0% found this document useful (0 votes)

8 views41 pages

8122

The document provides links to various educational eBooks available for download, including titles on foundations of education, adult education, and digital marketing. It lists multiple editions and subjects, offering instant access in various formats like PDF and ePub. Additionally, it outlines the contents of the 'Foundations of Education' textbook, covering topics such as the teaching profession, historical development of education, and legal aspects of education.

Uploaded by

agliosloadnl

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

0% found this document useful (0 votes)

8 views41 pages

8122

Uploaded by

agliosloadnl

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

You are on page 1/ 41

Download the Full Ebook and Access More Features - ebookmass.

com

Foundations of Education 13th Edition, (Ebook PDF)

https://ebookmass.com/product/foundations-of-education-13th-
edition-ebook-pdf/

OR CLICK HERE

DOWLOAD NOW

Download more ebook instantly today at https://ebookmass.com

Instant digital products (PDF, ePub, MOBI) ready for you
Download now and discover formats that fit your needs...

Foundations of Adult and Continuing Education 1st Edition,

(Ebook PDF)

https://ebookmass.com/product/foundations-of-adult-and-continuing-
education-1st-edition-ebook-pdf/

ebookmass.com

(eTextbook PDF) for Foundations of Physical Education,

Exercise Science, and Sport 18th Edition

https://ebookmass.com/product/etextbook-pdf-for-foundations-of-
physical-education-exercise-science-and-sport-18th-edition/

ebookmass.com

Philosophical foundations of education, 7th Edition Howard

A Ozmon

https://ebookmass.com/product/philosophical-foundations-of-
education-7th-edition-howard-a-ozmon/

ebookmass.com

Micro and Nanofluid Convection with Magnetic Field Effects

for Heat and Mass Transfer Applications using MATLAB®
Chakravarthula Raju
https://ebookmass.com/product/micro-and-nanofluid-convection-with-
magnetic-field-effects-for-heat-and-mass-transfer-applications-using-
matlab-chakravarthula-raju/
ebookmass.com
The Party House Lin Anderson

https://ebookmass.com/product/the-party-house-lin-anderson/

ebookmass.com

The Health of Refugees: Public Health Perspectives from

Crisis to Settlement 2nd Edition Pascale Allotey

https://ebookmass.com/product/the-health-of-refugees-public-health-
perspectives-from-crisis-to-settlement-2nd-edition-pascale-allotey/

ebookmass.com

Oxford Studies in Metaphysics Karen Bennett

https://ebookmass.com/product/oxford-studies-in-metaphysics-karen-
bennett/

ebookmass.com

Primitive Meteorites and Asteroids: Physical, Chemical,

and Spectroscopic Observations Paving the Way to
Exploration Neyda M. Abreu
https://ebookmass.com/product/primitive-meteorites-and-asteroids-
physical-chemical-and-spectroscopic-observations-paving-the-way-to-
exploration-neyda-m-abreu/
ebookmass.com

(eBook PDF) Approaches to Social Research 6th Edition by

Royce A. Singleton

https://ebookmass.com/product/ebook-pdf-approaches-to-social-
research-6th-edition-by-royce-a-singleton/

ebookmass.com
Digital Marketing Raj Sachdev

https://ebookmass.com/product/digital-marketing-raj-sachdev/

ebookmass.com
Contents

Preface xiii 2 THE TEACHING PROFESSION 24

Is Teaching a Profession? 25
A Defined Body of Knowledge 26
Part 1 Controlling Requirements for Entry and
Licensing 27
Understanding the Teaching Profession 1 Autonomy in Determining Spheres of Work 28
High Prestige and Economic Standing 29
Trends toward Professionalism 31
1 Motivation, Preparation, and The Scope of Collective Bargaining 31
Conditions for the Entering Teacher 1 Collective Bargaining under Attack 31
Choosing a Career in Teaching 2 Mediated Entry 32
Motivations for Choosing Teaching 2 Professional Development 34
The Challenge of Teaching All Students 2 Performance Pay 34
From Preservice to Practice: Considerations 3 Technology @ School: Professional Development
Teaching Force Diversity: A Growing Concern 3 Opportunities on the Internet 35
Supply/Demand and Salaries 4 Taking Issue: Merit Pay 36
Job Opportunities 4 Professional Learning Communities 37
Pay Scales and Trends 6 From Preservice to Practice: A Professional Learning
Overview 1.1: Ways to Improve Your Employment Community 38
Prospects 7 Teacher Organizations 38
Status of Certification 7 Overview 2.1: Comparison of the National
Taking Issue: Alternative Certification 11 Education Association (NEA) and the
Trends in Preservice Education 12 American Federation of Teachers (AFT) 39
Reflective Teaching 12 National Education Association (NEA) 39
Computer and Technology Use 12 American Federation of Teachers (AFT) 40
Requirements for Teaching Students with Overview 2.2: Major Specialized Professional
Disabilities 13 Organizations for Teachers 41
Preparation for Teaching in Diverse Settings 13 Specialized Professional Organizations 41
Quality of Preparation Programs 13 Religious Education Organizations 42
Prospective Teachers: Abilities and Testing 14 Parent-Teacher Groups 42
Testing Teachers 15 Overview 2.3: Professional Organizations Students
Criticisms of Testing 15 Can Join 43
Proponents of Testing 15 Organizations for Prospective Teachers 43
Controversies over Basic-Skills Testing 15
Job Satisfaction and Dissatisfaction 16
Reasons for Dissatisfaction 16 Pa rt 2
State and District Standards and Teacher Stress 16
Technology @ School: An Internet Resource for Historical and Philosophical
Prospective Teachers 17 Foundations 45
Efforts to Improve Teacher Qualifications and
Functioning 18
The No Child Left Behind Act 18
3 The World Origins of American
Evaluating Current and Future Teachers Based on Education 45
Student Achievement 19 Education in Preliterate Societies 46
Implications and Prospects for Future From Preservice to Practice: Learning National
Teachers 22 Identity through Patriotic Programs 47

vii

Principles of Teaching and Learning 109 Native Americans 150

Education and Schooling 110 Latino Americans 152
Influence on Educational Practices Asian Americans 154
Today 111 Arab Americans 156
Piaget: Developmental Growth 112 The Common Core: A Historically
Principles of Teaching and Learning 112 Referenced Issue 157
Education and Schooling 113 Taking Issue: Common Core Standards 158
Influence on Educational Practices Connecting with the History of Education
Today 114 throughout This Book 159
Freire: Liberation Pedagogy 114
Principles of Teaching and Learning 114
Technology @ School: Paulo Freire’s Liberation
6 Philosophical Roots of Education 162
Pedagogy 115 Overview and Special Terminology 163
Education and Schooling 115 Idealism 165
Taking Issue: Commitment to Social Justice in Overview 6.1: Philosophies of Education 166
Education? 116 Key Concepts 166
Influence on Educational Practices Today 117 Educational Implications 168
Application to Schools and Classrooms 168
Realism 169
5 Historical Development of American Key Concepts 169
Education 120 Educational Implications 171
The Colonial Period 121 Application to Schools and Classrooms 171
New England Colonies 122 Pragmatism 172
Middle Atlantic Colonies 123 Metaphysics and Epistemology 172
Overview 5.1: Significant Events in the History Axiology and Logic 173
of American Education 124 Educational Implications 174
Colonial Education: A Summary View 126 From Preservice to Practice: The School as a Special
The Early National Period 127 Environment 175
Articles of Confederation and the Application to Schools and Classrooms 176
Constitution 127 Existentialism 177
Franklin: The Academy 128 Educational Implications 177
Jefferson: Education for Citizenship 129 Applications to Schools and Classrooms 178
Benjamin Rush: Church-Related An Existentialist School: Summerhill 178
Schools 130 Postmodernism 179
Webster: Schoolmaster of the Key Concepts 179
Republic 131 Educational Implications 181
The Movement toward Public Schooling 131 Application to Schools and Classrooms 182
The Common School 132 Overview 6.2: Theories of Education 183
Mann: The Struggle for Public Schools 134 Essentialism 183
Normal Schools and Women’s Contemporary Essentialist Trends 184
Education 135
Technology @ School: Skills, Subjects, and
Catharine Beecher: Preparing Women as Standards 185
Teachers 136
Educational Implications 185
Technology @ School: 139
Application to Schools and Classrooms 186
McGuffey Readers 139
Perennialism 186
The Development of American Secondary
The Paideia Proposal 188
Schools 140
Educational Implications 188
The Academy: Forerunner of the High
School 140 Applications to Schools and Classrooms 188
The High School 140 Progressivism 189
Secondary-School Organization 142 Key Concepts 190
The Development of Educational Educational Implications 190
Technology 142 Applications to Schools and
The American College and University 143 Classrooms 191
Immigration and Education in a Culturally Critical Theory 192
Pluralist Society 145 Key Concepts 193
European Immigration 145 Educational Implications 193
African Americans 146 Application to Schools and Classrooms 195
From Preservice to Practice: Connecting the Past and Taking Issue: Teacher Objectivity or
the Present: Constructing an Educational Commitment on Social, Political, and
Autobiography 147 Economic Issues 196

School Budgets during Difficult Economic

Part 3 Times 240
School Infrastructure and Environmental
Political, Economic, and Legal Problems 241
Foundations 199
9 Legal Aspects of Education 243
7 Governing and Administering Public The Court System 244
Education 199 State Courts 244
Local Responsibilities and Activities 200 Federal Courts 244
Characteristics of Local School Boards 200 Teachers’ Rights and Responsibilities 246
School Board Responsibilities 202 Testing and Investigation of Applicants for
From Preservice to Practice: A Partnership in Certification or Employment 246
Decision Making? 203 Employment Contracts and Tenure 247
The School Superintendent and Central Taking Issue: Tenure for Teachers 248
Office Staff 204 Due Process in Dismissal of Teachers 249
The Principal and the School 207 Negotiation and Strikes 250
Parent and Community Involvement 208 Protection against Assault 250
Taking Issue: Charter Schools as Public-School Protection against Unreasonable Search and
Reform 210 Surveillance 250
Size of Schools and School Districts 211 Freedom of Expression 251
Intermediate Units 213 Overview 9.1: Selected US Supreme Court
State Responsibilities and Activities 214 Decisions Affecting Teachers’ Rights and
The Governor and State Legislature 214 Responsibilities 252
The State Board of Education 215 Academic Freedom 253
The State Department of Education 216 Teacher Exemplars, Personal Behavior, Internet
The Chief State School Officer 216 Use, and Dress Codes 253
The Federal Role in Education 217 Tort Liability and Negligence 255
Federal Educational Agencies 217 Reporting Child Abuse 257
Returning Responsibility to the Federal Copyright Laws 257
Government 218 Students’ Rights and Responsibilities 259
Technology @ School: School Governance Overview 9.2: Selected US Supreme Court
Information Available on the Internet 219 Decisions Affecting Students’ Rights
Nonpublic Schools 219 and Responsibilities 260
Freedom of Expression 260
Cyberbullying and Other Electronic
8 Financing Public Education 222 Misdeeds 261
Tax Sources of School Revenues 223 From Preservice to Practice: Advising a Student
Local Financing for Public Schools 223 Newspaper 262
Property Tax 224 Technology @ School: Legal Issues Involving
Overview 8.1: Other Income Sources by Level and Technology in Schools 265
Spending Pattern 224 Dress Codes and Regulations 265
Other Sources of Local Funding 225 Suspension and Expulsion 266
Local Resources and Disparities 226 Protection from Violence 267
State Financing of Public Schools 226 Search and Seizure 269
State Revenue Sources 227 Classroom Discipline and Corporal
States’ Ability to Finance Education 229 Punishment 271
Taking Issue: Expanding Funding for Public Sexual Harassment or Molestation of
Education 230 Students 273
State Aid to Local School Districts 231 Student Records and Privacy Rights 274
The Courts and School Finance Reform 232 Need for Balance between Rights and
From Preservice to Practice: Funding Woes 233 Responsibilities 275
Federal Education Funding 234 Religion and the Schools 276
Trends in Federal Aid to Education 234 Prayer, Bible Reading, and Religious Blessings
School Finance Trends 236 and Displays 276
Technology @ School: Finding School Financing Access to Public Schools for Religious
Information on the Internet 237 Groups 277
Taxpayer Resistance 237 The Pledge of Allegiance in Limbo 278
The Accountability Movement 237 Religious Objections Regarding
Tax Credits, Educational Vouchers, Curriculum 279
and School Choice 238 Teaching about Religion 280

Overview 9.3: Guidelines on Religion in the Home Environment 324

Schools, from the US Department of Stressful, Difficult Environments 325
Education 281 Social-Class Advantages and Disadvantages
Government Guidelines Regarding Prayer and are Not Universal 326
Religion in Schools 282 The Heredity versus Environment
Government Regulation and Support Debate 326
of Nonpublic Schools: A Legal Obstacles in the Classroom 328
Muddle 282 Taking Issue: Homogeneous Grouping 331
Do Schools Equalize Opportunity? 335
Traditional versus Revisionist Interpretations 336
Part 4 The Traditional View 337
The Revisionist View and Critical Pedagogy 337
Social Foundations 286 An Intermediate Viewpoint 338
Technology @ School: Dealing with the Digital
10 Culture, Socialization, and Divide 339
Issues in Measuring and Interpreting
Education 286 Socioeconomic Mobility 339
Agents of Socialization 287 Reclaiming the Promise of Equal Opportunity
The Family 287 for All Students 340
Overview 10.1: Effects of Major Socializing
Institutions 288
Poverty, Marriage, and Parenting Problems 288 12 Providing Equal Educational
From Preservice to Practice: Tuning In 293 Opportunity 342
The Peer Group 293 Desegregation 343
School Culture 296 A Brief History of Segregation in American
Television and Digital Media 300 Education 343
Taking Issue: The Influence of Television 301 The Progress of Desegregation Efforts 345
Technology @ School: Helping Students Develop Desegregation Plans 347
Media Literacy 304 Nonblack Minorities 348
Gender Roles and Sex Differences and Outcomes 304 Taking Issue: Magnet Schools and
Sex Differences in Achievement and Ability 306 Desegregation 349
Educational and Occupational Attainment of Movement to Charter Schools Reinforcing
Women 307 Segregation 349
The Increasing Plight of Working-Class and Effects on Student Performance and
Low-Skilled, Middle-Class Men 307 Attitudes 350
Adolescent and Youth Problems 308 Compensatory Education 351
Drugs and Drinking 309 Technology @ School: An Internet Site about
Suicide 309 Successful Title I Schools 352
Teenage Pregnancy 309 Early Childhood Compensatory Education 352
Delinquency and Violence 310 Comprehensive Ecological Intervention 353
Effects on Schools 311 Current Promising Examples of Comprehensive
Ecological Intervention 354
The No Child Left Behind Act 355
11 Social Class, Race, and School Status of NCLB and Movement toward
Achievement 314 Waivers 357
Social Class and Success in School 315 Questions about Compensatory Education 358
Categories of Social Class 315 Multicultural Education 359
Research on Social Class and School Multicultural Instruction 360
Success 316 Overview 12.1: Comparison of Bilingual Education
Race, Ethnicity, and School Success 318 and English Language Instruction Focus for
The Special Problem of Minority Status Plus English Language Learners 362
Urban Poverty 320 Multiculturalism for the Future 366
Comparing the Influence of Social Class and Education for Students with Disabilities 367
Ethnicity 321 Classification and Labeling of
From Preservice to Practice: Hoping for Success 322 Students 369
Overview 11.1: Obstacles to Achievement From Preservice to Practice: Meeting All Needs 370
for Working-Class Students by Area of Disproportionate Placement of Minority
Influence 323 Students 371
Reasons for Low Achievement among Low-Status Issues and Dilemmas 372
Students 323

Overview 15.1: Areas of Similarities and Differences

Part 5 among Educational Systems of the
World 428
Curricular Foundations 377 Multicultural Populations 428
From Preservice to Practice: New Perspectives 429
13 The Changing Purposes of American Differences in Educational Systems and
Outcomes 430
Education 377
Resources Devoted to Education 430
Establishing Goals and Objectives 378 Student–Teacher Ratios at the Primary Level 430
Goals 379 Enrollment Ratios 430
From Preservice to Practice: Standards and Male and Female Enrollments 431
Objectives 380
The United States among Industrial Nations 431
Standards 381
US Teachers in the TALIS Survey 433
Objectives 381
Extent of Centralization 433
Overview 13.1: Goals and Objectives of
Taking Issue: Establishment of a National
Education 382
Curriculum 434
Historical Perspective 383
Vocational versus Academic Education 435
Technology @ School: 387
Enrollment in Higher Education 435
The Call for Excellence 388
Nonpublic Schools 436
Overview of Policy Reports 388
Achievement Levels of Elementary and
Taking Issue: Common Core State Standards 391 Secondary Students 437
Swings of the Pendulum 393 US Achievement among Young Adults 439
Sex Differences in Achievement in the United
14 Curriculum and Instruction 395 States and Internationally 440
Exemplary Reforms: A Selection 441
Curriculum Organization 396
Early Childhood Education in France 441
Subject-Centered Curricula 396
Finnish Achievement and Teacher
Taking Issue: High-Stakes Exit Exams for
Preparation 442
Graduation 399
Technology @ School: An Internet Site Dealing
Student-Centered Curricula 400
with Achievement and What Influences
From Preservice to Practice: Curriculum Achievement around the World 443
Choices 405
Mathematics and Science Education in
Curriculum Contrasts: An Overview 405 Japan 443
Issues in Curriculum Development 406 The International Context and the Challenges Facing
Overview 14.1: Curriculum Organization US Schools 446
Approaches 407
Technology @ School: Safety Issues and Social
Media 410 16 School Effectiveness and Reform in the
Instructional Approaches 410 United States 448
Differentiated Instruction 410 Imperatives to Improve the Schools 449
Social and Emotional Learning 411 Characteristics of Effective Classrooms 450
Direct Instruction 413 Classroom Management 450
Twenty-First-Century Skills 414 Time-on-Task 450
Technology-Enhanced Instruction 415 Questioning 451
Significant Curriculum Trends 418 Direct Instruction and Explicit Teaching 451
The Importance of the Arts 418 Explicit Comprehension Instruction 452
Education of English Language Cognitive Instruction for Low-Achieving
Learners 419 Students 453
Pre-K Education 421 Effective Schools Research 453
Career and Technical Education (CTE) 422 Elementary Schools 453
High Schools 454
Evaluation of Effective Schools Research 455
Part 6 Characteristics of Successful School Reforms 456
Improvement Approaches across Classrooms
Effective Education: International and and Grade Levels 457
American Perspectives 426 From Preservice to Practice: School Reform 458
Higher-Order Thinking Skills (HOTS)
Program 458
15 International Education 426 Success for All 459
Commonalities in Educational Systems 427 Degrees of Reading Power Comprehension
Social-Class Origins and School Outcomes 427 Development Approach 459

Comer School Development Program 459 Related Efforts and Aspects Involving Educational
The Algebra Project 460 Effectiveness 469
Knowledge Is Power Program (KIPP) 460 Cooperation and Participation with Business,
The Harlem Children’s Zone (HCZ) and Purpose Community, and Other Institutions 469
Built Communities (PBC) 461 Overview 16.1: Examples and Trends
Advancement via Individual Determination Involving Efforts at School Reform or
Program (AVID) 462 Improvement 470
Response to Intervention with Tiered Rural Education 471
Instruction 462 Gifted and Talented Students 472
Technology and School Reform 463 Taking Issue: More Time in School 473
Effective Introduction of Computers and Increasing Teaching and Learning Time 474
Other Technologies 463 School Choice 475
Research on Technology Achievement Controversy about School Choice 477
Effects 464 Systemic Restructuring and Standards-Based
Full-Time Virtual Schools 465 Reform 479
Blended Learning Grab Bag 465 State-Level Systemic Reform 479
Flipped Classrooms 466 District-Level Systemic Reform 479
One-to-One Provision of Computers or Other The Sad Situation of Many Big City Districts 480
Devices to Students 466 Conclusion: The Challenge for Education 481
Mobile Learning and Bring-Your-Own-Devices
(BYOD) 466
Gaming to Learn 467 Glossary 483
Equity and the Use of Technology 468 Index 490
Cautions Regarding Computer-Based
Technologies in Education 468

We are dedicated to the professional preparation of educators. To achieve this goal,

we provide quality content, technology, and services to ensure that new teachers are
prepared for the realities of the classroom. Our aim is to connect preservice to practice
to foster teachers’ lifelong career success.

Goals of This Edition

As Foundations of Education enters its thirteenth edition, three goals continued to be
central in revising and updating the book:

Goal #1: Include contemporary and substantive subject matter To meet this
goal, we have worked to refine and update the following themes that recur throughout
the book:

●● Diversity: We continue to place emphasis, throughout this revision, on address-

ing educational issues involving or influenced by cultural diversity.
●● Standards and accountability: We have added new information to several
chapters that addresses the growing emphasis on holding students, teachers, and
schools accountable for performing at levels specified by local, state, and national
standards.
●● Technology: We have systematically placed emphasis on the growing role of
technology in education. This emphasis includes sections on the history of tech-
nology in education, the place of technology in school reform, the expanding
reach of new technological literacies such as social networking, and the effects of
digital technologies on children.
●● Developing your own history, autobiography, and philosophy of
education: This edition, especially Part Two, Historical and Philosophical Foun-
dations, emphasizes the relevance of reflecting on and writing your history of
education, your own educational autobiography, and your own philosophy of
education to your professional development as an educator.

NEW and updated content covered in the thirteenth edition includes the following:

Chapter 1: New information on the status of certification and licensing; quality of

preparation programs; efforts to improve teacher qualifications and functioning;
evaluating current and future teachers based on student achievement; Excellent
Educators for All Initiative; criticism of VAM and observation data; elimination of
Race to the Top in 2015; waivers from NCLB; Council on Accreditation of Educator
Preparation (CAEP); US Department of Education Regulations and Rating Systems;
and implications and prospects for future teachers.
Chapter 2: Enhanced discussion of knowledge base for beginning teachers and the
Council for the Accreditation of Teacher Education; and updated information on
alternative certification programs; teacher prestige and status; state efforts to limit

xiii

collective bargaining; focus on performance pay based on value-added measures;

teacher organization efforts to challenge recent reform efforts; private school
demographics; and PTA’s efforts to lobby Congress.
Chapter 3: Emphasis on the development of literacy, a written script, and schools;
educational implications of the transition of human groups from nomadic to
agricultural settlements, and the importance of place (living space) and time (the
development of calendars in plotting seasons).
Chapter 4: New information on mentoring used as a strategy to connect pioneers in
education teaching and learning.
Chapter 5: Discussion of relating the history of American education to constructing
a personal educational autobiography and history; commentary on the impor-
tance of location in a place in Native American education; examples of how some
teachers used the one-room country school for innovations in instruction; and an
illustration of how educational history provides the context for educational issues
such as the Common Core State Standards.
Chapter 6: Emphasis on constructing a personal educational philosophy.
Chapter 7: Updated information on school superintendents, principals, and central
office staff and their changing roles; updated information on parent and commu-
nity involvement; new discussion of the Obama administration’s policy changes
to NCLB; and updates on the adoption of Common Core State Standards by many
states.
Chapter 8: Updated school finance statistics from the most up-to-date sources and
updated information on taxes that generate revenues for state and local govern-
ments; new information on vouchers as a funding source for education, efforts
from the Obama administration to fund education reform efforts, and the impact
of recent economic times on school budgets and the response of school districts;
and updated information on needed school infrastructure repairs.
Chapter 9: New information on the erosion of tenure; teacher exemplars; personal
behavior, Internet use, and dress codes; cyberbullying and other electronic mis-
deeds; disparagement of school or staff; gaining access to prohibited materials;
restraining and secluding disabled students; zero tolerance and its effects on
schools; and the legal muddle regarding government regulation and support of
nonpublic schools.
Chapter 10: New material on poverty, marriage, and parenting problems; establishing
a productive classroom culture; and the possible negative effects of social media
and the Internet.
Chapter 11: New discussion of issues in measuring and interpreting socioeconomic
mobility and aiming to reclaim the promise of equal opportunity for all students.
Chapter 12: New information on current, promising examples of comprehensive eco-
logical intervention; status of NCLB and movement toward waivers; and culturally
responsive teaching.
Chapter 13: New discussion of the Common Core Curriculum Standard’s influence
on curriculum development; and the influence of Partnership for Assessment
of College and Career Ready Standards and the Smarter Balance assessment on
curriculum.
Chapter 14: A revised look at the history of the influence of values in the curricu-
lum; discussion of the changes in the textbook market, focusing on the digital
market; new sections on Social and Emotional Learning (SEL), blended learning
and flipped classrooms, pre-K education, and career and technology education;
and updated information on direct instruction, twenty-first century skills, vir-
tual schools, the importance of the arts, and Education of English Language
Learners.
Chapter 15: Updated information concerning US Teachers in the Teaching and Learn-
ing International Survey (TALIS); US achievement among young adults; and sex
differences in achievement in the United States and internationally.

Chapter 16: New information on technology and school reform; research on technol-
ogy achievement effects; full-time virtual schools; flipped classrooms; gaming to
learn; and the status of big city school districts.

Other important topics that continue to receive particular emphasis in the thir-
teenth edition include professional development, the history of education in China,
legal protections regarding assaults on teachers and students, problems with and pros-
pects for federal legislation, school choice and charter schools, curriculum and testing
standards, promising instructional innovations and interventions, approaches for help-
ing students from low-income families and for equalizing educational opportunity, and
international achievement patterns. Unique to this text, you’ll find that footnotes not
only point to up-to-date sources but also lend themselves to helping students explore
topics that particularly interest them. The wide range of sources cited also provides stu-
dents with access to a wealth of resources for future study of educational issues.

Goal #2: Increase the effectiveness of the text for student learning and
provide material that instructors need when preparing their students for
teaching careers Foundations of Education, Thirteenth Edition, includes many special
features designed to help students easily understand and master the material in the text
and provide professors with the tools to create in-depth and lively classroom discussions.

●● NEW Learning objectives at the beginning of each chapter are linked directly
to major sections in the chapter, so students and instructors clearly understand
expected outcomes.
●● NEW Key Terms defined in the margins make it easy for students to access defi-
nitions and review terms in the chapter.
●● Timelines are included in the history and philosophy chapters in Part Two to
mark milestones in education.
●● Focus Questions appear at the end of each major section and are designed to
help students reinforce their comprehension by connecting the concepts dis-
cussed in the book to their own personal situations.
●● From Preservice to Practice helps students both apply and think critically
about concepts discussed in each chapter. In this boxed feature, students read
vignettes that describe situations in which new teachers might find themselves
and answer case questions that encourage critical and applied thinking about how
they might best respond in each situation.
●● Topical Overviews, found in every chapter of the text, summarize and compare
key topics, giving students a concise tool for reviewing important chapter concepts.
●● Technology @ School features keep students up to date on relevant develop-
ments regarding educational technology and provide access to websites that will
be valuable resources as they progress through their teaching careers. Some exam-
ples of this feature include Helping Students Develop Media Literacy (Chapter 10)
and Safety Issues and Social Media (Chapter 14).
●● Taking Issue features present controversial issues in the field of education, offer-
ing arguments on both sides of a question so that students can understand why
the topic is important and how it affects contemporary schools. These features
address issues such as alternative certification, Common Core Standards, merit
pay, magnet schools, teacher objectivity, and high-stakes exams for graduation.
Instructors may want to use these features as the basis for class discussion or essay
assignments.
●● In addition, end-of-chapter features include summary lists that facilitate
understanding and analysis of content, and annotated lists of selected print and
electronic resources for further learning that may be of special interest to
readers.
●● An extensive glossary at the end of the book defines important terms and
concepts.

Goal #3: Draw on the Internet and other electronic media to enhance
learning Our updating has drawn, to a considerable extent, on resources available
on the Internet. Students may explore areas of personal interest by scrutinizing digital
versions of many sources we cite—including news sources such as the New York Times
and Education Week and journal sources such as the American School Board Journal and
Educational Leadership. In general, most of our citations are available to students on the
Internet or can be accessed easily by searching with university library resources such
as EBSCO Academic Search Premier. On controversial issues, we encourage use of sites
that represent a variety of viewpoints.

Organization
The text consists of sixteen chapters divided into the following six parts:

●● Part One (Understanding the Teaching Profession) considers the climate in

which teachers work today and its impact on teaching. Changes in the job market
and in the status of the profession and issues such as teacher empowerment, profes-
sional learning communities, and alternative certification are treated in some detail.
●● The four chapters in Part Two (Historical and Philosophical Foundations)
provide historical and philosophical contexts for understanding current educa-
tional practices and trends by examining the events and ideas that have influenced
the development of education in the United States. These chapters provide a his-
torical and philosophical perspective needed by professionals in education, encour-
age students to develop a philosophical understanding early in the course, and
establish a knowledge base that will help them comprehend and think critically
about the discussion of the contemporary foundations that occur later in the text.
●● Part Three (Political, Economic, and Legal Foundations) presents an over-
view of the organization, governance, and administration of elementary and second-
ary education; the financing of public education; and the legal aspects of education.
●● Part Four (Social Foundations) examines the relationships between soci-
ety and the schools that society has established to serve its needs. The three
chapters in this part discuss culture and socialization; the complex relationship
among social class, race, and educational achievement; and the various programs
aimed at providing equal educational opportunities for all students.
●● Part Five (Curricular Foundations) examines the ways in which changes in
societies have led to changes in educational goals, curriculum, and instructional
methods. Throughout these chapters, we explicitly point out how the particular
philosophical ideas discussed in Chapter 4 are linked to goals, standards, curricu-
lum, and other facets of contemporary education. This section concludes with a
look at emerging curriculum trends.
●● Part Six (Effective Education: International and American Perspec-
tives) provides a comparative look at schools and their development throughout
the world and an in-depth analysis of current efforts to improve school effective-
ness in the United States.

Teaching and Learning Supplements

●● MindTap™: The Personal Learning Experience. MindTap for Ornstein et al.,
Foundations of Education, Thirteenth Edition, represents a new approach to teach-
ing and learning. A highly personalized, fully customizable learning platform with
an integrated eportfolio, MindTap helps students elevate thinking by guiding
them to do the following:
●● Know, remember, and understand concepts critical to becoming a great teacher.

●● Apply concepts, create curriculum and tools, and demonstrate performance

and competency in key areas in the course, including national and state edu-
cation standards.

●● Prepare artifacts for the portfolio and eventual state licensure to launch a suc-
cessful teaching career.
●● Develop the habits to become a reflective practitioner.

MindTap Moves As students move through each chapter’s Learning

Students Up Create Path, they engage in a scaffolded learning experience,
Bloom’s Revised designed to move them up Bloom’s Taxonomy,
Taxonomy Evaluate from lower- to higher-order thinking skills. The
Learning Path enables preservice students to
Analyze develop these skills and gain confidence in the
following ways:
Apply
ngaging them with chapter topics
E
●

Understand and activating their prior knowledge

by watching and answering questions
Remember & Know about authentic videos of teachers
Anderson, L. W., & Krathwohl, D A taxonomy for learning, teaching, and teaching and children learning in real
assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.
classrooms.
●● Checking their comprehension and understanding through Did You Get It?

assessments, with varied question types that are autograded for instant feedback.
●● Applying concepts through mini-case scenarios—students analyze typical

teaching and learning situations, and then create a reasoned response to the
issues presented in the scenario.
●● Reflecting about and justifying the choices they made within the teaching

scenario problem.

MindTap helps instructors facilitate better outcomes by evaluating how future

teachers plan and teach lessons in ways that make content clear and help diverse
students learn, assessing the effectiveness of their teaching practice, and adjusting
teaching as needed. MindTap enables instructors to facilitate better outcomes in the
following ways:
●● Making grades visible in real time through the Student Progress App so stu-
dents and instructors always have access to current standings in the class
●● Using the Outcome Library to embed national education standards and align
them to student learning activities, and also allowing instructors to add their
state’s standards or any other desired outcome
●● Allowing instructors to generate reports on students’ performance with the click
of a mouse against any standards or outcomes that are in their MindTap course
●● Giving instructors the ability to assess students on state standards or other
local outcomes by editing existing or creating their own MindTap activities,
and then by aligning those activities to any state or other outcomes that the
instructor has added to the MindTap Outcome Library

MindTap for Ornstein et al., Foundations of Education, Thirteenth Edition, helps

instructors easily set their course because it integrates into the existing Learning
Management System and saves instructors time by allowing them to fully cus-
tomize any aspect of the learning path. Instructors can change the order of the
student learning activities, hide activities they don’t want for the course, and—most
importantly—create custom assessments and add any standards, outcomes, or
content they do want (for example, YouTube videos, Google docs). Learn more at
www.cengage.com/mindtap.

●● Online Instructor’s Manual with Test Bank. The online Instructor’s Man-
ual that accompanies this book contains information to assist the instructor in
designing the course, including sample syllabi, discussion questions, teaching
and learning activities, field experiences, learning objectives, and additional
online resources. For assessment support, the updated test bank includes

true/false, multiple-choice, matching, short-answer, and essay questions for

each chapter.
●● Microsoft PowerPoint® Lecture Slides. These vibrant PowerPoint lecture
slides for each chapter assist you with your lecture by providing concept coverage
using images, figures, and tables directly from the textbook.
●● Cognero. Cengage Learning Testing Powered by Cognero is a flexible online sys-
tem that allows you to author, edit, and manage test bank content from multiple
Cengage Learning solutions; create multiple test versions in an instant; and deliver
tests from your LMS, your classroom, or wherever you want.

Acknowledgments
The thirteenth edition would not have been possible without contributions and feed-
back from many individuals. In particular, David Vocke, Professor of Education at Tow-
son University, planned and implemented substantial revisions in Chapters 2, 7, 8, 13,
and 14. His outstanding contributions to this volume are in themselves a testimonial
to the breadth of his knowledge and the acuity of his insight as an educator dedicated
to improving professional preparation. Gerald Gutek, Professor Emeritus of Education
and History at Loyola University of Chicago, has also made an outstanding contribu-
tion to the book as the author of Chapters 3, 4, 5, and 6, which he thoroughly revised
and updated for this edition.
A number of reviewers made useful suggestions and provided thoughtful reactions
that guided us in every edition. We thank the following individuals for their conscien-
tiousness and for their contributions to the content of this edition:

Cara Barth-Fagan, State Fair Community Belete Mebratu, Medaille College

College Veronica Ogata, Kapi’olani Community
Mona Bryant-Shanklin, Norfolk State College
University Chukwunyere Okezie, Marygrove College
LaShundia Carson, Alcorn State University Priscilla Palmer, Richland Community
Cheresa Clemons, North Carolina Central College
University Beth Sanders-Rabinowitz, Atlantic Cape
Arnetta Crosby, Alcorn State University Community College
Kadene Drummer, Stone Child College Deborah Tulloch, College of Saint
Rebecca Fredrickson, Texas Woman’s Elizabeth
University Mary Ware, SUNY Cortland
Sheila Ingle, Gardner-Webb University Murlene Watwood, LeTourneau University
Karen Martin-Jones, Bennett College Amy Williamson, Angelo State University
Rodney McConnell, Texas A&M Corpus Julia Zoino-Jeannetti, Framingham State
Christi University

In addition, we thank the numerous reviewers who have contributed to prior

editions.
We also want to acknowledge and express appreciation to content developer Kassi
Radomski for her assistance. Other important contributions were made by Mark Kerr,
product manager; Chris Sosa, senior marketing manager; Samen Iqbal, senior content
project manager; and Lori Hazzard, project manager.

1
Motivation, Preparation,
and Conditions for the
chapter Entering Teacher
InTASC Learning Objectives
Standards 1-1 Identify the usual reasons for becoming a teacher, and determine how your reasons
Addressed in compare.
This Chapter 1-2 Summarize the salaries and benefits teachers earn.
1-3 Explain how teachers are certified.
6 Assessment
1-4 Discuss the current trends in teacher education.
9 Professional Learning and
1-5 Describe the findings of research on testing of teachers’ abilities and the controversy
Ethical Practice
surrounding it.
10 Leadership and Collaboration
1-6 Describe what teachers find satisfying and dissatisfying
about their work.
1-7 Summarize some of the recent efforts to
improve teacher workforce quality and
functioning.

ock
t o st Fo
AGE
This chapter was revised by Daniel U. Levine. vid Ken
nedy/
Da

Copyright 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Random documents with unrelated
content Scribd suggests to you:
100. For a discussion of the same point in dealing with energy,
see Professor Schuster, British Association Report, 1892, p. 631.
101. W. M‘Dougall in Mind for July 1902, p. 350.
102. See the admirable remarks of Bosanquet in Companion to
Plato’s Republic, pp. 275, 276.
103. On the category of Ground and Consequent and the principle
of Sufficient Reason, consult Bosanquet, Logic, bk. i. chap. 6, and
bk. ii. chap. 7.
104. It is no answer to this suggestion to urge that the present,
being real, cannot be conditioned by the future, which is unreal.
Such a rejoinder commits the metaphysical petitio principii of taking
for granted that only the present is real. It is obvious that one might
say with equal cogency that the past, being over and gone, is now
unreal and therefore cannot influence the real present.
105. For a fuller explanation of what is meant by continuity, consult
Dedekind, Stetigkeit und irrationale Zahlen, specially §§ 3-5, or
Lamb’s Infinitesimal Calculus, chap. 1. Readers who have been
accustomed to the treatment of continuity by the older philosophical
writers should specially remark (1) that continuity is properly a
characteristic of series, and (2) that though continuity implies
indefinite divisibility, the reverse is not, as was sometimes assumed
by earlier writers, true. The series of rational numbers is a familiar
illustration of endless divisibility without continuity.
106. There would arise further difficulties as to whether the
magnitude of this lapse is a function of A, or whether it is the same in
all cases of causal sequence. But until some one can be found to
defend such a general theory of causal sequence it is premature to
discuss difficulties of detail.
107. For the English reader the best sources of information as to
the “descriptive” theory of science are probably volume i. of
Professor Ward’s Naturalism and Agnosticism; and Mach, the
Science of Mechanics (Eng. trans.). Students who read Gennan may
advantageously add Avenarius, Philosophie als Denken der Welt
gemäss dem Princip des kleinsten Kraftmasses. Professor J. A.
Stewart is surely mistaken (Mind, July 1902) in treating the doctrine
as a discovery of “idealist” metaphysicians. Whatever may be
thought of some of the uses to which “idealists” put the theory, they
cannot claim the credit of its invention.
108. Cf. Mach, op. cit., p. 483 ff.; Pearson, Grammar of Science,
chap. 4.
109. E.g., eclipses can be calculated equally well for the future or
the past.
110. Infra, Bk. III. chap. 4. It will be enough to refer in passing to
the curious blunder which is committed when the principle of
Causality is confounded with the doctrines of the Conservation of
Mass and Energy. That the principle of Causality has nothing to do
with these special physical theories is manifest from the
considerations: (1) That it is at least not self-evident that all causal
relation is physical. Philosophers have indeed denied that one
mental state directly causes another, but no one has based his
denial on the assertion that there can be no causality without mass
and energy. (2) The principle of Causality, as we have seen, is a
postulate. If we are ever to intervene successfully in the course of
events, it must be possible with at least approximate accuracy to
regard events as determined by their antecedents. The doctrines of
conservation of mass and energy are, on the contrary, empirical
generalisations from the observed behaviour of material systems.
Neither science nor practical life in the least requires them as an
indispensable condition of success. In practical life they are never
appealed to, and the ablest exponents of science are most ready to
admit that we have no proof of their validity except so far as it can be
established by actual observation. In short, they are largely a
posteriori, while the principle of Causality is, as already explained, a
priori. See infra, Bk. III. chap. 6, § 6.
111. Neither can have a first term, because each has two opposite
senses, positive and negative in the one case, before and after in the
other.
112. I suppose I need not remind my reader that when a number is
spoken of as the actual sum of an infinite series (as when 2 is called
the sum of the series 1 + 1/2 + 1/4 + 1/8 + ... to infinity), the word
sum is used in a derivative and improper sense for the limiting value
assumed by the sum of n terms as n increases indefinitely. See
Lamb, Infinitesimal Calculus, p. 11.
113. For the various views here summarised, see as original
sources, Geulincx, Metaphysica Vera, Pars Prima, 5-8;
Malebranche, Entretiens sur la Metaphysique et sur la Religion, 7th
dialogue; Berkeley, New Theory of Vision, pp. 147, 148; Principles of
Human Knowledge, §§ 25-33, 51-53, 57, 150; Second Dialogue
between Hylas and Philonous.
114. Geulincx expresses the principle in the following formula (op.
cit., pt. 1, 5): quod nescis quomodo fiat, id non facis.
115. Not that existence can intelligibly be treated as a property; on
this point Kant’s famous criticism of the “ontological proof” seems
conclusive. But from the point of view of Leibnitz it must be imagined
as an additional predicate, somehow added by the creative act of
God to those already contained in the concept of the world as
“possible.”
116. For Leibnitz’s doctrine consult further, The Monadology etc.,
of Leibniz, edit. by R. Latta, Introduction, pts. 2 and 3, and
translations of Monadology, New System of the Communication of
Substances, with the First and Third Explanations of the New
System. Also see the elaborate criticisms of B. Russell, The
Philosophy of Leibniz, chap. 4 and following chapters.
BOOK III

COSMOLOGY—THE INTERPRETATION
OF NATURE
CHAPTER I

INTRODUCTORY
§ 1. Distinction between the experimental sciences and a Philosophy of Nature
and Mind. The former concerned with the description, the latter with the
interpretation, of facts. § 2. Cosmology is the critical examination of the
special characteristics of the physical order. Its main problems are: (1) the
problem of the nature of Material Existence; (2) problem of the justification of
the concept of the Mechanical Uniformity of Nature; (3) problems of Space
and Time; (4) problem of the Significance of Evolution; (5) problem of the
Place of descriptive Physical Science in the System of Human Knowledge.

§ 1. In our two remaining Books we shall have to deal with the

more elementary of the problems created by the apparent existence
of two orders of Reality, a physical and a psychical, which again at
least seem to stand in reciprocal interaction. In the present Book we
shall discuss some of the leading characteristics which everyday
thought and scientific thought respectively assign to the physical
order, and shall ask how these characteristics compare with those
we have seen ground to ascribe to Reality, i.e. we shall attempt to
form a theory of the place of physical existence in the whole system
of Reality. In the Fourth Book we shall discuss in the same way
some of the leading characteristics of the psychical order as
currently conceived, and the nature of its connection with the
physical order. Our treatment of these topics will necessarily be
imperfect and elementary for more reasons than one: not only are
the facts of which some account must be taken so numerous and
complicated that they would require for their mastery something like
an encyclopædic acquaintance with the whole range of the
experimental sciences, physical and psychological, but their
adequate interpretation, especially on the cosmological side, would
demand a familiarity with the ultimate foundations of mathematical
theory which is rarely possessed either by the experimentalist or by
the metaphysician. The utmost we can hope to accomplish in this
part of our work is to establish one or two broad results as regards
general principles: any suggestions we may make as to the details of
interpretation must be avowedly tentative.
We must be careful to distinguish the task of a Philosophy of
Nature and a Philosophy of Mind from those of the experimental
sciences which deal directly with the fact of the physical and
psychical orders. The fundamental business of the latter is, as we
have already seen, the discovery of descriptive formulæ by the aid of
which the various processes which make up the physical and
psychical orders may be depicted and calculated. The fewer and
simpler these formulæ, the more they economise the labour of
calculation, the more completely do the experimental sciences
perform the work for which we look to them. And so long as our
formulæ adequately accomplish this work of calculation, it is
indifferent for the experimental sciences whether the language in
which they are couched represents a “reality” or not. The “atoms,”
“forces,” and “ethers” of our physical, the “sensations” of our
psychological formulæ, might be as purely symbolic creations of our
own imagination as the “imaginary quantities” of mathematics,
without their unreality in any way interfering with their scientific
usefulness. In the words of an eminent physicist, “the atomic theory
plays a part in physics similar to that of certain auxiliary concepts in
mathematics, ... although we represent vibrations by the harmonic
formula, the phenomena of cooling by exponentials, falls by squares
of times, etc., no one will fancy that vibrations in themselves have
anything to do with the circular functions, or the motion of falling
bodies with squares” (Mach, Science of Mechanics, p. 492). When it
is asserted that the usefulness of a scientific hypothesis, such as,
e.g., the atomic theory or the hypothesis of the existence of an
etherial undulating medium, of itself proves the real existence of
things corresponding to the concepts employed by the hypothesis,
the same fallacy is committed as when it is contended that if an
algebraical calculus is generally capable of geometrical
interpretation, every step in its operations must be interpretable.
The work of the Philosophy of Nature and of Mind only begins
where that of the experimental sciences leaves off. Its data are not
particular facts, as directly amassed by experiment and observation,
but the hypotheses used by experimental science for the co-
ordination and description of those facts. And it examines these
hypotheses, not with the object of modifying their structure so as to
include new facts, or to include the old facts in a simpler form, but
purely for the purpose of estimating their value as an account of
ultimately real existence. Whether the hypotheses are adequate as
implements for the calculation of natural processes is a question
which Philosophy, when it understands its place, leaves entirely to
the special sciences; whether they can claim to be more than useful
formulæ for calculation, i.e. whether they give us knowledge of
ultimate Reality, is a problem which can only be dealt with by the
science which systematically analyses the meaning of reality, i.e. by
Metaphysics. We may perhaps follow the usage of some recent
writers in marking this difference of object by a difference in
terminology, and say that the goal of experimental science is the
Description of facts, the goal of Metaphysics their Interpretation. The
difference of aim is, however, not ultimate. Description of facts, when
once we cease to be content with such description as will subserve
the purpose of calculation and call for description of the fact as it
really is, of itself becomes metaphysical interpretation.
The chief danger against which we must guard in this part of our
metaphysical studies is that of expecting too much from our science.
We could never, of course, hope for such a complete interpretation
of facts as might be possible to omniscience. At most we can only
expect to see in a general way how the physical and again how the
psychical order must be thought of if our view as to the ultimate
structure of Reality is sound. For an exact understanding of the way
in which the details of physical and psychical existence are woven
into the all-embracing pattern of the real, we must not look. And the
value of even a general interpretation will of course depend largely
upon our familiarity with the actual use the various sciences make of
their hypotheses. With the best goodwill in the world we cannot hope
to avoid all misapprehensions in dealing with the concepts of
sciences with which we have no practical familiarity.
Though this general caution is at least equally applicable to the
amateur excursions of the student whose mental training has been
confined to some special group of experimental sciences into the
field of metaphysical criticism, it would be a good rule for practice if
every student of Metaphysics would consider it part of his duty to
make himself something more than an amateur in at least one
branch of empirical science; probably Psychology, from its historical
connection with philosophical studies, presents unique advantages
for this purpose. And conversely, no specialist in experimental
science should venture on ultimate metaphysical construction
without at least a respectable acquaintance with the principles of
Logic, an acquaintance hardly to be gained by the perusal of
Jevons’s Elementary Lessons with a supplement of Mill.
§ 2. Cosmology, then, means the critical examination of the
assumptions involved in the recognition of the physical as a distinct
order of existence, and of the most general hypotheses employed by
popular thought and scientific reflection respectively for the
description of specially physical existence. It is clear that this very
recognition of a distinction between the physical and other
conceivable forms of existence implies a degree of reflective
analysis more advanced than that embodied in the naïve pre-
scientific view with which we started in our last two chapters. In the
simple conception of the world of existence as consisting of the
changing states of a plurality of interacting things, there was not as
yet any ground for a distinction between the psychical and the purely
physical. That there really exists a widespread type of thought for
which this distinction has never arisen, is put beyond doubt by the
study of the psychology of the child and the savage. Both, as we
know, draw no hard-and-fast line between the animated and the
inanimate, and the savage, in his attempts to account for the
phenomena of life, does so habitually by supposing the physical
organism to be tenanted by one or more lesser organisms of the
same order of existence. The “soul” he ascribes to things is simply a
smaller and consequently less readily perceptible body within the
body.
For civilised men this conception of all existence as being of the
same order, an order which we might describe from our own more
developed standpoint as at once animated and physical, has
become so remote and inadequate, that we find it hard to realise
how it can ever have been universally accepted as self-evident truth.
Physical science, and under its guidance the current thought of
civilised men, has come to draw a marked distinction between the
great majority of sensible things, which it regards as purely physical,
and a minority which exhibit the presence of “consciousness.” Thus
has arisen a theory of the division of existence into two great orders,
the physical and the psychical, which so dominates our ordinary
thought about the world, that all the efforts of philosophers, both
spiritualist and materialist, to reduce the two orders once more to
one seem powerless to make any impression on the great majority of
minds.
When we ask what are the distinguishing marks of the physical
order as currently conceived, the precise answer we obtain will
depend on the degree of scientific attainments possessed by the
person to whom our question is addressed. But in the main both
current science and everyday thought, so far as it has reflected on
the problem, would probably agree as to the following points. (a)
Physical existence is purely material or non-mental, or again is
unconscious. The exact significance of these predicates is probably
rarely clear even to those who make the freest use of them. On the
face of it, such epithets convey only the information that existence of
the physical kind differs in some important respect from existence of
a mental kind; the nature of the difference they leave obscure.
Reflection, however, may throw some light on the matter.
The distinction between persons and animals on the one side and
mere things on the other seems to rest in the last resort on an
important practical consideration. Among the things which, according
to the naïve Realism of the pre-scientific theory, form my
environment, there are some which regularly behave in much the
same general way in response to very different types of behaviour
on my own part. There are others again which behave differently
towards me according to the differences in my behaviour towards
them. In other words, some things exhibit special individual
purposes, dependent in various ways on the nature of my own
individual purposes, others do not. Hence for practice it becomes
very important to know what things can be counted on always to
exhibit the same general type of behaviour, and what cannot, but
require individual study before I can tell how they will respond to
different purposive behaviour of my own. It is on this practical
difference that the distinction of mental and conscious from purely
physical and unconscious existence seems to be based. We shall
probably not be far wrong in interpreting the unconsciousness of
purely material existence to mean that it exhibits no traces of
purposive individuality, or at least none that we can recognise as
such. More briefly, the physical order consists of the things which do
not manifest recognisable individuality.
(b) Closely connected with this peculiarity is a second. The
physical order is made up of events which conform rigidly to certain
universal Laws. This is an obvious consequence of its lack of
purposive individuality. The elements of which it is composed, being
devoid of all purposive character of their own, always behave in the
same surroundings in the same regular uniform way. Hence we can
formulate precise general Laws of their behaviour. Originally, no
doubt, this uniformity of the physical order is thought of as a point of
contrast with the irregular behaviour of purposive beings, who
respond differently to the same external surroundings according as
their own internal purposes vary. With the growth of Psychology as
an experimental science of mental processes there inevitably arises
the tendency to extend this concept of uniform conformity with
general Law to the processes of the psychical order, and we are then
confronted by the famous problem how to reconcile scientific law
with human “freedom.” The same antithesis between the apparently
regular and purposeless behaviour of the elements of the physical
order and the apparently irregular and purposive behaviour of the
members of the psychical order is also expressed by saying that the
sequence of events in the physical order is mechanically determined
by the principle of Causality, whereas that of the psychical order is
teleological, i.e. determined by reference to end or purpose.
(c) Every element of the physical order fills a position in space and
in time. Hence any metaphysical problems about the nature of space
and time are bound to affect our view of the nature of the physical
order. Here, again, there is a point of at least possible contrast
between the physical and the psychical. As the accumulation of
experience makes it increasingly clearer that the bodies of my fellow-
men and my own body, in so far as it is an object perceived like
others by the organs of the special senses, exhibit in many respects
the same conformity to certain general laws, and are composed of
the same constituent parts as the rest of the sensible world, such
animated bodies of purposive agents have to be included along with
the rest of sensible existence in the physical order. The individual’s
purposive individuality has now to be thought of as residing in a
distinct factor in his composition of a kind foreign to the physical
order, and therefore imperceptible by the senses, i.e. as a mind or
soul or stream of consciousness in the current psychological sense.
Such a mind or soul or stream of consciousness is then usually
regarded as not filling a series of positions in space, and sometimes
as not filling a series of positions in time.
(d) The physical order, as thus finally constituted by the
introduction of the concept of an imperceptible soul or mind, now
comprises all sensible existence[117] as an aggregate of events in
time and space, linked together by the principle of Causality, and
exhibiting conformity with general law. To this conception recent
science has made an important addition in the notion of a continuous
evolution or development as manifesting itself throughout the series.
So that we may ultimately define the physical order as a body of
events occupying position in time and space, conforming to general
laws with rigid and undeviating uniformity, and exhibiting continuous
evolution.[118]
From these general characteristics of the physical order, as
conceived by current science and current popular thought, arise the
fundamental problems of Cosmology. We have to discuss—(1) the
real nature of material existence, i.e. the ultimate significance of the
distinction between the two orders, and the possibility of reducing
them to one; (2) the justification for the distinction between
mechanical and teleological processes, and for the conception of the
physical order as rigidly conformable to uniform law; (3) the leading
difficulties of the conceptions of time and space, and their bearing on
the degree of reality to be ascribed to the physical order; (4) the
philosophical implications of the application of the notion of evolution
or development to the events of the physical order; (5) finally, we
ought perhaps to deal very briefly and in a very elementary fashion
with the problem of the real position of descriptive physical science
as a whole in its relation to the rest of human knowledge.

Consult further:—F. H. Bradley, Appearance and Reality, chap. 26

(pp. 496-497, 1st ed.); H. Lotze, Outlines of Metaphysic, pp. 77-79;
J. S. Mackenzie, Outlines of Metaphysics, bk. iii. chap. 2; J. Ward,
Naturalism and Agnosticism. lect. 1.

117. I.e. existence of the same kind as that perceived by the

senses, whether actually so perceived or not. In this sense the solid
impenetrable extended atoms of Newton or Locke are “sensible”
existence, inasmuch as their properties are the same in kind as
certain perceptible properties of larger masses, though they are not
themselves actually perceptible.
118. Of course the evolution must be mere subjective appearance
if, as is sometimes assumed, the processes of the physical order are
one and all purely mechanical. But this only shows that the current
concept of the physical order is not free from inconsistencies.
CHAPTER II

THE PROBLEM OF MATTER

§ 1. The physical order, because dependent for its perceived qualities on the
sense-organs of the percipient, must be the appearance of a more ultimate
reality which is non-physical. § 2. Berkeley’s criticism is fatal to the
identification of this reality with “material substance.” The logical consequence
of Berkeley’s doctrine that the esse of sensible things is percipi would be the
subjectivist view that the physical order is only a complex of presentations. §
3. But this is clearly not the case with that part of the physical order which
consists of the bodies of my fellow-men. These have an existence, as centres
of feeling, over and above their existence as presentations to my senses. § 4.
As the bodies of my fellows are connected in one system with the rest of the
physical order, that order as a whole must have the same kind of reality which
belongs to them. It must be the presentation to our sense of a system or
complex of systems of experiencing subjects; the apparent absence of life
and purpose from inorganic nature must be due to our inability to enter into a
direct communion of interest with its members. § 5. Some consequences of
this view.

§ 1. In the preceding chapter we have very briefly indicated the

nature of the steps by which reflective thought comes to distinguish
sharply between a physical and a psychical order of existence. The
physical order, when the concept has been brought into its complete
shape by the inclusion of my own body and all its parts, is thought of
as a system comprising all the bodies in the universe, that is, all the
existences which are of the same kind as those which I directly
perceive by means of the special senses.[119] Now, with regard to the
whole physical order thus conceived two things seem fairly obvious
upon the least reflection, that it does not depend for its existence
upon the fact of my actually perceiving it, and that it does depend
upon my perception for all the qualities and relations which I find in it.
Its that appears independent of the percipient, but its what, on the
other hand, essentially dependent on and relative to the structure of
the perceiving organ. As we have already seen, the familiar
experience of the variations in perception which accompany
differences in the permanent structure or temporary functioning of
the organs of sense led, very early in the history of Philosophy, to the
recognition of this relativity, so far as the so-called “secondary”
qualities, i.e. those which can only be perceived by one special
sense-organ, are concerned. We have also seen sufficiently (in Bk.
II. chap. 4) that the same consideration holds equally good of those
“primary” qualities which are perceptible by more senses than one,
and have probably for that reason been so often supposed to be
unaffected by this relativity to a perceiving organ.
Without wasting the reader’s time by unnecessary repetition of our
former reasoning, it may be worth while to point out here how this
thorough-going relativity of the qualities of the physical order to a
percipient organ leads directly to the indefinite regress, the
apparently invariable consequence of all contradictions in
Metaphysics, when we try to take those qualities as independently
real. I perceive the properties of physical existence by special sense-
organs, and the properties as perceived are conditioned by the
structure of those organs. But each sense-organ is itself a member
of the physical order, and as such is perceived by and dependent for
its perceived qualities upon another organ. This second sense-organ
in its turn is also a member of the physical order, and is perceived by
a third, or by the first organ again. And there is no end to this mutual
dependence. The physical order, as a whole, must be a “state” of my
nervous system, which is itself a part of that order. We shall see
more fully in our final Book, when we come to discuss the problem of
Mind and Body, that this contradiction is an inevitable result of the
inconsistency involved in the inclusion of my own body in the
physical order, an inconsistency which is, in its turn, a necessary
consequence of the hard-and-fast separation of the two orders of
existence.[120]
Considerations of this kind have led to the general recognition that
the physical order must be regarded as phenomenal, as the
manifestation to sense-perception of a reality which is in its own
nature inaccessible to sense-perception, and therefore, in the
strictest sense of the words, not physical. When we ask, however,
how this non-physical reality of which the physical order is the
phenomenal manifestation to our senses, is to be thought of, we find
ourselves at once plunged into the same difficulties which we have
already met, in a more general form, in discussing the concept of
Substance. Popular thought, and science so far as it is content to
accept the notions of popular thought without criticism, have
commonly fallen back on the idea of the non-phenomenal ground of
the physical order as an unperceived “substratum.” To this
substratum it has given the name of matter, and has thus interpreted
the physical order as the effect produced by the causal action of an
unperceived matter upon our sense-organs, or rather, to speak with
more precision, upon their unknown material substratum. Frequently,
as might have been expected, the attempt has been made to identify
this substratum with those of the known qualities of the physical
order which appear least liable to modification with the varying states
of the percipient organs, and lend themselves most readily to
measurement and calculation, the so-called “primary” qualities of
mechanical science. This is the standpoint adopted by Newton and,
in the main, by Locke, and largely through the influence of their work
still remains the most familiar to the ordinary English mind. But the
inconsistencies we have already found inherent in such a conception
of Substance as is here presupposed, so inevitably make
themselves felt upon any serious examination, that the doctrine
regularly appears in the history of thought as a mere temporary
halting-place in the advance to the more radical notion of matter as
the entirely unknown non-phenomenal substratum of the sensible
properties of bodies.
§ 2. This latter notion is again manifestly open to all the objections
previously brought against the more general concept of substance
as an unknown substratum or support of properties. It is from these
objections that Berkeley’s famous criticism of the concept of matter,
the most original attempt at a constructive theory of the real nature of
the physical order in the history of English Philosophy, starts.
Berkeley first takes the identification of material substance with the
primary qualities of body, which Locke had made current in English
speculation, and shows, by insisting upon the relativity of perceived
quality to percipient organ, that it is untenable. Having thus driven his
opponent to surrender this identification, and to define matter as the
unknown substratum of the physical order, he proceeds to argue that
this notion of an unknown substratum is both useless and
unintelligible. It is useless, because our knowledge of the actual
properties and processes of the physical order can neither be
extended nor made clearer by the addition of an unknowable; it is
unintelligible, because we can give no account to ourselves of the
nature of the “support” supposed to be bestowed by the substratum
or the properties.
Material substance being thus dismissed as an unmeaning fiction,
what is left as the reality of the physical order? According to
Berkeley, nothing but the actual presentations, or “ideas,” in which
the percipient subject is aware of the properties of bodies. A body is
simply such a complex of presentations to a percipient; except as so
presented it has no existence. As Berkeley is fond of putting it, the
esse of the material thing is simply percipi, the fact of its being
presented. But just when we expect Berkeley to accept the complete
subjectivist contention that bodies are simply “states of the
percipients’ consciousness” and nothing more, he remembers that
he has to account both for the fact that we cannot perceive what we
please and where we please, but that our perceptions form an order
largely independent of our own choice, and for the deep-seated
conviction of the common-sense mind that things do not cease to
exist when my perception of them is interrupted. To reconcile his
theory with these apparently conflicting facts, he has recourse, as is
the custom of philosophers and others in a difficulty, to divine
assistance. The continued existence of the physical world in the
intervals of perception, and its systematic character and partial
independence of our volition, he explains by the hypotheses that
God produces perceptions in us in a fixed order, and that God
continues to be aware of the system of presentations which I call the
physical world, when my perception of it is suspended. The same
explanation would, of course, have to be invoked to account for the
existence of physical realities which no human subject perceives.[121]
It is fairly obvious that the two halves of Berkeley’s theory will not
fit together into a coherent whole. If the whole esse of physical things
is merely percipi, there can be no reason why I should suppose them
to exist at all except in so far as and so long as they are presented to
my perception. The whole hypothesis of an omnipresent divine
perception which remains aware of the contents that have vanished
from my own perception, thus becomes purely gratuitous. It also
labours under the disadvantage of being, on Berkeley’s theory,
internally inconsistent. For if it is necessary to invoke the agency of
God to account for the occurrence of presentations to my
experience, it is not clear why we have not to suppose a second
deity who causes the series of presentations in the experience of
God, and so on indefinitely. On the other hand, if God’s experience
may be taken as uncaused, it is not clear why my own experience
might not have been taken so in the first instance, and the
introduction of God into the theory avoided. Thus the logical outcome
of the doctrine that the esse of physical things is merely percipi,
would have been either Solipsism, the doctrine according to which I
have no certain knowledge of any existence except my own,
everything else being a mere state or modification of myself; or the
Humian scepticism, which resolves my own existence, as well as
that of the external world, into a mere sequence of fleeting mental
processes. Conversely, if I have adequate reason to believe that any
member of the physical order whatever is more than a presentation,
and has an existence in some sense independent of my perception, I
have no right to declare of any member of that order, unless for
special reasons, that its being consists merely in being perceived.
§ 3. Why, then, did Berkeley, as a matter of fact, accept neither the
solipsist nor the sceptical conclusion? Why does he, after all, credit
the members of the physical order with an existence independent of
the fact of my perceiving them, and thus introduce a patent
contradiction into his system? It is not hard to see the reasons by
which he must have been influenced. The whole physical order
cannot be dismissed as a mere subjective illusion, because there are
some members of it which undoubtedly have an existence
independent of the fact of being perceived by my sense-organs.
Such members are my own body and the bodies of my fellow-men.
Both my own body and those of my fellow-men, as they are
perceived by the various special senses, belong to the physical
order, and share its qualities. But over and above its existence as a
member of the perceived physical order, my own body has further
another quite different kind of existence. It is, in so far as I perceive
its parts, as I do other bodily existence, by the sensations of the
various special sense-organs, a complex of presentations, like
everything else in the physical world. But my body is not merely an
object presented to me by the organs of the special senses; it is also
something which I feel as a whole in common or organic sensation,
and in the changing organic thrills of my various emotional moods.
This unique feeling of my body as a whole accompanies every
moment of my conscious life and gives each its peculiar tone, and
there seems to be no doubt that it forms the foundation of the sense
of personal identity. If we recollect the essentially teleological
character of feeling, we shall be inclined to say that my body as thus
apprehended is nothing other than myself as a striving purposive
individual, and that my experience of it is the same thing as the
experience of my purposive attitudes towards my environment. It is,
in fact, this experience of my body as apprehended by immediate
feeling, that Psychology describes as the “subject” of the various
“mental states” of which it formulates the laws. For Metaphysics, it
does not seem too much to say, this double existence of my own
body, as a presented object about which I have knowledge in the
same way as about everything else, and as an immediately felt unity,
affords the key to the whole problem of the “independent” existence
of a reality beyond my own presentations. To see how this comes
about, we must first consider the influence it has on our conception
of one very special part of the physical order, the bodies of our
fellows.
The bodies of our fellow-men are, of course, from one point of
view complexes of presentations which we receive through our
sense-organs; so far their esse, as Berkeley would have said, is
percipi. But all practical communion with my fellows through the
various institutions of society is based upon the conviction that, over
and above their existence as presentation-complexes, or contents of
my perceptive states, the bodies of my fellows have the same kind of
existence as directly apprehended in immediate feeling which I
ascribe to my own. In other words, all practical life is a mere illusion,
unless my fellow-men are, like myself, centres of purposive
experience. By the existence independent of my own perception
which I ascribe to them, I mean precisely existence as feeling
purposive beings. Hence, unless all social life is an illusion, there is
at least one part of the physical order, external to myself, of which
the esse is not mere percipi, but percipere, or rather sentire. If my
fellow-men are more than complexes of presentations or “ideas in
my head,” then the subjectivist reduction of all reality to states of my
“consciousness” breaks down, at least for this part of the physical
order. Hence the acceptance or rejection of the subjectivist theory
will ultimately depend on the nature of the evidence for the
independent existence of human feelings and purposes beyond my
own.
On what grounds, then, do we attribute such “independent”
existence as experiencing subjects to our fellows? According to the
current subjectivist explanation, we have here a conclusion based on
the argument from the analogy between the structure of my own
body, as presented in sense-perception, and those of others. I infer
that other men have a mental life like my own, because of the visible
resemblances between their physical structure and my own, and this
inference receives additional support from every fresh increase in
our anatomical and physiological knowledge of the human frame.
But, being an argument from analogy, it can never amount to a true
scientific induction, and the existence of human experience, not my
own, must always remain for the subjectivist a probability and can
never become a certainty.
I am convinced that this popular and superficially plausible view is
radically false, and that its logical consequence, the belief that the
real existence of our fellows is less certain than our own, is a grave
philosophical error. That the argument from analogy is no sufficient
basis for the belief in human experience beyond my own, can easily
be seen from the following considerations:—(1) As ordinarily stated,
the data of the supposed inference do not actually exist. For what I
perceive is not, as the subjectivist assumes, three terms—my own
mental life, my own anatomical structure, and the anatomy of my
neighbour, but two, my own mental life and my neighbour’s anatomy.
If I cannot be sure of the reality of my neighbour’s experience until I
have compared the anatomy and physiology of his organism with
that of my own, I shall have to remain in doubt at least until science
can devise a mechanism by which I can see my own nervous
system. At present one of the terms on which the analogical
argument is said to be based, namely, my own internal physical
structure, has to be mostly taken on trust. It would be little less than
the truth to invert the subjectivist’s position, and say that, until
science can devise means for seeing our own brains, we infer the
resemblance of our own anatomy to our neighbour’s from the
previously known resemblance of his inner experience and ours.
(2) And even supposing this difficulty already surmounted, as it
conceivably will be in the future, there is a still more serious flaw in
the presumed analogical inference. If I once have good ground for
the conviction that similarity of inner experience is attended by
similarity of physical structure, then of course I can in any special
case treat the degree of structural resemblance between one
organism and another as a sufficient reason for inferring a like
degree of resemblance between the corresponding inner
experiences. But upon what grounds is the general principle itself
based? Obviously, if my own inner experience is the only one known
to me originally, I have absolutely no means of judging whether the
external resemblances between my own organism and yours afford
reason for crediting you with an inner experience like my own or not.
If the inference by analogy is to have any force whatever in a
particular case, I must already know independently that likeness of
outward form and likeness of inner experience at least in some
cases go together. The plausibility of the usual subjectivist account
of the way in which we come to ascribe real existence to our fellows,
is simply due to its tacitly ignoring this vital point.
How, then, do we actually learn the existence of feeling purposive
experience outside our own? The answer is obvious. We learn it by
the very same process by which we come to the clear
consciousness of ourselves. It is a pure blunder in the subjectivist
psychology to assume that somehow the fact of my own existence
as a centre of experience is a primitive revelation. It is by the
process of putting our purposes into act that we come to be aware of
them as our purposes, as the meaning of our lives, the secrets of
what we want of the world. And, from the very fact of our existence in
a society, every step in the execution of a purpose or the satisfaction
of a want involves the adjustment of our own purposive acts to those
Welcome to our website – the ideal destination for book lovers and
knowledge seekers. With a mission to inspire endlessly, we offer a
vast collection of books, ranging from classic literary works to
specialized publications, self-development books, and children's
literature. Each book is a new journey of discovery, expanding
knowledge and enriching the soul of the reade

Our website is not just a platform for buying books, but a bridge
connecting readers to the timeless values of culture and wisdom. With
an elegant, user-friendly interface and an intelligent search system,
we are committed to providing a quick and convenient shopping
experience. Additionally, our special promotions and home delivery
services ensure that you save time and fully enjoy the joy of reading.

Let us accompany you on the journey of exploring knowledge and

personal growth!

ebookmass.com

(Ebook PDF) Foundations of Education 13th Edition by Allan C. Ornstein 2024 Scribd Download
100% (5)
(Ebook PDF) Foundations of Education 13th Edition by Allan C. Ornstein 2024 Scribd Download
49 pages
EXCHANGE FIX Motivation Letter
100% (1)
EXCHANGE FIX Motivation Letter
2 pages
Allan C - Ornstein Daniel U - Levine Foundations of Education Student Text Tenth Edition 2007-1
100% (1)
Allan C - Ornstein Daniel U - Levine Foundations of Education Student Text Tenth Edition 2007-1
75 pages
Foundation of Education
No ratings yet
Foundation of Education
8 pages
Community Engagement Module 2-Lesson 5
82% (22)
Community Engagement Module 2-Lesson 5
11 pages
Complete Download (eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein PDF All Chapters
100% (12)
Complete Download (eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein PDF All Chapters
45 pages
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein pdf download
100% (2)
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein pdf download
46 pages
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein download
100% (3)
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein download
57 pages
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein instant download
100% (10)
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein instant download
48 pages
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein download
100% (7)
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein download
58 pages
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein instant download
100% (2)
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornstein instant download
43 pages
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornsteininstant download
100% (5)
(eBook PDF) Foundations of Education 13th Edition by Allan C. Ornsteininstant download
45 pages
PDF (Ebook PDF) Foundations of American Education 8th Edition by L. Dean Webb Download
100% (3)
PDF (Ebook PDF) Foundations of American Education 8th Edition by L. Dean Webb Download
41 pages
(eBook PDF) Foundations of American Education 8th Edition by L. Dean Webb download
100% (3)
(eBook PDF) Foundations of American Education 8th Edition by L. Dean Webb download
53 pages
Get (Ebook) Foundations of Education (Student Text) , Tenth Edition by Allan C. Ornstein, Daniel U. Levine ISBN 9780618904129, 0618904123 free all chapters
100% (1)
Get (Ebook) Foundations of Education (Student Text) , Tenth Edition by Allan C. Ornstein, Daniel U. Levine ISBN 9780618904129, 0618904123 free all chapters
71 pages
(eBook PDF) Teach: Introduction to Education 4th Editioninstant download
100% (4)
(eBook PDF) Teach: Introduction to Education 4th Editioninstant download
43 pages
(eBook PDF) Teach: Introduction to Education 4th Edition download
100% (1)
(eBook PDF) Teach: Introduction to Education 4th Edition download
48 pages
Download Full (eBook PDF) Teach: Introduction to Education 4th Edition PDF All Chapters
100% (2)
Download Full (eBook PDF) Teach: Introduction to Education 4th Edition PDF All Chapters
24 pages
Foundations of Education Student Text Tenth Edition Allan C. Ornstein pdf download
100% (2)
Foundations of Education Student Text Tenth Edition Allan C. Ornstein pdf download
80 pages
Foundations of Education Student Text Tenth Edition Allan C. Ornstein - The latest ebook is available, download it today
100% (1)
Foundations of Education Student Text Tenth Edition Allan C. Ornstein - The latest ebook is available, download it today
85 pages
Foundations of Education Student Text Tenth Edition Allan C. Ornstein all chapter instant download
100% (3)
Foundations of Education Student Text Tenth Edition Allan C. Ornstein all chapter instant download
87 pages
Full download Solution Manual for Foundations of Education 11th Edition by Ornstein Levine Gutek ISBN 0495808954 9780495808954 pdf docx
100% (30)
Full download Solution Manual for Foundations of Education 11th Edition by Ornstein Levine Gutek ISBN 0495808954 9780495808954 pdf docx
34 pages
[Ebooks PDF] download (eBook PDF) Teach: Introduction to Education 4th Edition full chapters
100% (11)
[Ebooks PDF] download (eBook PDF) Teach: Introduction to Education 4th Edition full chapters
38 pages
Foundations of Education Student Text Tenth Edition Allan C. Ornstein download
100% (1)
Foundations of Education Student Text Tenth Edition Allan C. Ornstein download
82 pages
Solution Manual for Foundations of Education 12th Edition by Ornstein Levine Gutek ISBN 1133589855 9781133589853 download
100% (4)
Solution Manual for Foundations of Education 12th Edition by Ornstein Levine Gutek ISBN 1133589855 9781133589853 download
19 pages
(eBook PDF) Teach: Introduction to Education 4th Edition pdf download
100% (6)
(eBook PDF) Teach: Introduction to Education 4th Edition pdf download
53 pages
Foundations of Education 11th Edition by Ornstein Levine Gutek Isbn Solution Manual
100% (47)
Foundations of Education 11th Edition by Ornstein Levine Gutek Isbn Solution Manual
9 pages
Reviewer
No ratings yet
Reviewer
7 pages
Lesson1 Foundationsofeducation
No ratings yet
Lesson1 Foundationsofeducation
14 pages
To Be Printed - A SUMMARY - Philosophical - Psychological - and - Socio - Hi
No ratings yet
To Be Printed - A SUMMARY - Philosophical - Psychological - and - Socio - Hi
198 pages
Get Test Bank for Teachers Schools and Society Brief Introduction to Education 5th Edition HQ File PDF Download
100% (1)
Get Test Bank for Teachers Schools and Society Brief Introduction to Education 5th Edition HQ File PDF Download
404 pages
Complete (Ebook PDF) Teach: Introduction To Education 4th Edition PDF For All Chapters
100% (8)
Complete (Ebook PDF) Teach: Introduction To Education 4th Edition PDF For All Chapters
51 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Editionpdf download
100% (4)
(eBook PDF) Teaching Challenges and Dilemmas 5th Editionpdf download
52 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition - Get the ebook in PDF format for a complete experience
100% (2)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition - Get the ebook in PDF format for a complete experience
52 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition 2024 scribd download
100% (8)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition 2024 scribd download
45 pages
Complete Answer Guide For Test Bank For Foundations of Education 11th Edition: Ornstein
100% (4)
Complete Answer Guide For Test Bank For Foundations of Education 11th Edition: Ornstein
39 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition download
100% (1)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition download
54 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition pdf download
100% (5)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition pdf download
51 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition instant download
100% (8)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition instant download
48 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition pdf download
100% (1)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition pdf download
58 pages
Education Fergusons Careers In Focus 3rd Edition Ferguson pdf download
100% (2)
Education Fergusons Careers In Focus 3rd Edition Ferguson pdf download
87 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition pdf download
100% (5)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition pdf download
55 pages
11516
No ratings yet
11516
51 pages
Test Bank for Foundations of Education 11th Edition: Ornstein - All Chapters Are Available In PDF Format For Download
100% (4)
Test Bank for Foundations of Education 11th Edition: Ornstein - All Chapters Are Available In PDF Format For Download
38 pages
Test Bank for Foundations of Education 11th Edition: Ornstein pdf download
100% (3)
Test Bank for Foundations of Education 11th Edition: Ornstein pdf download
41 pages
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition instant download
100% (3)
(eBook PDF) Teaching Challenges and Dilemmas 5th Edition instant download
29 pages
Full (Ebook PDF) Teaching Challenges and Dilemmas 5th Edition PDF All Chapters
100% (7)
Full (Ebook PDF) Teaching Challenges and Dilemmas 5th Edition PDF All Chapters
51 pages
What is Education
No ratings yet
What is Education
10 pages
(eBook PDF) Teach: Introduction to Education 4th Edition instant download
100% (1)
(eBook PDF) Teach: Introduction to Education 4th Edition instant download
55 pages
School An Introduction to Education Second Edition Edward S. Ebert download
No ratings yet
School An Introduction to Education Second Edition Edward S. Ebert download
47 pages
LAST (6)
No ratings yet
LAST (6)
1 page
LAST (5)
No ratings yet
LAST (5)
2 pages
Philosophy of Special Education
No ratings yet
Philosophy of Special Education
7 pages
Teaching to Change the World 5th Edition – Ebook PDF Version - The ebook in PDF/DOCX format is available for instant download
100% (1)
Teaching to Change the World 5th Edition – Ebook PDF Version - The ebook in PDF/DOCX format is available for instant download
56 pages
Introduction To Education 1674244495
No ratings yet
Introduction To Education 1674244495
211 pages
Educational Theory
No ratings yet
Educational Theory
20 pages
Dpe 101 Course Outline
No ratings yet
Dpe 101 Course Outline
15 pages
Lifelong Learners: The Journey of Education and Self-Improvement
From Everand
Lifelong Learners: The Journey of Education and Self-Improvement
Avery Nightingale
No ratings yet
The Media Studies Toolkit 1st Edition Michael Z. Newman - Experience the full ebook by downloading it now
100% (1)
The Media Studies Toolkit 1st Edition Michael Z. Newman - Experience the full ebook by downloading it now
70 pages
Soal Kelas X Bahasa Inggris Genap
No ratings yet
Soal Kelas X Bahasa Inggris Genap
12 pages
Suggestions For Process Essay
No ratings yet
Suggestions For Process Essay
4 pages
Class 6 English
No ratings yet
Class 6 English
66 pages
DALI
No ratings yet
DALI
3 pages
Properties of Quadrilateral
No ratings yet
Properties of Quadrilateral
5 pages
Question Paper Winter 2023
No ratings yet
Question Paper Winter 2023
4 pages
Communication: by Abhishek Yadav
No ratings yet
Communication: by Abhishek Yadav
12 pages
Friendship Quality Scale
No ratings yet
Friendship Quality Scale
7 pages
Wallmach - Feminist Translation Strategies - Different or Derived
No ratings yet
Wallmach - Feminist Translation Strategies - Different or Derived
26 pages
Deped Division of City Schools-Valenzuela Valenzuela East District 102 Maysan RD., Maysan, Valenzuela City Tel No. 294 22-60
No ratings yet
Deped Division of City Schools-Valenzuela Valenzuela East District 102 Maysan RD., Maysan, Valenzuela City Tel No. 294 22-60
9 pages
LP
No ratings yet
LP
3 pages
Jee Main Rank Card
No ratings yet
Jee Main Rank Card
1 page
Online Assessment - MBA-5103
No ratings yet
Online Assessment - MBA-5103
2 pages
Classroom Management Strategies For Effective Instruction
No ratings yet
Classroom Management Strategies For Effective Instruction
70 pages
Application Form
No ratings yet
Application Form
5 pages
Coach Carter
No ratings yet
Coach Carter
2 pages
Poster Amsterdam Santi 5
No ratings yet
Poster Amsterdam Santi 5
1 page
Higher Educations Initiative and New Education Policy
No ratings yet
Higher Educations Initiative and New Education Policy
19 pages
Solid Waste Management: Central Bicol State University of Agriculture College of Economics and Management S/Y 2020-2021
No ratings yet
Solid Waste Management: Central Bicol State University of Agriculture College of Economics and Management S/Y 2020-2021
9 pages
7 Month Strategy For CSE 2022 - IAS Yogesh Patil
No ratings yet
7 Month Strategy For CSE 2022 - IAS Yogesh Patil
5 pages
Soborno Isaac Bari Wiki Education Age Height Family IQ Level Biography Photos Amp More
No ratings yet
Soborno Isaac Bari Wiki Education Age Height Family IQ Level Biography Photos Amp More
15 pages
Confirmation Slip
No ratings yet
Confirmation Slip
1 page
Our Lady of Fatima Convent JR. School, New Colony, Gurgaon: ADMISSION TO K.G.I. 2021 - 2022
No ratings yet
Our Lady of Fatima Convent JR. School, New Colony, Gurgaon: ADMISSION TO K.G.I. 2021 - 2022
4 pages
Engageny Homework Answers
100% (1)
Engageny Homework Answers
5 pages
Earth and Sky Lesson Plan For Class 1
No ratings yet
Earth and Sky Lesson Plan For Class 1
6 pages
Business Forecasting: Prepared By: Sujata Chamlagain MBA 1 Sem
No ratings yet
Business Forecasting: Prepared By: Sujata Chamlagain MBA 1 Sem
4 pages
Job Profile
No ratings yet
Job Profile
2 pages

8122

Uploaded by

8122

Uploaded by

Download the Full Ebook and Access More Features - ebookmass.

Foundations of Education 13th Edition, (Ebook PDF)

Download more ebook instantly today at https://ebookmass.com

Foundations of Adult and Continuing Education 1st Edition,

(eTextbook PDF) for Foundations of Physical Education,

Philosophical foundations of education, 7th Edition Howard

Micro and Nanofluid Convection with Magnetic Field Effects

The Health of Refugees: Public Health Perspectives from

Oxford Studies in Metaphysics Karen Bennett

Primitive Meteorites and Asteroids: Physical, Chemical,

(eBook PDF) Approaches to Social Research 6th Edition by

Preface xiii 2 THE TEACHING PROFESSION 24

Principles of Teaching and Learning 109 Native Americans 150

School Budgets during Difficult Economic

Overview 9.3: Guidelines on Religion in the Home Environment 324

Overview 15.1: Areas of Similarities and Differences

We are dedicated to the professional preparation of educators. To achieve this goal,

Goals of This Edition

●● Diversity: We continue to place emphasis, throughout this revision, on address-

Chapter 1: New information on the status of certification and licensing; quality of

collective bargaining; focus on performance pay based on value-added measures;

●● Part One (Understanding the Teaching Profession) considers the climate in

Teaching and Learning Supplements

●● Apply concepts, create curriculum and tools, and demonstrate performance

MindTap Moves As students move through each chapter’s Learning

Understand and activating their prior knowledge

MindTap helps instructors facilitate better outcomes by evaluating how future

MindTap for Ornstein et al., Foundations of Education, Thirteenth Edition, helps

true/false, multiple-choice, matching, short-answer, and essay questions for

Cara Barth-Fagan, State Fair Community Belete Mebratu, Medaille College

In addition, we thank the numerous reviewers who have contributed to prior

§ 1. In our two remaining Books we shall have to deal with the

Consult further:—F. H. Bradley, Appearance and Reality, chap. 26

117. I.e. existence of the same kind as that perceived by the

THE PROBLEM OF MATTER

§ 1. In the preceding chapter we have very briefly indicated the

Let us accompany you on the journey of exploring knowledge and

You might also like