SUMMARY There is now a wide variety of programs whose purpose is to assist learners in developing and applying dened processes of systematic logical thinking, gaining access to and applying their intellectual resources, and improving their learning effectiveness. Such programs cover an age range from preschool to adulthood and have been applied in schools, clinics, remedial learn -ing centers, industrial settings, the military, correctional institutions, and many less formal settings. With such a plethora of programs, one needs to follow guidelines for selection of ap -propriate programs. Although program evaluation research in this area has not always been of distinguished caliber, there is now a sufcient accumulation of convincing studies to support a set of fairly consistent positive effects when the programs are applied systematically by well-trained and supervised teachers. Such effects include signicant elevations in IQ, improved cognitive development, enhanced school achievement, greater enthusiasm for learning, and some social effects such as reduced interpersonal conict and greater cooperative learning.NOTE

http://www.researchgate.net/profile/H_Haywood/publication/265553229_What_is_cognitive_eduication_The_view_from_30000_feet/links/549e18b80cf2d6581ab64431.pdf

What Is Cognitive Education? The View From 30,000 Feet

Since Canada’s first multiculturalism policy in 1971, there has been an influx of Internationally Educated Nurses (IENs) of colour to Canada. Studies show IENs occupying low-paid menial positions, while being excluded from policy-making leadership positions. Colonial values currently function through the notion of the “ideal type”, a term defined as a nurse who is white, middle class and occupying policy-making leadership roles. Within Canadian nursing, there appears to be a dialectic relationship between multiculturalism policies and the ideal type that become camouflaged by the term I have identified as the “hybrid space.” The hybrid space consists of public health nurses, clinicians, clinical case coordinators, and unit leaders who are registered nurses that work on the front-line with minimal leadership responsibilities. Although these nurses have comparable qualifications as their Canadian-born counterpart, they are not groomed into policy making leadership roles, but rather remain fixed in the hybrid-space. Through the experiences of IENs, this study shows how the dialectic relationship helps in maintaining Canada’s favourable position within the global market. Post colonial theory, antiracist feminism and Black Canadian feminist thought were used as theoretical frameworks to expose issues of racism and inequalities within the hybrid space. Indepth interviews, a qualitative methodology, explored the experiences of these IENs in the hybrid space. Ten IENs of colour who were from the United Kingdom and the ex-British colonies (India and the Caribbean) were recruited using the snowball method. The research uncovered several major themes such as, Non-Recognition, No Leaders of Colour at the Top, Faith and Spirituality and Valuing Their Heritage. The themes were divided into two further categories: 1) Challenges and 2) Resistance. Although the hybrid space was challenging, the IENs used these barriers as spaces of resistance in order to survive.

Multiculturalism Policies: Identifying the Dialectic of the "Ideal Type" within the Practices of Canadian Nursing

Primary music education programme development and implementation is founded on philosophical beliefs about the purpose of music education.Primary classroom teachers who ultimately have responsibility for development and implementation of the music education programme formulate their philosophical beliefs about the purpose of music education based on a multitude of variables. Whilst their own past music experiences and education assume significance in the formation of a music education philosophy, the primary music curriculum documents provided by education authorities constitute an important source for teachers' current philosophical opinion about the purpose of music education.Two philosophical arguments have thus far formed the basis of the purpose of music education in the history of the western world, namely, the intrinsic and extrinsic arguments. Primary music curriculum documents have also been based on one (or perhaps both), of these philosophical views about the purpose of music education.In this article a discussion of the philosophical foundations of music education, with special reference to primary music education in Australia, is presented. Five primary music curriculum documents will be looked at, and commentary given about the current philosophical status of Australian primary music education and the implications for programme development and implementation.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0265051700008251

The Philosophical Foundations of Music Education: The Case of Primary Music Education in Australia

Alfred North Whitehead's theory of learning is best understood in the overall context of his process philosophy. The “rhythmic cycles of growth” forming the basis of human learning (romance, precision, and generalisation) are organically connected to the “characteristics of life” typifying all entities in the universe (self-enjoyment, creative activity, and aim).

Towards a process theory of learning: Feeling the beauty of the world

William James, in a discussion of the nature of philosophy and of its rela­ tion to science, once said: \"As fast as questions got accurately answered, the answers were called scientific, and what men call 'philosophy' today is but the residuum of questions still unanswered.\" James's comment is as illuminating today as it was when he made it some 50 years ago; and this is true in spite of an intensive effort on the part of some philosophers to make philosophy itself scientific. Philosophers of education, and philoso­ phers generally, continue to do philosophy in different ways, and the term philosophy is as vague today as ever. It would be arbitrary now to apply stringent rules as to what constitutes philosophical work; accordingly, any work that seems to have been intended by its author as a conscious attempt to deal with the characteristic problems of philosophy has been regarded as fair game for this review. It probably is impractical to note here examples of every kind of philoso­ phizing going on at present. Rather, the major purpose has been to identify the major trends in philosophy of education and to note the more signifi­ cant papers that define the trends. In general, textbooks will receive little notice. It may be helpful to mention three major ways of doing philosophy, even though for what seem good reasons this paper will not be organized on the basis of the distinctions. Of course, existentialism cannot be included in the scheme because its force cannot be caught in distinctions of this kind. These ways are (a) synthetic system building—philosophy done in the \"grand manner\"; (b) analysis of the language of education and of some of its related sciences—commonly, work in this tradition is highly technical in nature, and philosophers engaged in such work usually eschew any interest, as philosophers, in the import of their work for the larger interest of men; and (c) efforts to employ the conceptual tools of language analysis, while also making some commentary on large and pervasive \"problems of men.\" Such philosophizing concerns itself both with firm foundations and with vision. It is true surely that of the three types of philosophy set out above, the third has been much more influential than either of the other two in early twentieth-century philosophy of education. For much of that period it pro­ vided a broad orientation for much educational theory and practice. But more recently, logical analysis and existentialism have captured the interest of many of the younger men.

Chapter I: Philosophy of Education

Aristotle's philosophy of education

Botany and the Voynich "Roger Bacon" Manuscript Once More

If Whitehead is right, science teachers who try to increase student interest by making the science they teach more “pure” and by “covering more material” are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of “causal efficacy” (for example, the San Francisco earthquake), into a static representation spatialized and given “presentational immediacy” (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via “symbolic reference,” to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less “pure,” and it takes more time to “cover the material.” An example of teaching “pure” and “impure” formal logic is given as a case study.

Robert S. Brumbaugh

Papers

Aristotle's philosophy of education

Botany and the Voynich "Roger Bacon" Manuscript Once More

Whitehead and a new look at teaching elementary science

Plato's Ideal Curriculum and Contemporary Philosophy of Education

Whitehead as a philosopher of education: abstraction, action, satisfaction