Child-Centred Education
Regular price
€65.99
A01=Harold Entwistle
American Education
Author_Harold Entwistle
authority and discipline
Bird's Eye
categorical
Category=JNF
Child
Child's Present Interests
Contemporary Society
curriculum
curriculum integration
Deputy Chief Education Officer
Educational Metaphor
educational philosophy
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Extra-curricular
Good Life
holistic development
Human Suffering
ideas
imperative
inert
integrated
integrated curriculum theory
Integrated Project Studies
learner autonomy
Lower Working Class Children
Modern Language
Mr Chips
Plato's Prescription
Polanyi's Sense
progressive education
pudding
Secretary Of State
subject
Teacher's Initiative
Teaching Machines
Theory Practice Gap
Town Hall
traditional
Urgent Practical Problems
Valuable Critical Comments
Vice Versa
yorkshire
Yorkshire Pudding
Product details
- ISBN 9780415753456
- Weight: 410g
- Dimensions: 156 x 234mm
- Publication Date: 15 Dec 2014
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
This volume is a critical study of one of today’s most controversial topics in educational theory, setting the many arguments in perspective and clarifying the issues that arise when attention is focused on the learner. The author examines the problems of individual education, the distinctive demands childhood makes on the school and the claims of social education. The related questions of freedom, authority and discipline are then discussed, together with the ways in which curriculum development must take account of the learner’s interests, needs and dispositions in preparing him/her for life. The concept of educating the whole person is critically examined, together with the claim that education for life and the development of personal integrity require an integrated curriculum. Since child-centred educational theory is often dismissed as irrelevant to practice, the book concludes with an assessment of the various limitations which concern with practical activity imposes on educational theorists.
