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Book Review: Philosophy of Education: Learning and Schooling

Book Review: Philosophy of Education: Learning and Schooling BOOK REVIEWS This book deserves the attention of students in education, psychology and sociology if only for the integrations it has achieved. It also gives a useful history of child study and is a mine of research information about the usually discussed aspects of development and the influence of parents, peers and formal education at the various stages. Parents and teachers wishing to base action where possible on facts rather than opinions would find many facts in this book. The author is a good teacher, if his failure to provide an early gestalt of his thesis is overlooked. He does not overrate the readiness of the reader and takes care to explain and discuss some matters that many authors of comparable texts take for granted. Another very helpful teaching technique is the provision of succinct chapter summaries. A serious criticism one might make is the virtual or complete omission of other personality and developmental theories which might reasonably have come into the story. Havighurst and Lewin get some mention, Ausubel gets very little, and Adler, Suttie, Horney, Sullivan, Erikson and Fromm very little or none, although some of these latter are echoed in the neo-Freudian views Watson sets out. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Philosophy of Education: Learning and Schooling

Australian Journal of Education , Volume 12 (2): 3 – Jun 1, 1968

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Publisher
SAGE
Copyright
© 1968 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494416801200217
Publisher site
See Article on Publisher Site

Abstract

BOOK REVIEWS This book deserves the attention of students in education, psychology and sociology if only for the integrations it has achieved. It also gives a useful history of child study and is a mine of research information about the usually discussed aspects of development and the influence of parents, peers and formal education at the various stages. Parents and teachers wishing to base action where possible on facts rather than opinions would find many facts in this book. The author is a good teacher, if his failure to provide an early gestalt of his thesis is overlooked. He does not overrate the readiness of the reader and takes care to explain and discuss some matters that many authors of comparable texts take for granted. Another very helpful teaching technique is the provision of succinct chapter summaries. A serious criticism one might make is the virtual or complete omission of other personality and developmental theories which might reasonably have come into the story. Havighurst and Lewin get some mention, Ausubel gets very little, and Adler, Suttie, Horney, Sullivan, Erikson and Fromm very little or none, although some of these latter are echoed in the neo-Freudian views Watson sets out.

Journal

Australian Journal of EducationSAGE

Published: Jun 1, 1968

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