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Summary
Summary
In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future.
Presents a definitive introduction to the core areas of philosophy of education.
Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars.
Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field.
Provides a solid foundation for further study.
Author Notes
Nigel Blake teaches at the Open University, Paul Smeyers at the University of Leuven in Belgium, Richard Smith at the University of Durham, and Paul Standish at the University of Dundee. They originally came together to explore their shared interest in postmodern issues and poststructuralist theory in relation to education. Their first collaboration. Thinking Again Education after Postmodernism (1998), laid the foundations, for other projects, including Education in an Age of Nihilism (2000). They have also addressed the educational influence of the European Union, reform in higher education, issues of online education and of moral education in their joint projects.
Paul Smeyers at the University of Leuven in Belgium.
Richard Smith at the University of Durham.
Paul Standish at the University of Dundee.
Reviews 1
Choice Review
The editors of this new addition to the "Blackwell Philosophy Guides" series note that it reflects the current state of philosophy of education, which "has moved away from introspection to draw on, and influence in turn, a wider world of ideas and practice." Five parts, "Social and Cultural Theories," "Politics and Education," "Philosophy as Education," "Teaching and Curriculum;" and "Ethics and Upbringing" illustrate the approach. The 20 resulting chapters provide a panoramic view of current activity in philosophy of education. They also largely achieve the editors' stated goal of placing this activity in the context of key aspects of the nature and development of the discipline. This includes addressing the English-speaking heritage, Continental (including Northern) European theorists and educators, and, finally, issues concerning the institutional constraints and possibilities of philosophy of education. In this connection, chapter authors, all holding university appointments in philosophy and/or education departments, provide samples of contemporary scholarship. Commissioned to write in pairs, they have turned out organized and readable pieces. A "Recommendations for Further Reading" follows each chapter, a useful feature for both students and practitioners/professionals interested in educational philosophy. ^BSumming Up: Highly recommended. Upper-division undergraduates and above. P. M. Socoski City College
Table of Contents
| Notes on Contributors |
| Foreword: Paul Hirst |
| Introduction: Nigel Blake, Paul Smeyers,Richard Smith and Paul Standish |
| Part I Social and Cultural Theories: Pragmatism and Education:Jim Garrison and Alven Neiman |
| Critical Theory and Critical Pedagogy:Nigel Black and Jan Masschelein |
| Postmodernism/Post-structuralism:Michael Peters and Kenneth Wain |
| Feminism, Philosophy and Education: Imagining Public Spaces:Maxine Greene and Morwenna Griffiths |
| Part II Politics and Education: Liberalism and Communitarianism:Eamonn Callan and John White |
| Democratic Citizenship:Penny Enslin and Patricia White |
| Education and the Market:David Bridges and Ruth Jonathan |
| Multicultural Education:Pradheep Dillon and J. Mark Halstead |
| Part III Philosophy as Education: The Activity of Philosophy and the Practice of Education:Pádraig Hogan and Richard Smith |
| Critical Thinking:Sharon Bailin and Harvey Siegel |
| Practical Reason:Joseph Dunne and Shirley Pendlebury |
| Part IV Teaching and Curriculum: Higher Education and the University:Ronald Barnett and Paul Standish |
| Information and Communication Technology:David Blacker and Jane McKie |
| Epistemology and Curriculum:Andrew Davies and Kevin Williams |
| Vocational Education and Training:Paul Hager and Terry Hyland |
| Progressivism:John Darling and Sven Erik Nordenbo |
| Part V Ethics and Upbringing: Parents and Children:Paul Smeyers and Colin Wringe |
| Autonomy and Authenticity in Education:Michael Bonnett and Stefaan Cuypers |
| Changing Notions of the Moral and of Moral Education:Nel Noddings and Michael Slote |
| Education in Religion and Spirituality:Hanan Alexander and Terence H. McLaughlin |
| References |
| index |
