An Introduction to Philosophy of Education

Some student teachers’ conceptions of creativity in school science

“…This may conflate or confuse the creative act with its possible effects, such as, stimulating attention, generating interest and excitement, and prompting on-task talk. A lesson which generates emotions is not necessarily one which stimulates creativity (Barrow & Woods, 1975). It may also confuse a teacher's creativity with that of the children.…”

“…In the UK, the Plowden Report (CACE, 1967) argued that imagination and inventive thought could be fostered through play. Although criticised for weak thinking about what counts as worthwhile, it highlighted the possibility that creative thought might be practised in the classroom (Barrow & Woods, 1975).…”

An evaluation of how socialism as a ‘school of thought’ has influenced the development of the educational system in Zimbabwe, Africa

“…It is a philosophy adopted by the governing body to guide the running of the systems of the establishment including the education system. As it is generally decided on by the leadership, in this case, the Zimbabwe African National Union (ZANU) government which was to be known later in 1987 as the ZANU PF government, after its unity with Joshua Nkomo's Patriotic Front Party, a school of thought which is also an ideology unfortunately does not give the learners the opportunity to decide for themselves whether they feel drawn to adopt the beliefs or not (Barrow and Wood, 1995). As this paper will show later, there may be some measure of truth in this claim.…”

L’évolution des sciences de l’éducation dans la formation initiale des enseignants en Angleterre

“…Nous nous en tiendrons à la période particulièrement cruciale des cinquante dernières années, pendant laquelle la formation de tous les enseignants s'est progressivement réali-sée à l'université, ce qui a valu aux études éducatives des évolutions très contrastées et quelque peu dramatiques. On peut déjà les entrevoir dans les extraits suivants de deux éditions successives d'un même ouvrage (Barrow et Woods, 1975.…”

“…Ceci doit être bien accepté, je pense, pour la simple raison que la moitié d'un pain vaut mieux que rien (Barrow et Woods, 1975 Comment en est-on arrivé là? Pour le savoir, nous allons détailler les trois périodes où, à la suite de réorganisations institutionnelles, la nature des contenus enseignés et, de manière indissolublement liée, l'identité et le rôle des formateurs ont connu de très fortes évolutions, avant de se stabiliser chaque fois pour une ou deux décennies.…”