LEADER 00958nam0-2200325---450 001 990009339220403321 005 20190607102440.0 010 $a978-1-84593-646-4 035 $a000933922 035 $aFED01000933922 035 $a(Aleph)000933922FED01 035 $a000933922 100 $a20110407d2010----km-y0itay50------ba 101 0 $aeng 102 $aGB 105 $aa-------001yy 200 1 $aControlled atmosphere storage of fruits and vegetables$fA. Keith Thompson 205 $a2nd ed. 210 $aWallingford$cCAB International$d2010 215 $aXII, 278 p.$cill.$d24 cm 610 0 $aAlimenti$aConservazione 676 $a635.0468$v20$zita 700 1$aThompson,$bA. Keith$0299584 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990009339220403321 952 $a60 635.046 THOA 2010$b12782$fFAGBC 959 $aFAGBC 996 $aControlled atmosphere storage of fruits and vegetables$9730459 997 $aUNINA LEADER 05451oam 2200733I 450 001 9910462304303321 005 20200520144314.0 010 $a1-283-58546-4 010 $a9786613897916 010 $a0-203-13831-7 010 $a1-136-49181-3 024 7 $a10.4324/9780203138311 035 $a(CKB)2670000000237897 035 $a(EBL)1016053 035 $a(OCoLC)809313944 035 $a(SSID)ssj0000741645 035 $a(PQKBManifestationID)11486000 035 $a(PQKBTitleCode)TC0000741645 035 $a(PQKBWorkID)10720958 035 $a(PQKB)11258162 035 $a(MiAaPQ)EBC1016053 035 $a(Au-PeEL)EBL1016053 035 $a(CaPaEBR)ebr10596271 035 $a(CaONFJC)MIL389791 035 $a(OCoLC)811412362 035 $a(EXLCZ)992670000000237897 100 $a20180706e20121972 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe philosophy of education $ean introduction /$fHarry Schofield 210 1$aLondon :$cRoutledge,$d2012. 215 $a1 online resource (305 p.) 225 1 $aRoutledge library editions. Education ;$vVolume 154 225 0$aRoutledge library editions.$pEducation ;$vv. 154 300 $aFirst published in 1972 by George Allen & Unwin Ltd. 311 $a1-138-00754-4 311 $a0-415-69766-2 320 $aIncludes bibliographical references and index. 327 $aTHE PHILOSOPHY OF EDUCATION An Introduction ROUTLEDGE; Copyright; The Philosophy of Education An Introduction; Original Copyright; Acknowledgements; Contents; AUTHOR'S PREFACE; CHAPTER 1 The Meaning and Function of Philosophy and Educational Philosophy; The origin of the word 'philosophy' and a definition; The process of asking questions; Theoretical and empirical questions; The ancient and modern tasks of philosophy; Philosophy and philosophizing; Philosophical Analysis. The problem of language; Need to avoid narrowness of outlook; The Approach to Concepts in the remaining chapters 327 $alogicalgeographyNotes and references for Chapter 1; THE FIRST TRILOGY: EDUCATION: TRAINING: CHILD-CENTREDNESS; CHAPTER 2 The Concept 'Education'; Definitions and their function; Attempts to define 'Education'; Different types of definition: descriptive and stipulative definitions; Criteria for the process of education; Definition and criteria compared for effectiveness; Education as initiation; Notes and references for Chapter 2; CHAPTER 3 The Concept 'Training'; 'Training' qualified by different adjectives; Training and Instruction; Drill as a feature of instruction and training 327 $aThe relationship between education and trainingTeacher training and Teacher education; Notes and references for Chapter 3; CHAPTER 4 The Concept 'Child-centred'; Many related ideas but little clarity; 'Child-centred' a term of protest; The danger of centredness; centredness and centration; Nature, Naturalism, Education according to Nature; Instruction and learning by experience or discovery; Needs and the needs curriculum; Child-centredness and awareness; Awareness in Higher Education; Notes and references for Chapter 4; LINK CHAPTER; CHAPTER 5 The Concept 'Aims' 327 $aAims related to education and curriculumFour statements of aim(s) examined by linguistic analysis; External aims or internal processes?; Analysis of the metaphorical idea of aim as a target; O'Connor's five aims of education; Notes and references for Chapter 5; THE SECOND TRILOGY: CULTURE: CURRICULUM: LIBERAL EDUCATION; CHAPTER 6 The Concept 'Culture'; 'Culture': 'Education': 'The Cultured Man': 'The Educated Man'; Culture and Excellence; The Sociological definition of 'culture'; The relationship between the two interpretations of culture; Implications of culture for curriculum 327 $aCultural elements which influence thinking tremendouslyFurther thoughts on academic culture and culture as a way of life; Notes and references for Chapter 6; CHAPTER 7 The Concept 'Curriculum'; Curriculum and specific curricula; Criteria for Curriculum; James's curriculum criteria and O'Connor's aims of education; Curriculum content and method; Curriculum and Culture; Academic versus Practical: The problem of excellence and curriculum; Curriculum determined by 'Eleven Plus' and University requirements; Curriculum no longer a sacred inheritance 327 $aJames's Curriculum ideas and the Newsom Report compared 330 $aThere are many students who find philosophy of education difficult, because they have never received teaching in the basic essentials of general philosophy. This book begins by asking the basic question 'what is philosophy?' and examines a number of possible answers. Step by step the reader is introduced to the modern techniques of linguistic and concept analysis. Whenever a technical term is used it is explained and illustrated by reference to familiar situations in everyday life. 410 0$aRoutledge library editions.$pEducation. 606 $aEducation$xPhilosophy 606 $aTeaching 608 $aElectronic books. 615 0$aEducation$xPhilosophy. 615 0$aTeaching. 676 $a370.1 676 $a370/.1 700 $aSchofield$b Harry.$0460337 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910462304303321 996 $aThe philosophy of education$92050181 997 $aUNINA