William Boyd was a Scottish educator (1874-1962) and head of the Education Department at the University of Glasgow for nearly four decades. [1] [2] [3]
He is best known for his classic The History of Western Education [4] which received 10 editions from 1921 to 1972. [5]
He was active in the Scottish Council for Research in Education. [6]
Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty. Various researchers emphasize the role of critical thinking in order to distinguish education from indoctrination. Some theorists require that education results in an improvement of the student while others prefer a value-neutral definition of the term. In a slightly different sense, education may also refer, not to the process, but to the product of this process: the mental states and dispositions possessed by educated people. Education originated as the transmission of cultural heritage from one generation to the next. Today, educational goals increasingly encompass new ideas such as the liberation of learners, skills needed for modern society, empathy, and complex vocational skills.
An intelligence quotient (IQ) is a total score derived from a set of standardized tests or subtests designed to assess human intelligence. The abbreviation "IQ" was coined by the psychologist William Stern for the German term Intelligenzquotient, his term for a scoring method for intelligence tests at University of Breslau he advocated in a 1912 book.
Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values. It can mean any form of learning adults engage in beyond traditional schooling, encompassing basic literacy to personal fulfillment as a lifelong learner. and to ensure the fulfillment of an individual.
Paulo Reglus Neves Freire was a Brazilian educator and philosopher who was a leading advocate of critical pedagogy. His influential work Pedagogy of the Oppressed is generally considered one of the foundational texts of the critical pedagogy movement, and was the third most cited book in the social sciences as of 2016 according to Google Scholar.
A sports coach is a person coaching in sport, involved in the direction, instruction and training of a sports team or athlete.
International political economy (IPE) or Global political economy (GPE) is the study interactions between the economy on a global level and political and economic actors, systems and institutions. More precisely, IPE/GPE focuses on global economic governance, through studies of macroeconomic phenomena such as globalization, international trade, the monetary and financial system, international inequality, and development, and how these are shaped by, amongst others, international organizations, multinational corporations, and sovereign states.
Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Applied behavior analysis (ABA), also called behavioral engineering, is a scientific discipline that applies empirical approaches based upon the principles of respondent and operant conditioning to change behavior of social significance. It is the applied form of behavior analysis; the other two forms are radical behaviorism and the experimental analysis of behavior.
Nonverbal learning disability (NVLD) is a neurodevelopmental disorder characterized by core deficits in visualspatial processing in the presence of intact verbal ability. Additional diagnostic criteria include Average to Superior verbal intelligence and deficits in visuoconstruction abilities, fine-motor coordination, mathematical reasoning, visuospatial memory and social skills. In clinical settings, some diagnoses of attention deficit hyperactivity disorder would be more appropriately classified as NVLD.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential.
Children's geographies is an area of study within human geography and childhood studies which involves researching the places and spaces of children's lives.
Lawrence Goldman is an English historian and the former director of the Institute of Historical Research. A former editor of the Oxford Dictionary of National Biography, he has a PhD from the University of Cambridge. He is a fellow of the Royal Historical Society.
Charles B. Nam was born in Lynbrook, New York on March 25, 1926, and currently resides in Tallahassee, Florida. He was a Professor of Sociology for 31 years with one of his most important contributions being the Nam-Powers Index measuring occupational status.
Mark McGann Blyth is a Scottish-American political scientist. He is currently the William R. Rhodes Professor of International Economics and Professor of International and Public Affairs at Brown University. At Brown, Blyth additionally directs the William R. Rhodes Center for International Economics and Finance at the Watson Institute for International and Public Affairs.
Critical pedagogy of place is a curricular approach to education that combines critical pedagogy and place-based education. It started as an attitude and approach to place-based and land-based education that criticized place-based education's invisible endorsement of colonial narratives and domineering relationships with the land. The scholars critiquing place-based education mainly focused on re-centering Indigenous voices in the curriculum. In the early 1990s, C.A. Bowers advocated for a critical pedagogy of place that acknowledged our enmeshment in cultural and ecological systems, and the resulting need for this to figure in the school curriculum. In 2003, David A. Greenwood introduced and defined the term "Critical Pedagogy of Place." In the years since, the general ideas of critical pedagogy of place have been incorporated into many scholars' critiques of place-based, land-based, and environmental education.
Stephen Richard Billett is an Australian educational researcher and Professor of Adult Vocational Education in the School of Education and Professional Studies at Griffith University. His research centres on vocational learning, workplace learning, and learning for vocational purposes.
The History of Western Education is a 1921 book by a Scottish educator William Boyd, head of the Department of Education at Glasgow University in the first half of the 20th century.
Abolitionist teaching, also known as abolitionist pedagogy, is practices and approaches to teaching that focus on restoring humanity for all children in schools. Abolitionist teaching is the practice of pursuing educational freedom for all students, eschewing reform in favor of transformation. This practice is rooted in Black critical theory and focused on joy, direct action and abolition.
Sheila Riddell, is an academic at the University of Edinburgh and Director of the Centre for Research in Education Inclusion and Diversity (CREID). She has also been Director of the Strathclyde Centre for Disability Research, University of Glasgow. Her research interests include equality and social inclusion in education and adult education, with particular reference to gender, social class and disability
Sarah Speight is an academic and Professor of Higher Education at the University of Nottingham. Since 2020, she has been Pro Vice Chancellor for Education and Student Experience and was previously head of the School of Education.