A Comparative Study of British and American Educational Philosophie

Shudao Chen

doi:10.70393/6a6574.323630

OPEN ACCESS |Research Article ||20 December 2024

A Comparative Study of British and American Educational Philosophie

Shudao Chen

Hebei Yaochi EdTech Limited Liability Company

xkvs423159@163.com

Hebei Yaochi EdTech Limited Liability Company, China.

* Corresponding Author¹: Shudao Chen, E-Mail: xkvs423159@163.com

Publication

Accepted 2024 November 18 ; Published 2024 December 20

Journal of Educational Theory, 2024, 1(2_Spec), 3079-5931.

Abstract

This paper conducts an in - depth comparative study of British and American educational philosophies. By analyzing and contrasting the two countries in aspects such as educational goals, curriculum settings, teaching methods, and evaluation systems, it reveals the underlying cultural, historical, and social factors. The findings aim to provide valuable references and inspiration for the educational reform and development in other countries.

Keywords

British and American Educational Philosophies , Comparative Study , Educational Reform .

Metadata

DOI:

10.70393/6a6574.323630

ARK:

ark:/40704/JET.v1n2spec03

Pages: 14-18

References: 14

Disciplines: Educational Philosophy

Subjects: Educational Aims

Cite This Article

APA Style

Chen, S. (2024). A comparative study of british and american educational philosophie. Journal of Educational Theory, 1(2_Spec), 14-18. https://doi.org/10.70393/6a6574.323630

Acknowledgments

The authors thank the editor and anonymous reviewers for their helpful comments and valuable suggestions.

FUNDING

Not applicable.

INSTITUTIONAL REVIEW BOARD STATEMENT

Not applicable.

DATA AVAILABILITY STATEMENT

The original contributions presented in the study are included in the article/supplementary material, further inquiries can be directed to the corresponding author.

INFORMED CONSENT STATEMENT

Not applicable.

CONFLICT OF INTEREST

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

AUTHOR CONTRIBUTIONS

Not applicable.

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Copyright © 2025 The Author(s). Published by Southern United Academy of Sciences.
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