This book provides an authoritative, yet accessible guide to the Philosophy of Education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general ‘perennial’ issues in philosophy and issues of more contemporary concern.
Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on education, providing the basis and reference point for an exploration of contemporary issues.
The handbook is designed primarily to be useful to students studying the field of philosophy of education, in the context of the study of educational foundations or theory. But it is also designed to be of use to practising teachers who wish to gain easy access to current philosophical thinking on particular contemporary educational issues, and to educationalists of all types who want a succinct guide to questions relating to the nature, the history, and the current state of the art of philosophy of education.
İçerik tablosu
PART ONE: EDUCATIONAL PHILOSOPHY AND THEORY
What Is Philosophy of Education? – D C Phillips
Schools of Thought in Philosophy of Education – Robin Barrow
The Philosophy of Education and Educational Theory – David Carr
The Philosophy of Education and Educational Practice – Richard Pring
PART TWO: SOME KEY HISTORICAL FIGURES IN THE PHILOSOPHY OF EDUCATION
Plato and Education – Ieuan Williams
Rousseau′s
Émile and Educational Legacy – Jack Martin and Nathan Martin
John Dewey and Educational Pragmatism – James Scott Johnston
T S Eliot, Education and Culture – Andrew Reid
R S Peters, Liberal Traditionalist – M A B Degenhart
Post-Structuralism, Postmodernism and Education – Richard Smith
Feminism and Education – Cris Mayo and Barbara Stengel
Education and the Catholic Tradition – Kevin Williams
Gazetteer of Educational Thinkers – Compiled by Robert Manery
PART THREE: PHILOSOPHY OF EDUCATION AND EDUCATIONAL PRACTICE
The Pofessional Status of Teaching – Timothy Reagan
Teaching and Pedagogy – David T Hansen and Megan J Laverty
The Wider Ethical Dimensions of Education and Teaching – Hugh Sockett
Moral and Citizenship Education – J Mark Halstead
Indoctrination – Richard Bailey
Knowledge and Truth – Harvey Siegel
The Value of Knowledge – Brenda Almond
Concepts of Mind – Christine Mc Carthy
Learning – Andrew Davis
Motivation and Learning – Frederick S Ellett Jr and David P Erickson
Transferable Skills – Stephen Johnson
Educational Assessment – John Halliday
Inclusion and Diversity – Penny Enslin and Nicki Hedge
Equality and Justice – Claudia Ruitenberg and Daniel Vokey
Individual and Community Aims in Education – John P Portelli and Francine Menashy
Art and Aesthetics in Education – Constantin Koopman
Religious Education – James C Conroy and Robert A Davis
Physical Education – Mike Mc Namee and Richard Bailey
Philosophical Questions about Learning Technologies – Craig A Cunningham and Briana L Allen
Personal and Social Education – Graham Haydon
Education and the Environment – Michael Bonnett
Yazar hakkında
My research is primarily in the areas of epistemology and moral philosophy. Particular areas of interest include: educational theory, humanities, the problematic nature of empirical inquiry into human activity, and the role of higher education.
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