School of thought

(noun)

A school of thought is a collection or group of people who share common characteristics of opinion or outlook regarding a philosophy, discipline, belief, social movement, cultural movement, or art movement.

Related Terms

Examples of School of thought in the following topics:

  • Fours Schools of Economic Thought: Classical, Marxian, Keynesian, and the Chicago School.

    • Mainstream modern economics can be broken down into four schools of economic thought: classical, Marxian, Keynesian, and the Chicago School.
    • Throughout the history of economic theory, several methods for approaching the topic are noteworthy enough, and different enough from one another, to be distinguished as particular 'schools of economic thought. ' While economists do not always fit into particular schools, especially in modern times, classifying economists into a particular school of thought is common.
    • Mainstream modern economics can be broken down into four schools of economic thought:
    • A final school of economic thought, the Chicago School of economics, is best known for its free market advocacy and monetarist ideas.
    • The Marxist school of economic thought comes from the work of German economist Karl Marx.

  • Keynesian Theory

    • It is important to understand the stances of the various school of economic thought.
    • Although the beliefs of each school vary, all of the schools of economic thought have contributed to economic theory is some way.
    • The Keynesian School of economic thought emphasized the need for government intervention in order to stabilize and stimulate the economy during a recession or depression.
    • In contrast, the Chicago School of economic thought focused price theory, rational expectations, and free market policies with little government intervention.
    • The Austrian School of economic thought focused on the belief that all economic phenomena are caused by the subjective choices of individuals.

  • Social Constructionism

    • Social constructionism is a school of thought introduced into sociology by Peter L.
    • Berger and Thomas Luckmann with their 1966 book The Social Construction of Reality.
    • A clear example of social constructionist thought is, following Sigmund Freud and Émile Durkheim, religion.
    • One of the key theorists of social constructionism, Peter Berger, explored this concept extensively in his book, The Sacred Canopy.
    • Social constructionism is often seen as a source of the postmodern movement, and has been influential in the field of cultural studies.

  • Classical Theory

    • Classical theory, the first modern school of economic thought, reoriented economics from individual interests to national interests.
    • Classical theory was the first modern school of economic thought.
    • It began in 1776 and ended around 1870 with the beginning of neoclassical economics.
    • During this time period, theorists developed the theory of value or price which allowed for further analysis of markets and wealth.
    • Production will generate an income enough to purchase all of the output produced.

  • Linguistic Relativity

    • It is easy to wonder which comes first, the thought or the language.
    • Does an individual first think of an idea or did speaking, hearing, or reading about an idea spur a thought?
    • Can thought exist without language?
    • The canonical example of studying linguistic relativity is in the area of color naming.
    • Beck, this school of thought discusses the interplay among emotion, behavior, language, and thought.

  • Modality and levels of analysis

    • But a classroom exists within a school - which might be thought of as a network relating classes and other actors (principals, administrators, librarians, etc.).
    • And most schools exist within school districts, which can be thought of as networks of schools and other actors (school boards, research wings, purchasing and personnel departments, etc.).
    • There may even be patterns of ties among school districts (say by the exchange of students, teachers, curricular materials, etc.).
    • Network analysts describe such structures as "multi-modal. " In our school example, individual students and teachers form one mode, classrooms a second, schools a third, and so on.
    • Of course, this kind of view of the nature of social structures is not unique to social network analyst.

  • Litigating for Equality After World War II

    • Board of Education (1954), which helped integrate public schools.
    • The decision led to the legal integration of public schools.
    • The states represented a diversity of situations ranging from required school segregation to optional school segregation.
    • Many white people in southern states protested integration, and legislators thought up creative ways to get around the ruling.
    • A 1959 rally in Little Rock AK protests the integration of the high school.

  • The Nineteenth Century

    • Associated with industrialism and capitalism, the 19th century looms large in the history of economic policy and economic thought.
    • However, these economists were divided and did not make up a unified group of thought.
    • The new ideas were that of the Marginalist school.
    • This current of thought was not united.
    • The main written work of this school was Walras' Elements of Pure Economics.

  • Education and Humanism

    • The Humanists of the Renaissance created schools to teach their ideas and wrote books all about education.
    • Education during the Renaissance was mainly composed of ancient literature and history as it was thought that the classics provided moral instruction and an intensive understanding of human behavior.
    • The main foundation of the school was liberal studies.
    • Overall, Humanist education was thought at the time as being an important factor to the preparation of life.
    • Humanist schools combined Christianity and the classics to produce a model of education for all of Europe.

  • Compassionate Conservatism

    • Bush, conservative techniques were thought to improve the welfare of society.
    • If the school's results are repeatedly poor, then steps are taken to improve the test performance of the school.
    • If a school misses its AYP target for a fourth consecutive year, the school is labelled as requiring "corrective action," which might involve wholesale replacement of staff, introduction of a new curriculum, or extending the amount of time students spend in class.
    • A fifth year of failure results in planning to restructure the entire school; the plan is implemented if the school fails to hit its AYP targets for the sixth year in a row.
    • Common options include closing the school, turning the school into a charter school, hiring a private company to run the school, or asking the state office of education to run the school directly.