Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures.
Features:
- Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished general editor and an international editorial board.
- Entries are followed by cross references and further reading suggestions.
- A Reader’s Guide groups entries thematically
- The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version.
Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.
Key Themes:
- Aims of Education
- Classic Premodern Philosophers, Theories, and Theorists
- Curriculum
- Educational Research, Evaluation, and Testing
- Equity, Rights, Social Stratification, and Citizenship
- Higher Education
- Learners, Learning, and Teaching
- Liberal Education
- Moral, Religious, Spiritual, and Social/Cultural Values
- Multiculturalism and Special Populations
- Organization of Schooling
- Philosophy of Science, Sociology of Science, and Epistemology
- Philosophy of Education: Feminist Perspectives
- Philosophy of Education: Nonwestern Traditions
- Philosophy of Education: The Analytic Tradition
- Philosophy of Education: The Continental Traditions
- Philosophy of Education: The Political Theory Tradition
- Philosophy of Education: The Pragmatic Tradition
- Progressive Education
- Psychological Orientation in Educational Theory
- Social Sciences Orientation in Educational Theory
Despre autor
D. C. Phillips (Ph D, University of Melbourne, Australia) is Professor Emeritus of Education, and by courtesy of Philosophy, at Stanford University, where he has also served as Associate Dean for Academic Affairs and Interim Dean of the School of Education. He was a member of the Stanford Evaluation Consortium (directed by Lee J. Cronbach), and for several years he led its training program in evaluation of educational and social programs.A philosopher of education and philosopher of social science educated in Australia, he is the author, coauthor, or editor of 13 books, which between them have been translated into six languages—titles include Holistic Thought in Social Science; Visions of Childhood: Influential Models From Locke to Spock (with John Cleverley); Perspectives on Learning (five editions, with Jonas Soltis); Philosophy, Science and Social Inquiry: Contemporary Methodological Controversies in Social Science and Related Applied Fields of Research; Toward Reform of Program Evaluation (with Lee J. Cronbach et al.); Postpositivism and Educational Research (with Nicholas Burbules); The Expanded Social Scientist’s Bestiary; and Education, Culture, and Epistemological Diversity (with Claudia Ruitenberg). He was a member of the group that authored the National Research Council report in the United States: Scientific Research in Education.In addition, he is the author of more than 120 essays in books and refereed journals, including Educational Researcher, Harvard Educational Review, Educational Psychologist, Psychological Review, Educational Theory, Journal of Philosophy of Education, The Monist, and Journal of the History of Ideas. His most heavily cited article, first published in Educational Researcher, is “The Good, the Bad, and the Ugly: The Many Faces of Constructivism.”He is a member (emeritus) of the U.S. National Academy of Education and a fellow of the International Academy of Education and of the American Educational Research Association; he also has been a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, and Christensen Fellow at St. Catherine’s College, Oxford; and he has been an academic visitor or guest lecturer at numerous universities around the world. He was president of the Philosophy of Education Society during its 50th anniversary year of 1990–1991.
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