Why Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them... to be more thoroughly resolved and enable rational discourse about them.
TY - CHAP
AU - Krstić, Predrag
AU - Petrović Trifunović, Tamara
AU - Pudar Draško, Gazela
PY - 2016
UR - http://www.cambridgescholars.com/download/sample/63399
UR - http://rifdt.instifdt.bg.ac.rs/123456789/1516
AB - Why Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them to be more thoroughly resolved and enable rational discourse about them.
PB - Newcastle upon Tyne : Cambridge Scholars
T2 - Why Still Education
T1 - A Question Mark over Education: Introduction into the Aporias of Contemporary Educational Theory and Praxis
SP - 1
EP - 5
ER -
@inbook{
author = "Krstić, Predrag and Petrović Trifunović, Tamara and Pudar Draško, Gazela",
year = "2016",
abstract = "Why Still Education? will appeal to researchers of education – scholars and students alike – in the fields of philosophy, sociology, pedagogy, andragogy, psychology, political theory, anthropology, and history, as well as experts in education management and educational practitioners, such as teachers and textbook authors. The question posed by the title is separated in the book into three more specific questions; the first of which, titled “Education for What?”, investigates the eternal issue the purpose of education. The second section, which examines the most appropriate approaches and expected outcomes for a child-centred perspective, is called “Education for Whom?”; and the third part, “Whose Education?”, takes national, gender and other subtle or self-explanatory characteristics of education and looks at them from the standpoint of discrimination. The volume offers nine different chapters, which provide illuminating and interesting answers to these questions, and, thus, allow them to be more thoroughly resolved and enable rational discourse about them.",
publisher = "Newcastle upon Tyne : Cambridge Scholars",
journal = "Why Still Education",
booktitle = "A Question Mark over Education: Introduction into the Aporias of Contemporary Educational Theory and Praxis",
pages = "1-5"
}
Krstić, P., Petrović Trifunović, T.,& Pudar Draško, G.. (2016). A Question Mark over Education: Introduction into the Aporias of Contemporary Educational Theory and Praxis. in Why Still Education
Newcastle upon Tyne : Cambridge Scholars., 1-5.
Krstić P, Petrović Trifunović T, Pudar Draško G. A Question Mark over Education: Introduction into the Aporias of Contemporary Educational Theory and Praxis. in Why Still Education. 2016;:1-5..
Krstić, Predrag, Petrović Trifunović, Tamara, Pudar Draško, Gazela, "A Question Mark over Education: Introduction into the Aporias of Contemporary Educational Theory and Praxis" in Why Still Education (2016):1-5.
