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Education is the transmission of knowledge, skills, and character traits and manifests in various forms. Formal education occurs within a structured institutional framework, such as public schools, following a curriculum. Non-formal education also follows a structured approach but occurs outside the formal schooling system, while informal education entails unstructured learning through daily experiences. Formal and non-formal education are categorized into levels, including early childhood education, primary education, secondary education, and tertiary education. Other classifications focus on teaching methods, such as teacher-centered and student-centered education, and on subjects, such as science education, language education, and physical education. Additionally, the term "education" can denote the mental states and qualities of educated individuals and the academic field studying educational phenomena.
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It also examines the concepts and presuppositions of education theories. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive theories, which provide a value-neutral description of what education is, and normative theories, which investigate how education should be practiced.
Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.
Autodidacticism or self-education is the practice of education without the guidance of schoolmasters.
Critical thinking is the analysis of available facts, evidence, observations, and arguments in order to form a judgement by the application of rational, skeptical, and unbiased analyses and evaluation. The application of critical thinking includes self-directed, self-disciplined, self-monitored, and self-corrective habits of the mind; thus, a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines. Philosopher Richard W. Paul said that the mind of a critical thinker engages the person's intellectual abilities and personality traits. Critical thinking presupposes assent to rigorous standards of excellence and mindful command of their use in effective communication and problem solving, and a commitment to overcome egocentrism and sociocentrism.
A case study is an in-depth, detailed examination of a particular case within a real-world context. For example, case studies in medicine may focus on an individual patient or ailment; case studies in business might cover a particular firm's strategy or a broader market; similarly, case studies in politics can range from a narrow happening over time like the operations of a specific political campaign, to an enormous undertaking like world war, or more often the policy analysis of real-world problems affecting multiple stakeholders.
Qualitative research is a type of research that aims to gather and analyse non-numerical (descriptive) data in order to gain an understanding of individuals' social reality, including understanding their attitudes, beliefs, and motivation. This type of research typically involves in-depth interviews, focus groups, or observations in order to collect data that is rich in detail and context. Qualitative research is often used to explore complex phenomena or to gain insight into people's experiences and perspectives on a particular topic. It is particularly useful when researchers want to understand the meaning that people attach to their experiences or when they want to uncover the underlying reasons for people's behavior. Qualitative methods include ethnography, grounded theory, discourse analysis, and interpretative phenomenological analysis. Qualitative research methods have been used in sociology, anthropology, political science, psychology, communication studies, social work, folklore, educational research, information science and software engineering research.
Autoethnography is a form of ethnographic research in which a researcher connects personal experiences to wider cultural, political, and social meanings and understandings. It is considered a form of qualitative and/or arts-based research.
Narrative inquiry or narrative analysis emerged as a discipline from within the broader field of qualitative research in the early 20th century, as evidence exists that this method was used in psychology and sociology. Narrative inquiry uses field texts, such as stories, autobiography, journals, field notes, letters, conversations, interviews, family stories, photos, and life experience, as the units of analysis to research and understand the way people create meaning in their lives as narratives.
Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.
Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education including education policy. Subfields include comparative education, educational research, instructional theory, curriculum theory and psychology, philosophy, sociology, economics, and history of education. Related are learning theory or cognitive science.
Floyd Grant Robinson was a teacher, education theorist and curriculum developer. He wrote many works on the topics of stimulating complex thinking and the importance of education across the entire lifespan. Robinson is most notable for his work done while at the Ontario Institute for Studies in Education (OISE) between 1965 and 1991.
Statistics education is the practice of teaching and learning of statistics, along with the associated scholarly research.
Ableism is discrimination and social prejudice against people with physical or mental disabilities. Ableism characterizes people as they are defined by their disabilities and it also classifies disabled people as people who are inferior to non-disabled people. On this basis, people are assigned or denied certain perceived abilities, skills, or character orientations.
John Miller is a Canadian educator, Professor of Curriculum, Teaching and Learning at Ontario Institute for Studies in Education (OISE) at University of Toronto.
K. Wayne Yang is a professor and scholar of community organizing, critical pedagogy, and Indigenous and decolonizing studies. He is a professor of ethnic studies at the University of California, San Diego and Provost of John Muir College. He writes about decolonization and everyday epic organizing, often with his frequent collaborator, Eve Tuck. Currently, they are convening The Land Relationships Super Collective, editing the book series, Indigenous and Decolonizing Studies in Education, and editing the journal, Critical Ethnic Studies. He is interested in the complex role of cities in global affairs: cities as sites of settler colonialism, as stages for empire, as places of resettlement and gentrification, and as always-already on Indigenous lands.
Colette Agnes Daiute is an American developmental and educational psychologist known for her research on human development under conditions of adversity and in rapidly changing environments. She studies how the social emotional development of children, youth and adults interacts with circumstances including social displacement, migration, discrimination, and economic inequality.
Sean Michael Lessard is a Cree-Canadian author, researcher, public speaker, a former adjunct professor at the University of Regina and currently an associate professor at the University of Alberta.
Dorothy Jean Clandinin is a Canadian scholar known for her contributions to educational research and narrative inquiry. She is professor emerita and the founding director of the Centre for Research for Teacher Education and Development at the University of Alberta. Clandinin previously served as the vice president of Division B of the American Educational Research Association (AERA).
Jeong-Hee Kim is an educational scholar who serves as professor and department chair of Curriculum & Instruction at Texas Tech University. She is known for her work regarding narrative inquiry, phenomenology, and curriculum theory.
References
- 1 2 "Honorary Doctorate Award" (PDF). Ontario Institute for Studies in Education . Fall 2021. Archived (PDF) from the original on July 9, 2024. Retrieved July 9, 2024.
- 1 2 "Connelly, F. Michael". SAGE Publications Inc. June 12, 2024. Archived from the original on February 20, 2024. Retrieved July 9, 2024.
- ↑ "Michael Connelly to receive honorary degree from Education University of Hong Kong". University of Toronto . December 22, 2020. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Mertova, Patricie; Webster, Leonard (October 16, 2019). Using Narrative Inquiry as a Research Method: An Introduction to Critical Event Narrative Analysis in Research, Teaching and Professional Practice (2nd ed.). Routledge. ISBN 978-0-429-75528-6.
- ↑ Dodd, Anne Wescott (January 1989). "Teachers as Curriculum Planners: Narratives of Experience. By E. Michael Connelly and D. Jean Clandinin. New York: Teachers College Press, 1988". NASSP Bulletin. 73 (513): 88–89. doi:10.1177/019263658907351318. ISSN 0192-6365. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Cole, Ardra (November 1990). "Book Reviews : Teachers as Curriculum Planners: Narratives of Experience F. Michael Connelly & D. Jean Clandinin New York: Teachers College Press and Ontario: OISE Press, 1988. 231 + xvi pp". Journal of Teacher Education. 41 (5): 63–65. doi:10.1177/002248719004100509. ISSN 0022-4871. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Roulet, Geoffrey (1998). "Teachers' Professional Knowledge Landscapes". Canadian Journal of Education. 23 (2): 224. doi:10.2307/1585987. Archived from the original on February 16, 2020. Retrieved June 1, 2024.
- ↑ Boje, David M. (June 2002). "Book Reviews". Human Relations . 55 (6): 734–740. doi:10.1177/0018726702556008. ISSN 0018-7267. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Preissle, Judith (November 2001). "Book Review: Narrative Inquiry: Experience and Story in Qualitative Research". Field Methods . 13 (4): 412–414. doi:10.1177/1525822X0101300406. ISSN 1525-822X. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ "Shaping a professional identity: stories of educational practice". Choice Reviews Online. 37 (04): 37–2299–37-2299. December 1, 1999. doi:10.5860/CHOICE.37-2299. ISSN 0009-4978. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ "Narrative & experience in multicultural education". Choice Reviews Online. 43 (02): 43–1080–43-1080. October 1, 2005. doi:10.5860/CHOICE.43-1080. ISSN 0009-4978. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
- ↑ Uhrmacher, P. Bruce; Moroye, Christy M. (February 2009). "Perspectives and perceptions of The SAGE Handbook of Curriculum and Instruction". Journal of Curriculum Studies. 41 (1): 115–129. doi:10.1080/00220270802356801. ISSN 0022-0272. Archived from the original on July 9, 2024. Retrieved July 9, 2024.
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