Analyzing the historical background of the rise of the Western new traditional educational thought, this article reveals the basic claim of new traditional education and shows the idealogical ties among its sphinter groups. It brings forth the evolutionary process of the new traditional thought since the 70s and points out the close relationship between the mainstream of educational reform in the 80～90s and the new traditional educational thought, which is the renaissance of new tratlitional educational thought in a way.
The author states that the lifelong integrated education has become internationalized trend of educational thought and is widely accepted by many countries of different social systems as the basic educational policy and strategy.
Based on the brief descripiton of two major educational thoughts - humanism and scientism, this paper analyses the influences of these two major educational thoughts on modern distance & open education, explains the basic characteristics of modern distance education and the new ideas about talent training, and points out that in modern distance & open education fresh ideas should be initiated and new modes should be built.
I will present an argument, in line with current educational thought, that a need now exists to abandon current behaviourist pedagogies and move towards a more broad based learning environment.
As educational thought expanded throughout the twentieth century with the emergence of the contributing disciplines, this tradition was challenged as critical historians had a wider data-base from which to draw.
The paper points to the sharp contradiction between democratic educational thought and practice: between the ideal of autonomy and the prevailing rigid and closed school structure which usually prevents true experimentation in living.
Two Decades After: "After The Wake: Postpositivistic Educational Thought"
Educational thought over the last decade has instead been dominated by empiricist, anti-realist, instrumentalist epistemologies of two types: first by psychological constructivism and later by social constructivism.
More mothers from higher socio-economic status and those with better education thought that supplementation was needed before the child was 4 months old and felt that breastfeeding was needed for less than two years.