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Philosophy of education : thinking and learning through history and practice / John Ryder.

By: Material type: TextTextPublication details: Lanham, Maryland: Rowman & Littlefield, 2022.Description: x,275p.: 18cmISBN:
  • 9781538166635
Subject(s): Additional physical formats: Print version:: Philosophy of educationDDC classification:
  • 370.1 23/eng/20220713
LOC classification:
  • LB14.7 .R93 2022
Contents:
Part I. Chapter 1. Reality, the Good, and the State: Plato's "Republic" Chapter 2. Nature and the Individual: Rousseau's "Emile" Chapter 3. Experience and Democracy: Dewey's "Democracy and Education" Chapter 4. Domination and Liberation: Freire's "Pedagogy of the Oppressed" Part II. Chapter 5. Education and Its Problems Chapter 6. Education in Context: Nature, Knowledge, and Experience Chapter 7. Education in Context: Society and the State
Summary: "Ryder's engaging text welcomes students and practicing teachers into the intellectual framework of current education systems and pedagogy. Not assuming prior knowledge of philosophy, the book outlines general principles, acknowledges outlying factors, and presents a systematic and socially conscious approach to the practice of teaching"--
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Holdings
Item type Current library Call number Copy number Status Barcode
Books Books Zetech Library - Mang'u Campus General Stacks LB14.7 .R93 2022 (Browse shelf(Opens below)) C1 Available Z012346
Books Books Zetech Library - Mang'u Campus General Stacks LB14.7 .R93 2022 (Browse shelf(Opens below)) C2 Available Z012347

Includes bibliographical references and index.

Part I. Chapter 1. Reality, the Good, and the State: Plato's "Republic"
Chapter 2. Nature and the Individual: Rousseau's "Emile"
Chapter 3. Experience and Democracy: Dewey's "Democracy and Education"
Chapter 4. Domination and Liberation: Freire's "Pedagogy of the Oppressed"
Part II. Chapter 5. Education and Its Problems
Chapter 6. Education in Context: Nature, Knowledge, and Experience
Chapter 7. Education in Context: Society and the State

"Ryder's engaging text welcomes students and practicing teachers into the intellectual framework of current education systems and pedagogy. Not assuming prior knowledge of philosophy, the book outlines general principles, acknowledges outlying factors, and presents a systematic and socially conscious approach to the practice of teaching"--

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