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Keith Crawford

This article offers a critical exploration of social studies textbooks and allied curriculum materials used in New South Wales primary schools between 1930 and 1960, and of the way in which these texts positioned, discussed, and assessed Aboriginal Australians. With reference to European commitments to Enlightenment philosophies and social Darwinian views of race and culture, the author argues that Aboriginal peoples were essentialized via a discourse of paternalism and cultural and biological inferiority. Thus othered in narratives of Australian identity and national progress, Aboriginal Australians were ascribed a role as marginalized spectators or as a primitive and disappearing anachronism.

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Catherine Broom

This paper presents an overview of British Columbia's (B.C.) educational history, interwoven with descriptions of textbooks. Focusing on social studies textbooks, this article explores change and continuity in the history of public schooling, paying attention to whether citizens were conceptualized as active, passive, or patriotic citizens. It identifies four key periods: the establishment of public schools in B.C., the rise of the Progressivist movement in the 1930s and reaction to it, advocacy of Bruner's structure of disciplines in the 1960s, and pendulum swings in philosophic orientations in the latter part of the twentieth century. The article illustrates connections between contemporary philosophies and textbooks, and identifies continuity and change in the content and aims of the textbooks.

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Haifaa Majadly and Aharon Geva-Kleinberger

important role in education, since it reflects the society's dominant educational policy and its educational and cultural philosophy. 9 The curriculum is the focal point around which the educational process takes place. 10 As the products of a society

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Denis Vuka

Jeremy Jennings, ed., Georges Sorel: Reflections on Violence (Cambridge: Cambridge University Press, 1999), 13. 21 Chiara Bottici, A Philosophy of Political Myth (New York: Cambridge University Press, 2007), 163. 22 Henry Tudor, Political Myth

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Jingyi Li

virtue rather than by the use of coercive laws. In practice, themes in Confucian philosophy matured into the preoccupation with humanity, ritual, filial piety, relations between juniors and seniors, and loyalty (see table 2 ). Confucius largely provides

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Daniela R. P. Weiner

Textbook Centers and source libraries were tangible representations of a philosophy of textbook revision that was evident in both occupied Italy and in the American and British zones of Germany. It was important to the occupiers in all three areas that as

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Education, Entertainment, and Indoctrination

Educational Film in Interwar China

Kaiyi Li

political concepts. Fu Yan, a CECS committee member, held that film should be used to promote the development of the New Life Movement. 46 Fu feared that because of the low level of education in China, foreign educational films about philosophy and science

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Meglio di ieri

Educational Films, National Identity and Citizenship in Italy from 1948 to 1968

Anne Bruch

Allemann-Ghionda, “Dewey in Postwar Italy: The Case of Re-Education,” Studies in Philosophy and Education 19, no. 1 (2000): 53–67. 16 “Norme sulla repressione dell’attività fascista” presented to parliament by the Interior Minister Mario Scelba. See also

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Spatial Relations and the Struggle for Space

Friedrich Ratzel’s Impact on German Education from the Wilhelmine Empire to the Third Reich

Troy Paddock

: Philosophy and Politics in the Third Reich (Cambridge: Harvard University Press, 1993). On Carl Schmitt, see Steve Nowak, Carl Schmitt: Ein Konservativer in revolutionären Zeiten (Munich: Grin, 2008) or Andreas Koenen, Der Fall Carl Schmitt: Sein Aufstieg

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Gargi Gangopadhyay

). 28 The distinguishing characteristic that set these schoolbooks apart from the pedagogical practices prevalent at the time was undoubtedly their rationalist approach, which was inspired by Western philosophy. 29 In Shishushiksha , for example