Values and Knowledge in the Theory of Education: A Paradigm for an Applied Social Science
The scope of interest of the theoreticians of education is (at least sometimes) sufficiently wide that it embraces the whole of social and psychological factors upon which depends the final cast of man in society with his knowledge about the world, with his personality traits and his system of values, of norms and evaluations, his behavioral predispositions, and sometimes also his physical aspect. This puts the theory of education in a situation which is advantageous and disadvantageous at the same time: advantageous because there is no threat of lack of problems or excessive specialistic narrowness in taking them up, disadvantageous because the wider the the richer the problems the more difficult it is to introduce some theoretical-methodological order and to systematize directives and propositions. Some of these difficulties I want to discuss in this chapter.
KeywordsEducational Program Educational Institution Theoretical Knowledge Educational Process Educational Goal
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