This continual work of man to recognize reality could be termed as philosophy. Even though on the a single hand it is claimed that good quality of an educational method is determined by the top quality of its teachers, on the other, the teacher is decreased to being an implementer of educational choices created by other people. The existing wave of teacher education reform rightly recognises the importance of practice in teacher formation. He sets out the most essential rule of education that is freedom and happiness.
Calls for teacher-accountability underpin arguments for assessment-led educational reform, while activity-based finding out programmes seek to turn teachers into facilitators of learning activities designed by professionals. Contributors writing on this theme may possibly discover the methods in which previous and on-going educational reforms have tended to (re-)conceptualise the teacher. They might also pick to use insights from epistemology and moral philosophy to shed light on the practice of teaching. Policy decisions in education have been deemed to be either a matter of technical experience, or a matter of ideological preference.
The technical experience view has it that educational policy is about principles with regards to what operates and does not perform, who should advantage, and who ought to not from public education programmes. This view functions on a commodity conception of education whose logic tends to de-emphasize education for humanity and citizenship. They might inquire into the question of how educational policy documents conceptualise education. I believe it is unfair that in this respect the science and philosophy are compared.
Education considered as a tool for ideological indoctrination and political propaganda aligns educational policy with the political views of the ruling class which might favour a neo-liberal market place regime, or espouse religious fundamentalism. Here are some hyperlinks that you may locate valuable, in assisting you to write an abstract for a conference paper or academic report.
Contributors addressing this theme may well reflect upon these and other models of educational policy-generating, bringing conceptual/ philosophical tools to bear on the aims of education, studying, teaching, curriculum, citizenship and democratic society. They may well concentrate their analysis upon the connection among education, conceptions of the great life, citizenship, democracy and justice in order to put forth proposals regarding the normative bases of educational policy. Submissions need to be made by registering as ‘interested speaker’ in the online technique and subsequently uploading a copy of the paper in MS Word format.