When originally published in 1965 this book reflected some of the
new thinking among philosophers regarding the role of the
discipline in its investigation of central issues in educaton. The
essays are grouped into four major sections: The Nature and
Function of Educational Theory; The Context of Educational
Discussion; Conceptions of Teaching; and The Essence of Education.
The concepts dealt with are of the first importance to any
practical or theoretical discussion in education and the editor
provides a generous introduction to the essays to aid the reader in
his analysis of the issues.
General
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