Philosophical, Ideological, and Theoretical Perspectives on Education (2014) by Gerald L. Gutek
Bibliographic record
Abstract
In this carefully revised edition, Gutek shares recent "trends in philosophy of education," including "the cultural foundation of education, especially the interrelationships between philosophies, ideologies, and theories of education" (pp.iv-v).To do so, he has included 17 chapters in three parts: Philosophies and Education; Ideologies and Education; and Theories and Education.Parts 1 and 3 have six chapters and Part 2 has five.This second edition has been updated by including revised chapters on idealism, realism, existentialism, pragmatism, and postmodernism.The book demonstrates a close reading of philosophy of education and there is a general overview of philosophy, ideology, and theory followed by a discussion and identification of each principle and "its implications for education, schooling, curriculum, and instruction" (p.v).Throughout the book, text is supported with figures, tables, photographs, notes, project suggestions, and the author's reflection on philosophy of education.Overall, it is a coherent book informed by the growing scholarly work on various themes in philosophy of education such as the importance that readers construct their own philosophy of education, reflect, and form their own conceptual frameworks.The chapters are written so that each one can stand alone or be used in a different order if the instructor wishes.Part 1, Philosophies and Education, discusses major areas of philosophy, such as metaphysics, epistemology, axiology, and logic.Chapter 1 focuses on their relevance for education especially for informal and formal learning, schooling, curriculum, methods of instruction, and relationships between students and teachers.Metaphysics relates to educational theory and practice and tries to describe certain aspects of reality to students in various subjects, such as history, physics, and geography.Epistemology is closely related to methods of learning and teaching and considers the methods appropriate for imparting knowledge.Axiology is concerned with value theory, which encompasses ethics, aesthetics, and social and political philosophy, and provides a sense of identity, purpose, and community to society.Finally, logic is concerned with how instructional materials are organized for better teaching and learning experiences.Chapters 2, 3, 4, 5, and 6 respectively introduce readers to idealism, realism, pragmatism, existentialism, and postmodernism.An idealist educator advocates for "a subject-matter curriculum that emphasizes truths gained from enduring theological, philosophical, historical, literary, and artistic works" (p.42).Realism is a belief in universal truth and values.According to realists, curriculum consists of "conceptual systems organized into subject-matter disciplines"
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.032 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.022 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".