Original article | International Journal of Progressive Education 2014, Vol. 10(1) 18-31
Social Reconstructionist Philosophy of Education and George S. Counts
- observations on the ideology of indoctrination in socio-critical educational thinking
Ari Sutinen
pp. 18 - 31 | Manu. Number: ijpe.2014.056
Published online: February 15, 2014 | Number of Views: 180 | Number of Download: 340
Abstract
This article comprises three parts: The author first outlines the principles of the social reconstructionist philosophy of education related to educational activity and social philosophy. After this, he describes the educational philosophy of George S. Counts, the most important developer of the social reconstructionist philosophy of education, and his most essential texts connected with the social reconstructionist philosophy of education. The third part focuses on the systematic problems involving social reconstructionist philosophy of education and George S. Counts' educational thinking. The postscript at the end of the article introduces the reader to the common and differing educational philosophical principles of social reconstructionist philosophy of education in relation to critical pedagogy, especially the educational thinking of Henry A. Giroux, and John Dewey's educational philosophy.
Keywords: Social Reconstructionism, George S. Counts, Critical Pedagogy, John Dewey
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APA 6th edition
Sutinen, A. (2014). Social Reconstructionist Philosophy of Education and George S. Counts
- observations on the ideology of indoctrination in socio-critical educational thinking
. International Journal of Progressive Education, 10(1), 18-31.
Harvard
Sutinen, A. (2014). Social Reconstructionist Philosophy of Education and George S. Counts
- observations on the ideology of indoctrination in socio-critical educational thinking
. International Journal of Progressive Education, 10(1), pp. 18-31.
Chicago 16th edition
Sutinen, Ari (2014). "Social Reconstructionist Philosophy of Education and George S. Counts
- observations on the ideology of indoctrination in socio-critical educational thinking
". International Journal of Progressive Education 10 (1):18-31.
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