of entry/update: 21 December 2014


Title: Learning Theories
Description/subject: CONTENTS:- Theories: Behavioralist; Constructivist; Social Learning Theories; Post-Modern; Adult Learning..... Organizational Learning: Contributions by Discipline; Triggers; Influencing Factors; Agents; Processes; Interorganizational Practice..... Knowledge Management: Challenges; Processes; Leadership; Change.
Language: English
Source/publisher: Wikibooks
Format/size: html, pdf
Date of entry/update: 30 September 2014


Title: Learning Theorists
Description/subject: 1 Adult Learning Theorists:- 1.1 John Seely Brown... 1.2 Alan Paivio... 1.3 David Ausubel..... 2 Organizational Learning Theorists: 2.1 Jerome Bruner; 2.1.1 Educational achievements; 2.1.2 References... 2.2 Elizabeth Tisdell: 2.2.1 Major Contributions to the Field of Learning; 2.2.2 References..... 3 Humanist Learning Theorists: 3.1 John Dewey; 3.1.1 Influences of John Dewey; 3.1.2 John Dewey’s Influence; 3.1.3 Experience and Education; 3.1.4 Criticisms of Traditional Education Theory; 3.1.5 Progressive Education; 3.1.6 Summary; 3.1.7 References... 3.2 Carl Rogers... 3.3 B.F. Skinner... 3.4 Chris Argyris... 3.5 Mary Field Belenky... 3.6 Jean Lave: 3.6.1 Elements of Theory; 3.6.2 Foundational and Elaboration... 3.7 Malcom Knowles... 3.8 Howard Gardner: 3.8.1 Major contribution; 3.8.2 Definition of intelligence; 3.8.3 References... 3.9 Peter Senge: 3.9.1 Who is Senge? 3.9.2 What is a Learning Organization? 3.9.3 Note to Dr. Fowler; 3.9.4 References... 3.10 Edward Thorndike: 3.10.1 The theorist’s major contribution to the field of Learning; 3.10.2 Who the theorist was influenced by, and How; 3.10.3 Who the theorist influenced, and How; 3.10.4 References... 3.11 Leon Festinger... 3.12 Albert Bandura... 3.12.1 Resources... 3.13 Lewin, Kurt; 3.13.1 References... 3.14 R.J. Stemberg... . 3.15 Marsh.... . 3.16 Cyert... 3.17 Schön... 3.18 Jack Mezirow...
Language: English
Source/publisher: Wikibooks
Format/size: html
Date of entry/update: 30 September 2014


Title: Montessori Education
Description/subject: "Montessori education is an educational approach developed by Italian physician and educator Maria Montessori and characterized by an emphasis on independence, freedom within limits, and respect for a child’s natural psychological, physical, and social development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential: Mixed age classrooms, with classrooms for children ages 21⁄2 or 3 to 6 years old by far the most common... Student choice of activity from within a prescribed range of options... Uninterrupted blocks of work time, ideally three hours... A constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction... Specialized educational materials developed by Montessori and her collaborators... Freedom of movement within the classroom... A trained Montessori teacher.
Language: English
Source/publisher: Wikipedia
Format/size: html
Date of entry/update: 27 September 2014


Title: Thinkers on Education
Description/subject: "In 1993 and 1994, PROSPECTS published a series of profiles of 100 famous educators (including philosophers, statesmen, politicians, journalists, psychologists, poets, men of religion) from around of the world who have left their mark on educational thought." '
Language: English, French, Spanish
Source/publisher: "Prospects"
Format/size: html, pdf
Date of entry/update: 30 September 2014


Title: Waldorf Education
Description/subject: "Waldorf (Steiner) education is a humanistic approach to pedagogy based on the educational philosophy of the Austrian philosopher Rudolf Steiner, the founder of anthroposophy. Waldorf pedagogy distinguishes three broad stages in child development. The early years education focuses on providing practical, hands-on activities and environments that encourage creative play. In the elementary school, the emphasis is on developing pupils' artistic expression and social capacities, fostering both creative and analytical modes of understanding. Secondary education focuses on developing both critical and empathetic understandings of the world through the study of mathematics, arts, sciences, humanities and world languages. Throughout, the approach stresses the role of the imagination in learning and places a strong value on integrating intellectual, practical, and artistic activities across the curriculum rather than learning each academic discipline as a separate concern. The educational philosophy's overarching goal is to develop free, morally responsible, and integrated individuals equipped with a high degree of social competence. Teachers generally emphasize formative (qualitative) over summative (quantitative) assessment methods. The schools have a high degree of autonomy to decide how best to construct their curricula and govern themselves. The first Waldorf school opened in 1919 in Stuttgart, Germany. At present there are 1,039 independent Waldorf schools,[1] about 2,000 kindergartens[2] and 646 centers for special education,[3] located in 60 countries. There are also Waldorf-based state schools,[4] charter schools and academies, and homeschooling[5] environments. The Waldorf method is a large independent alternative education movement, which has a worldwide following.[6][7] In Central Europe, where most of the schools are located,[1] the Waldorf approach has achieved general acceptance as a model of education.[8][9] Waldorf education has influenced mainstream education in Europe[10] and Waldorf schools and teacher training programs are funded through the state in many European countries. Public funding of Waldorf schools in some English speaking countries has been controversial, with questions being raised about the role of religious and spiritual content in or underlying the curriculum, and whether the science curriculum, which has achieved notable results, also includes pseudoscience and/or promotes homeopathy. The Waldorf movement has said that concerns over its stance on these matters are unfounded..."
Language: English
Source/publisher: Wikipedia
Format/size: html
Date of entry/update: 27 September 2014


Title: Wikibooks - Education
Description/subject: "Books in this subject area deal with education: any act or experience that has a formative effect on the mind, character, or physical ability of an individual."
Language: English
Source/publisher: Wikibooks
Format/size: html
Alternate URLs: http://en.wikibooks.org/
Date of entry/update: 30 September 2014


Individual Documents

Title: Noam Chomsky and Lawrence Krauss, conversation October 2016 (video)
Date of publication: 02 October 2016
Description/subject: Noam Chomsky and physicist Lawrence Krauss - Critical thinking, US role in the world etc. See Alternate URLs for more. Also search on Youtube.com
Author/creator: Noam Chomsky, Lawrence Krauss
Language: English
Source/publisher: Youtube
Format/size: Adobe Flash (2 hours, 8 minutes
Alternate URLs: https://www.youtube.com/results?search_query=noam+chomsky+and+lawrence+krauss (other conversations between the same culprits)
Date of entry/update: 13 November 2016


Title: Pedagogy of the Oppressed
Date of publication: 1993
Description/subject: 1st edition, 1970..."Pedagogy of the Oppressed (Portuguese: Pedagogia do Oprimido), written by educator Paulo Freire, proposes a pedagogy with a new relationship between teacher, student, and society. It was first published in Portuguese in 1968, and was translated by Myra Ramos into English and published in 1970.[1] The book is considered one of the foundational texts of critical pedagogy. Dedicated to what is called "the oppressed" and based on his own experience helping Brazilian adults to read and write, Freire includes a detailed Marxist class analysis in his exploration of the relationship between what he calls "the colonizer" and "the colonized". In the book Freire calls traditional pedagogy the "banking model" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. However, he argues for pedagogy to treat the learner as a co-creator of knowledge."
Author/creator: Paolo Freire
Language: English
Source/publisher: Paolo Freire
Format/size: pdf (2.3MB)
Date of entry/update: 27 September 2014


Title: Deschooling Society
Date of publication: 1970
Description/subject: "...Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of pres ent schools. Neither new attitudes of teachers toward their pupils nor the proliferation of e ducational hardware or software (in classroom or bedroom), nor finally the attempt to ex pand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deli ver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries. ..
Author/creator: Ivan Illich
Language: English
Source/publisher: Ivan Illich
Format/size: pdf (316K)
Date of entry/update: 27 September 2014


Title: The Moral Judgement of the Child
Date of publication: 1948
Description/subject: "As a means of investigating moral judgments of children, the author analyzes the rules of the game of marbles and the development of respect for rules which children acquire. Piaget traces the consciousness of rules as it develops in children through four stages: (1) A task of simple individual regularity, (2) A motor pleasure egocentrism, (3) A social cooperation idea, (4) An interest in rules for their own sake. Relationships between the child's respect for the rules of a game and relations between the child and adults are shown. The study of moral values of the child was carried on by observation and interrogation. The origin of judgment of actions is traced to material consequences of an act and to intentions of an act. Moral realism is traced to causes peculiar to the spontaneous thought of the child and to causes brought by constraint by adults. Relations of cooperation tend to limit the constraint and obligatory rules. The theories of Durkheim, Fauconnet, Bovet, and Baldwin are discussed in the analysis of the child's moral judgments. The conclusions emphasize the need for education where individual experimentation and reflection carried on together aid and balance one another. (PsycINFO Database Record (c) 2012 APA, all rights reserved)"
Author/creator: Jean Piaget
Language: English
Source/publisher: Archive.org
Format/size: pdf (13MB)
Alternate URLs: http://www.piaget.org/index.html
Date of entry/update: 22 December 2014


Title: EXPERIENCE & EDUCATION
Date of publication: 1938
Description/subject: "... Experience and Education is a short book written in 1938 by John Dewey, a pre-eminent educational theorist of the 20th century. It provides a concise and powerful analysis of education. In this and his other writings on education, Dewey continually emphasizes experience, experiment, purposeful learning, freedom, and other concepts of progressive education. Dewey argues that the quality of an educational experience is critical and stresses the importance of the social and interactive processes of learning... "
Author/creator: John Dewey
Language: English
Format/size: pdf (163K)
Date of entry/update: 30 September 2014


Title: Democracy and Education
Date of publication: 1916
Author/creator: John Dewey
Language: English
Source/publisher: Pennsylvania State University
Format/size: pdf (1.16MB)
Date of entry/update: 30 September 2014