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Concept
Education sciences
Summary
Education sciences, also known as education studies, education theory, and traditionally called pedagogy, seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology.
Faculties, departments, degree programs, and degrees on education sciences are often called simply faculty of education etc. It is likewise still common to say she is studying education, which is only very rarely expressed as studying education science(s) and was traditionally called studying pedagogy (in English) in most European countries. Similarly, may be known as pedagogues depending on the country.
For example, a cultural theory of education considers how education occurs through the totality of culture, including prisons, households, and religious institutions as well as schools. Other examples are the behaviorist theory of education that comes from educational psychology and the functionalist theory of education that comes from sociology of education.
The earliest known attempts to understand education in Europe were by classical Greek philosophers and sophists, but there is also evidence of contemporary (or even preceding) discussions among Arabic, Indian, and Chinese scholars.
Philosophy of education and History of Education
Educational thought is not necessarily concerned with the construction of theories as much as the "reflective examination of educational issues and problems from the perspective of diverse disciplines."
Normative theories of education provide the norms, goals, and standards of education.
Philosophy of education
"Normative philosophies or theories of education may make use of the results of [philosophical thought] and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take.
Official source
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