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Introduction
Theories of Education
Classification of Educational Theories
Chapter 1: Spiritualistic Theories
1.1 Spiritualistic Revival
1.2 History and Problems
1.3 Principles of Spiritualistic Education
1.4 Conceptions about Education
1.4.1 Maslow’s Theory
1.4.2 Harman’s Theory
1.4.3 Leonard’s Theory
1.4.4 Ferguson’s Theory
1.4.5 Fotinas’s Theory
1.5 Conclusion
Chapter 2: Personalist Theories
2.1 On Becoming a Person
2.1.1 History and Problems
2.1.2 Two Trends
2.2 Nondirective Education
2.2.1 History and Problems
2.2.2 Principles
2.2.3 Strategies
2.3 Neo-Humanistic Theories
2.3.1 History and Problems
2.3.2 Principles
2.3.3 Strategies
2.4 Interactive Theories of Personal Development
2.4.1 History and Problems
2.4.2 Principles
2.5 Open Education
2.5.1 Problems
2.5.2 Principles
2.6 Conclusion
Chapter 3: Psychocognitive Theories
3.1 The Construction of Knowledge
3.2 Constructivist Didactics
3.2.1 History and Problems
3.2.2 Prior Conceptions
3.2.3 Some Constructivist Didactics
3.2.4 Allosteric Model
3.2.5 Epistemological Disturbance
3.3 Pedagogical Profiles
3.3.1 La Garanderie’s Model
3.3.2 Pedagogical Profiles and the Teaching of Mathematics
3.4 Conclusion
Chapter 4: Technological Theories
4.1 Salvation through Technology
4.2 Two Main Trends
4.3 Systemic Trend
4.3.1 History and Problems
4.3.2 Instructional Design
4.4 Hypermedia Trend
4.4.1 Evolution of the Hypermedia
4.4.2 Organizational Principles of Hypermedia Environments
4.4.3 Examples of Open Hypermedia Environments
4.5 Minimal Training
4.6 Conclusion
Chapter 5: Social Cognitive Theories
5.1 Transactions between Individuals and their Environment
5.2 Social Cognitive Theories of Social Learning
5.2.1 History and Issues
5.2.2 Principles
5.2.3 Pedagogical Strategies
5.3 Social Cognitive Conflict Theory
5.3.1 History and Issues
5.3.2 Principles
5.5.3 Pedagogical strategies
5.4 Vygotsky’s Sociohistorical Theory
5.4.1 History and Issues
5.4.2 Principles
5.4.3 Pedagogical Strategies
5.5 Contextualized Learning Theories
5.5.1 History and Issues
5.5.2 Principles
5.5.3 Pedagogical Strategies
5.6 Cooperative Teaching and Learning Theories
5.6.1 History and Issues
5.6.2 Principles
5.6.3 Pedagogical Strategies
5.7 Conclusion
Chapter 6: Social Theories
6.1 Social Theories of Education
6.2 Institutional Pedagogies
6.2.1 Psychosociological Trend
6.2.2 Psychoanalytical Trend
6.2.3 Institutional Pedagogy and Nondirectivity
6.2.4 Paradox of Institutional Pedagogy
6.3 Conscientization Pedagogies
6.3.1 Freire’s Ideas
6.3.2 Pedagogies of Liberation
6.3.3 Critical Pedagogy
6.3.4 Social Pedagogy of Self-Development
6.4 Eco-Social Theories of Education
6.4.1 Systematic Education in an Ecosociety
6.4.2 Experiential Education
6.4.3 Curriculum for the Future
6.5 Conclusion
Chapter 7: Academic Theories
7.1 Quality Education: A Problem
7.1.1 Barbarians at Our Gates
7.2 Two Trends
7.3 Traditionalist Theories
7.3.1 History and Problems
7.3.2 Principles
7.3.3 Curriculum of a Classical Education
7.4 Generalist Theories
7.4.1 Problems of Quality Education
7.4.2 Principles of General Education
7.4.3 Pedagogical Strategies
7.5 Conclusion
Chapter 8: General Conclusion
8.1 Questions about Education
8.2 The Best Theory
8.3 For a New Eco-Social Competence
Contemporary Theories and Practice in Education Matrix
Bibliography
Index
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