Recent Publications

My most recent publication are

  • Education, Knowledge and Educology (July 2013) (Smashwords, ISBN 9781301535422),
  • Education, Curriculum and Educology (May 2014) (Smashwords, ISBN 9781311695000)
  • Education, Universities and Educology Vol I: Educology as Knowledge about Education  (March 2015) (Smashwords, ISBN 9781310181306) and
  • Education, Universities and Educology Vol II: Education and the Uses of Educology in Universities (March, 2015) (Smashwords, ISBN 9781310014925)
  • Education, Research and Educology (December, 2016) ISBN 9781370840489)

Education, Knowledge and Educology (2013) is a work in the philosophy of educology. It is an examination of the questions of (1) what is education, (2) what is knowledge about education and (3) how can that knowledge be organized so that it can be used fruitfully to take rational action in the educational process to pursue and achieve worthwhile intentions and purposes. Techniques of ordinary language analysis are used to illustrate how to address and answer these questions sensibly. For more details, go to http://www.smashwords.com/books/search?query=education+knowledge+educology

Education, Curriculum and Educology (2014) addresses the questions of (1) what is curriculum? (2) how does curriculum fit in the educational process? (3) what constitutes a sound curriculum plan? (4) what are some well established viewpoints about what should be included in a curriculum? (5) how do social, cultural and political forces affect curriculum? For more details, go to http://www.smashwords.com/books/search?query=education+curriculum+educology

Education, Universities and Educology Vol I: Educology as Knowledge about Education (2015) The big question which both volumes address is how can the structure of the fund of knowledge about education be used productively and fruitfully to organize university faculty, curriculum and research programs whose purpose is to teach, extend and disseminate knowledge about education. Volume I deals with the questions of: (1) what is knowledge about education? (2) why is it desirable to use the term ‘educology’ to denote knowledge about education? (3) what is the origin of the term ‘educology’? (4) what kinds of knowledge about education are possible? (5) what disciplines are required to produce knowledge about education? (6) what are some different ways of organizing knowledge about education? (7) how do discipline, study and fund of knowledge differ? (8) how are the tasks of creating knowledge about education, teaching knowledge about education and using knowledge about education connected with each other and how do they differ? For more details, go to https://www.smashwords.com/books/view/525472

Education, Universities and Educology Vol II: Education and the Uses of Educology in Universities (2015) Volume II deals with the questions of: (1) what constitutes education? (2) what are the basic components of education? (3) what are the basic processes of education? (4) what are derivative features of education? (5) where does curriculum fit into education? (6) how do official and unofficial education resemble and yet differ from each other? (7) what is the proper domain for educological research? (8) how are the tasks of creating knowledge about education, teaching knowledge about education and using knowledge about education connected with each other and how do they differ? (9) what uses can be made of educology in naming of organizations whose purpose it is to conduct research about education, teach about education and disseminate knowledge about education? (10) what uses can be made of the structure of educology in organizing faculties, curricula and research programs in universities? For more details, go to https://www.smashwords.com/books/view/525925

Education, Research and Educology (2016) deals with the topic of how to conduct well disciplined research about the educational process. The argument is presented that educological research consists of the process of asking and answering questions about the educational process. Education is taken to be the process in which someone intentionally teaches and someone else intentionally undertakes to study some content in the context of some physical, social and cultural setting. When the educational process is successful, the students achieve an extension in their range of knowing. Different kinds of questions require different kinds of rules of research to adduce the necessary and sufficient evidence to form true answers to the questions.  At least five kinds of questions can be asked about education, and therefore there are at least five kinds of educological research that are possible about education. The result of successful and fruitful educological research is the correction and/or extension of educology, i.e. of warranted assertions about the educational process. This book is available as an e-book at Smashwords https://www.smashwords.com/books/view/693098

All publications are also available in paperback through http://www.amazon.com