Education theory

Education sciences (traditionally often called pedagogy) and education theory seek to describe, understand, and prescribe educational policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology. Education sciences (traditionally often called pedagogy) and education theory seek to describe, understand, and prescribe educational policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology. Faculties, departments, degree programs, and degrees on educational sciences are often called simply Faculty of Education etc. It is likewise common, especially in North America, to say she is studying education, which is generally called studying educational science(s) nowadays and was traditionally called studying pedagogy (in English) in most European countries. For example, a cultural theory of education considers how education occurs through the totality of culture, including prisons, households, and religious institutions as well as schools. Other examples are the behaviorist theory of education that comes from educational psychology and the functionalist theory of education that comes from sociology of education. The earliest known attempts to understand education in Europe were by classical Greek philosophers and sophists, but there is also evidence of contemporary (or even preceding) discussions among Arabic, Indian, and Chinese scholars. Educational thought is not necessarily concerned with the construction of theories as much as the 'reflective examination of educational issues and problems from the perspective of diverse disciplines.' Normative theories of education provide the norms, goals, and standards of education. 'Normative philosophies or theories of education may make use of the results of and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. In a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds:1. Basic normative premises about what is good or right;2. Basic factual premises about humanity and the world;3. Conclusions, based on these two kinds of premises, about the dispositions education should foster;4. Further factual premises about such things as the psychology of learning and methods of teaching; and5. Further conclusions about such things as the methods that education should use.' Examples of the purpose of schools include: to develop reasoning about perennial questions, to master the methods of scientific inquiry, to cultivate the intellect, to create change agents, to develop spirituality, and to model a democratic society. Common educational philosophies include: educational perennialism, educational progressivism, educational essentialism, critical pedagogy, Montessori education, Waldorf education, and democratic education.