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Development as the Aim of Education

Published on Dec 1, 1972in Harvard Educational Review 2.63
· DOI :10.17763/haer.42.4.kj6q8743r3j00j60
Lawrence Kohlberg45
Estimated H-index: 45
,
Rochelle Mayer2
Estimated H-index: 2
Abstract
The authors offer an explanation of the psychological and philosophical positions underlying aspects of educational progressivism. They contrast tenets of progressivism, most clearly identified with the work of John Dewey, with two other educational ideologies, the romantic and the cultural transmission conceptions, which historically have competed in the minds of educators as rationales for the choice of educational goals and practices. Kohlberg and Mayer maintain that only progressivism, with its cognitive-developmental psychology, its interactionist epistemology, and its philosophically examined ethics, provides an adequate basis for our understanding of the process of education.
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  • Citations (472)
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References6
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Published on Jan 23, 1970in Journal of Negro Education
Van den Daele1
Estimated H-index: 1
,
D Leland2
Estimated H-index: 2
1 The social learning program for lowincome children was partially supported by a grant from the Office of Economic Opportunity administered through the Institute for Research on Exceptional Children, University of Illinois. 2 On leave from the University of Illinois. The author gratefully acknowledges the assistance of Dr. Merle Karnes and Dr. Queenie B. Mills of the University of Illinois; Dr. Lowell Johnson of the Urbana School District; Dr. Robert Cooley of the Champaign School District; the...
6 Citations Source Cite
Published on Jan 1, 1970in American Psychologist 4.86
Ralph L. Mosher7
Estimated H-index: 7
(Harvard University),
Norman A. Sprinthall13
Estimated H-index: 13
65 Citations Source Cite
Published on Dec 1, 1968in Child Development 3.78
Lawrence Kohlberg45
Estimated H-index: 45
(Harvard University)
This paper reviews the implications of the cognitive-developmental theories of Baldwin, Dewey, Piaget, and Vygotsky for preschool education. The conception of cognitive stage basic to these theories is analyzed, and the connection of a stage conception to an interactional (as opposed to a maturationist or environmentalist-training) view of the origins of mental structure is analyzed. Empirical studies are reviewed supporting the validity of this conception of intellectual development, Preschool ...
181 Citations Source Cite
Published on Sep 1, 1968in Equity & Excellence in Education
James S. Catterall55
Estimated H-index: 55
5,733 Citations Source Cite
Published on Jan 1, 1960
Anna Freud29
Estimated H-index: 29
2,165 Citations
Published on Jan 1, 1938
John Dewey66
Estimated H-index: 66
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theori...
9,999 Citations
Cited By472
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Published on Feb 1, 2019in The Economic Journal 2.95
Alison L. Booth42
Estimated H-index: 42
(Australian National University),
Elliott Fan3
Estimated H-index: 3
(National Taiwan University)
+ 1 AuthorsDandan Zhang11
Estimated H-index: 11
(Peking University)
In the laboratory experiment reported in this paper we explore how evolving institutions and social norms, which we label 'culture', change individuals' preferences and behaviour in mainland China. From 1949 China experienced dramatic changes in its socioeconomic institutions. These began with communist central planning and the establishment of new social norms, including the promotion of gender equality in place of the Confucian view of female 'inferiority'. Market-oriented reforms, begun in 19...
3 Citations Source Cite
Published on Jan 1, 2019
Jan Masschelein18
Estimated H-index: 18
(Katholieke Universiteit Leuven),
Maarten Simons16
Estimated H-index: 16
(Katholieke Universiteit Leuven)
Today the issue of ‘educational change’ is widely discussed. Such change, so we can hear, is needed because of increasing linguistic heterogeneity and cultural diversity, because of technological developments and because of the persisting correlation between social background and educational success. In this context ‘educational’ seems to refer to the institutional practice of the school. But what do we mean by school? In our contribution, we offer some elements of what we call an internal pedag...
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Enoch Leung (McGill University), Tara Flanagan7
Estimated H-index: 7
(McGill University)
ABSTRACTEvidence from a meta-analysis suggested that lesbian, gay, bisexual, transgender, and queer (LGBTQ+) youth experience elevated levels of victimization in schools as compared to their heterosexual peers, and that victimization was shown to be persistent and lasting, indicating that school environments are hostile. These findings point to the need to better understand youths’ own efforts in becoming more aware and engaged in impacting systemic inequities. Photovoice and mobile interviewing...
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Published on Nov 14, 2018in Research in Science Education 1.57
Nathan Anderson Quarderer (University of Iowa), Mark McDermott2
Estimated H-index: 2
(University of Iowa)
Developing the future scientists of tomorrow requires that the science teachers of today be well versed in the languages and practices of science. This may require in-service teachers to shift the way they think about learning and the role they play in their classrooms. One approach to helping teachers gain a sense of comfort with current science practices, including the process of argumentation, known as Argument-based Strategies for STEM Infused Science Teaching (ASSIST), has recently been des...
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Published on Sep 21, 2018in Religious Education
Alex Sosler (Southern Baptist Theological Seminary)
AbstractThis study contrasts the moral development theory of Lawrence Kohlberg with the Augustinian structure represented in the work of James K. A. Smith. Where Kohlberg emphasizes cognition and rational ability, Smith focuses on the formation of loves acquired by habits. The theories differ ontologically and teleologically, which results in wide pedagogical distinctions. This study suggests that focusing on the loves through formation offers a richer expression of education and a more holistic...
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Published on Sep 1, 2018in Studies in Philosophy and Education 0.62
José Víctor Orón Semper1
Estimated H-index: 1
(University of Navarra),
Maribel Blasco9
Estimated H-index: 9
(Copenhagen Business School)
The so-called ‘hidden curriculum’ (HC) is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education (HE). The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers...
1 Citations Source Cite
Published on Jul 4, 2018in The Journal of Positive Psychology 2.59
Vincent Ng2
Estimated H-index: 2
(Purdue University),
Louis Tay24
Estimated H-index: 24
(Purdue University),
Lauren Kuykendall6
Estimated H-index: 6
(George Mason University)
AbstractThe present research study sought to develop and validate a character scale – the Comprehensive Inventory of Virtuous Instantiations of Character using a total sample size of 3679 across five studies. In Study 1, character trait items were generated using an integrative classification system. In Study 2, character trait scales were further refined and their factor structure examined, revealing eight higher-order character dimensions or character cores: appreciation, intellectual engageme...
2 Citations Source Cite
Published on Jun 19, 2018in Educational Philosophy and Theory 0.86
Paul Formosa7
Estimated H-index: 7
(Macquarie University)
AbstractFor Kant, we cannot understand how to approach moral education without confronting the radical evil of humanity. But if we start out, as Kant thinks we do, from a morally corrupt state, how can we make moral progress? In response, I explore in this paper Kant’s gradualist and revolutionary accounts of moral progress. These differing accounts of progress raise two key questions in the literature: are these accounts compatible and which type of progress comes first? Against other views in ...
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