Educational theory and Philosophy

Paper Summary:

In this article, the writer first discusses that most researchers believed that during the 1950s the topics that were not raised consistently as influences on educational theories like racial discrimination, status of women, etc., had more drastic effect than the issues that were addressed. The writer then relates that educational theories were more specialized and respected in the 1960s than any other on the basis of the incorporation of assessment procedures that guaranteed impartiality, lucidity, and practical inflexibility. Further, the writer notes that Thomas Kuhn's Structure of Scientific Revolutions in 1970 basically brought forth the notion of competition that was singly the most influential concept in the coming decades. The writer points out that the decade of the 1980s saw feminism, neo-Marxist notion, and the first drafts of the postmodern theory being considered as legal areas of concern in the sphere educational philosophy. Finally, the writer notes that the 1990s brought around tragedy, feelings of loss and uncertainty among the societies. The writer concludes that in the future, one can hope that the reforms and incorporations that have been made over the past decades in the education theories yield fruitful results by enhancing educational standards and efficiency of the execution of education philosophies.


Outline:
Educational Theory and Philosophy during 1950s
Educational Theory and Philosophy during 1960s
Educational Theory and Philosophy during 1970s
Educational Theory and Philosophy during 1980s
Educational Theory and Philosophy during 1990s
Conclusion

From the Paper:

"There were also quite a few articles that chose to concentrate only the numerous problems or aspects of the education policies present like the level of educational liberty available to both the students and the teachers, the educational as well as peripheral responsibilities of the academic management. An example of an essay of this format is the article written by Willard Spalding who was the Dean of the College of Education at the University of Illinois at the time. He in this article tried to design a completely fresh notion and theory of training the teachers. He believed that this could be achieved by invalidating what he believed to be the conservative or traditional comprehension of the association amid the traits and various units of education. He followed the viewpoint first brought forth by Aristotle that regarded the numerous units as the primary factors whereas the traits as the secondary factors. Spalding supported this viewpoint because he believed that this led to a more lucid understanding of the society's needs and requirements for the educational standards, temperaments and policies."

Sample of Sources Used:

• Aleman, A.M. (1999). Que Culpa Tengo Yo? Performing Identity and College Teaching. Educational Theory 49, no. 1: 37-52;
• Arons, S. (1984). Playing Ball with the Rodriguez Court: Three Strikes and You're Out. Educational Theory 34, no. 1: 23-27.
• Brameld, T. et al., (1952). Existentialism and Education. Educational Theory 2, no. 2.
• Buchmann, M. (1987). Impractical Philosophizing about Teachers' Arguments. Educational Theory 37, no. 4: 361-411.
• Burbules, N.C. (2000). A half-century of educational theory: perspectives on the past, present, and future. Journal of Educational Theory. 50; 3.

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