Education Theory

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By Eija Kimonen

What used to be the interrelationship among schooling and society in the course of the 20th century within the usa and India? what's the essence of the ancient improvement of academic rules and social platforms in those nations? What philosophical perspectives and developmental classes underlie their outdoor-oriented schooling? What are their goals of outdoor-oriented schooling? What techniques are hooked up with their outdoor-oriented schooling? those questions are tested during this precise quantity. This e-book is split into 3 components. the 1st half creates a context for the comparability of the problems referring to schooling and society. The significant aspect of departure used the following regards schooling as being heavily with regards to the totality of tradition and human task. The dialectic method among schooling and society is learned another way in line with the price pursuits that offer the heritage for various societies. This comparative academic examine makes use of a historico-hermeneutical strategy. the second one half analyzes the social structures and academic rules of the us and India following their developmental traits and styles. the character of the connection among schooling and society for every kingdom is additional introduced into concentration while it truly is interpreted from the viewpoint of the philosophical perspectives, pedagogical goals, and systems of twentieth-century outdoor-oriented schooling. The case reports offer an attractive perception into how alterations in academic coverage were mirrored within the every-day pedagogical techniques utilized in colleges within the usa and India. The 3rd half is an research and comparability of the phenomena formerly provided which are concerning schooling and society in the course of the lenses steered via sociological theories. It compares the scale of the interrelationship among schooling and society from the point of view of outdoor-oriented schooling within the international locations throughout the 20th century. This thought-provoking quantity is meant for anyone drawn to the interaction among schooling and society in all its complexity. It bargains a desirable trip into the earlier and current of the problems that experience outlined the advance of schooling and society within the usa and India.

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Extra resources for Education and Society in Comparative Context: The Essence of Outdoor-Oriented Education in the USA and India

Example text

In the coordinating phase of interpretation, the text is compared to the 20 INTRODUCTION Specification of the research problem Revision of pre-understanding and the questions posed Creation of the hypothetical interpretation Critical evaluation of text and sources Interpretation of the text as a whole Interpretation of the parts of the text Evaluation of the interpretation Evaluation of the consistency of the text Creation of a hypothetical interpretation Examination of the text against the author’s production Clarification of the author’s hypotheses Topicalization of the text Hypotheses about the connections of meaning and influence Evaluation of the interpretation Verification of the hypotheses Figure 4.

This historico-hermeneutical comparative process of interpretation proceeds within the hermeneutic circle by means of abductive, deductive, and inductive reasoning (see Peirce, 1934/1960b, p. 113; 1934/1960c, p. 106; 1966, pp. 122, 124–125, 136–137) (Figure 5). Abduction is the first phase in the reasoning process. It enthusiastically examines facts without any specific theory, even if admitting that one is needed in order to explain surprising facts. Abduction searches for new ideas and presents suggestions that should be followed for deduction.

The intermediate groups within the main groups were national identity, national educational policy, philosophical background, educational aims, and procedures. The subgroups of the intermediate groups included such topics as the economic system of the United States, the school reform during the Stalinist period, Gandhi’s thoughts on education, the aims of activity education in the American progressive school, and the procedures of work education during the Chinese Cultural Revolution. As the practice of interpretation progressed, subgroups were added, combined, and deleted.

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