Images of the Foundations

This theme issue of the serial "Educational Foundations" contains five articles devoted to the "Images of the Foundations." In "Through the Disarray of Social Foundations: Some Some Notes Toward a New Social Foundations" (Erwin V. Johanningmeier) traces developments in...

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Bibliographic Details
Published inEducational foundations (Ann Arbor, Mich.) Vol. 5; no. 4
Main Authors Borman, Kathryn M., Ed, O'Reilly, Patricia, Ed
Format Journal Article
LanguageEnglish
Published Caddo Gap Press 1991
Subjects
Educational Philosophy
Foundations of Education
Higher Education
Instructional Development
Moral Values
Postmodernism
Preservice Teacher Education
Social Attitudes
Social Change
Social Foundations
Social Influences
Sociocultural Patterns
Student Teacher Attitudes
Student Teaching
Undergraduate Study
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Summary:This theme issue of the serial "Educational Foundations" contains five articles devoted to the "Images of the Foundations." In "Through the Disarray of Social Foundations: Some Some Notes Toward a New Social Foundations" (Erwin V. Johanningmeier) traces developments in the field and challenges a move beyond the images of school and society based on the transition to an industrial economy. In the second article, "'Maybe When I Have My Own Classroom...': Foundational Irrelevance in Pre-Service Teacher Education," Don Dippo highlights the frustrations of undergraduate students in foundations courses who are involved in student teaching. Svi Shapiro's "Postmodernism and the Crisis of Reason: Social Change or the Drama of the Aesthetic?" examines the political, moral, and spiritual implications of postmodern intellectual thought. In "Education and the Service Ethic," Robert C. Serow provides an historical analysis of the origins and development of the service ethic in the United States and an argument for the inclusion of moral education in the curriculum. In the fifth article, "Fundamental Pedagogics: A Philosophy OF or FOR Education?," George D. Yonge examines the implications and distinctions between a philosophy of as opposed to a philosophy for education. (CK)
ISSN:1047-8248