A new title from Routledge’s Major Works series, Major Themes in Education, Philosophy of Education II is a five-volume ‘mini library’ of the very best scholarship. It is an essential successor collection to Philosophy of Education (1998) (978-0-415-12944-2), edited by Paul Hurst and Patricia White, and described by the Bulletin of the UK-Japan Education Forum as "indispensable for libraries".
Philosophy of Education was the first comprehensive collection of the field’s canonical and cutting-edge research; this new collection takes full account of the numerous important developments that have taken place since its appearance. Moreover, Philosophy of Education II also includes coverage of many new areas and topics outwith the scope of the first collection.
With a full index together with a comprehensive introduction, newly written by the learned editor, which places the collected material in its historical and intellectual context, Philosophy of Education II is a crucial work of reference. It is destined to be valued by scholars, students, and researchers as a vital resource.
Volume I
Part 1 Changing conceptions of philosophy
1. Alis Oancea and David Bridges, ‘Philosophy of Education in the UK: The Historical and Contemporary Tradition’, Oxford Review of Education, 2009, 35, 5, 553–68.
2. Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish, ‘Retrospect’, Thinking Again: Education After Postmodernism (Bergin & Garvey, 1998), pp. 1–6.
3. Naomi Hodgson, ‘What Does it Mean to be an Educated Person?’, Journal of Philosophy of Education, 2010, 44, 1, 109–23.
4. Randall Curren, ‘Aristotle’s Educational Politics and the Aristotelian Renaissance in Philosophy of Education’, Oxford Review of Education, 2010, 36, 5, 543–59.
5. Duck-Joo Kwak, ‘Conclusion: The Essay Form of Writing for a Tragic Form of Subjectivity’, Education for Self-transformation: Essay Form as an Educational Practice (Springer 2012), pp. 135–42.
6. Marianna Papastephanou, ‘Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education’, Studies in Philosophy and Education, 2012, 31, 2, 153–70.
7. Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish, ‘Folly, Words, Wigs, Rags’, Thinking Again: Education After Postmodernism (Bergin & Garvey, 1998), pp. 131–43.
8. Naoko Saito, ‘Philosophy as Education and Education as Philosophy: Democracy and Education from Dewey to Cavell’, Journal of Philosophy of Education, 2006, 40, 3, 345–56.
9. Richard Smith, ‘The Theology of Education to Come’, in Paul Smeyers and Marc Depaepe (eds.), Educational Research: The Attraction of Psychology (Springer, 2013), pp. 147–57.
Part 2: Epistemology
10. David Bakhurst, ‘What Can Philosophy Tell Us About How History Made the Mind?’, The Formation of Reason (Wiley-Blackwell, 2011), pp. 1–23.
11. Randall Curren, ‘Educational Measurement and Knowledge of Other Minds’, Theory and Research in Education, 2004, 2, 3, 235–53.
12. Harvey Siegel, ‘Education as Initiation into the Space of Reasons’, Theory and Research in Education, 2012, 10, 2, 191–202.
13. Andrew Davis, ‘Learning and the Social Nature of Mental Powers’, Educational Philosophy and Theory, 2005, 37, 5, 635–47.
14. Stefaan Cuypers, ‘The Concept of Truth in Educational Theory’, in Paul Smeyers and Marc Depaepe (eds.), Beyond Empiricism: On Criteria for Educational Research (Leuven University Press, 2003), pp. 167–79.
15. Jim Garrison, ‘John Dewey’s Theory of Practical Reasoning’, Educational Philosophy and Theory, 1999, 31, 3, 291–312.
16. Christopher Winch, ‘Current Philosophical Debates About Knowing How’, Dimensions of Expertise (Continuum, 2010), pp. 19–38.
17. Ben Kotzee, ‘Education and "Thick" Epistemology’, Educational Theory, 2011, 61, 5, 549–64.
18. Kristján Kristjánsson, ‘Smoothing It: Some Aristotelian Misgivings About the Phronesis-praxis Perspective on Education’, Educational Philosophy and Theory, 2005, 37, 4, 455–73.
19. David Bridges, ‘Education and the Possibility of Outsider Understanding’, Ethics and Education, 2009, 4, 2, 105–23.
20. Michael Luntley, ‘The Character of Learning’, Educational Philosophy and Theory, 2005, 37, 5, 689–704.
21. Francis Schrag, ‘Can This Marriage Be Saved? The Future of "Neuro-education"’, Journal of Philosophy of Education, 2013, 47, 1, 20–30.
22. Michael Luntley, ‘Expertise: Initiation into Learning, Not Knowing’, in Liz Bondi, David Carr, Chris Clark, and Cecelia Clegg (eds.), Towards Professional Wisdom: Practical Deliberation in the People Professions (Ashgate, 2011).
23. John White, ‘Illusory Intelligences’, Journal of Philosophy of Education, 2008, 42, 3–4, 611–30.
24. Deborah Osberg, Gert Biesta, and Paul Cilliers, ‘From Representation to Emergence: Complexity’s Challenge to the Epistemology of Schooling’, Educational Philosophy and Theory, 2008, 40, 1, 213–27.
25. David Aldridge, ‘Three Epiphanic Fragments: Education and the Essay in Memory’, Educational Philosophy and Theory, 2014, 46, 5, 512–26.
Volume II
Part 3: Teaching
26. Gert Biesta, ‘Giving Teaching Back to Education’, Phenomenology and Practice, 2012, 6, 2, 35–49.
27. Padraig Hogan, ‘The Integrity of Learning and the Search for Truth’, Educational Theory, 2005, 55, 2, 185–200.
28. Raimond Gaita, ‘Love and Teaching: Renewing a Common World’, Oxford Review of Education, 2012, 38, 6, 761–9.
29. Terence H. McLaughlin, ‘Beyond the Reflective Teacher’, Educational Philosophy and Theory, 1999, 31, 1, 9–25.
30. Chris Higgins, ‘The Hunger Artist: Pedagogy and the Paradox of Self-interest’, The Good Life of Teaching: An Ethics of Professional Practice (Wiley-Blackwell, 2011), pp. 145–75.
31. Alasdair MacIntyre and Joseph Dunne, ‘Alasdair MacIntyre on Education: In Dialogue With Joseph Dunne’, Journal of Philosophy of Education, 2002, 36, 1, 1–19.
32. Wayne Veck, ‘Participation in Education as an Invitation to Become Towards the World: Hannah Arendt on the Authority, Thoughtfulness and Imagination of the Educator’, Educational Philosophy and Theory, 2013, 45, 1, 36–48.
33. Charles W. Bingham, ‘Derrida on Teaching: The Economy of Erasure’, Studies in Philosophy and Education, 2008, 27, 1, 15–31.
34. Michael Bonnett, ‘Schools as Places of Unselving: An Educational Pathology?’, in G. Dall’Alba (ed.), Exploring Education Through Phenomenology: Diverse Approaches (Wiley-Blackwell, 2009), pp. 28–40.
35. Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish, ‘Life Skills, Thinking Skills’, Education in an Age of Nihilism (RoutledgeFalmer, 2000), pp. 16–29.
36. David E. Cooper, ‘Teaching and Truthfulness’, Studies in Philosophy and Education, 2008, 27, 2–3, 79–87.
37. Paul Standish, ‘Signs of the Times: Iconography of a New Education’, in Paul Smeyers and Marc Depaepe (eds.), Educational Research: Material Culture and its Representation (Springer, 2014), pp. 179–80.
38. Gene Fendt, ‘Hippias Major, Version 1.0: Software for Post-colonial, Multicultural Technology Systems’, Journal of Philosophy of Education, 2003, 37, 1, 89–99.
39. Avi Mintz, ‘"Chalepa ta kala", "Fine Things are Difficult": Socrates’ Insights Into the Psychology of Teaching and Learning’, Studies in Philosophy and Education, 2010, 29, 3, 287–99.
40. David Rozema, ‘Plato’s Theaetetus: What to Do With an Honours Student’, Journal of Philosophy of Education, 1998, 32, 2, 207–23.
41. Ilan Gu-Ze’ev, Jan Masschelein, and Nigel Blake, ‘Reflectivity, Reflection, and Counter-education’, Studies in Philosophy and Education, 2001, 20, 2, 93–106.
42. Malcolm MacDonald and John O’Regan, ‘The Ethics of Intercultural Communication’, Educational Philosophy and Theory, 2013, 45, 10, 1005–17.
43. Jan Masschelein, ‘E-ducating the Gaze: The Idea of a Poor Pedagogy’, Ethics and Education, 2010, 5, 1, 43–53.
44. Matthew Pateman, ‘Lyotard’s Patient Pedagogy’, Parallax, 2000, 6, 4, 49–57.
45. Ian Munday, ‘Derrida, Teaching and the Context of Failure’, Oxford Review of Education, 2011, 37, 3, 403–19.
46. Paul Standish, ‘Education for Grownups, a Religion for Adults: Scepticism and Alterity in Cavell and Levinas’, Ethics and Education, 2007, 2, 1, 73–91.
47. Sharon Todd, ‘Introduction’, Learning from the Other: Levinas, Psychoanalysis, and Ethical Possibilities in Education (State University of New York Press, 2003), pp. 1–16.
48. James Conroy, ‘The Liminal Possibilities of the Liminal School’, Betwixt & Between: The Liminal Imagination, Education and Democracy (Peter Lang, 2004), pp. 167–96.
49. John Vorhaus, ‘Capability, Freedom and Profound Disability’, Disability & Society, 2013, 28, 8, 1047–58.
50. Jorge Larrosa, ‘Reading, Writing, Talking (and Perhaps Thinking) in a Faculty of Education’, Educational Philosophy and Theory, 2010, 42, 5/6, 683–703.
51. Gordon C. F. Bearn, ‘Pointlessness and the University of Beauty’, in Pradeep A. Dillon and Paul Standish (eds.), Lyotard: Just Education (Routledge, 2000), pp. 230–58.
Volume III
Part 4: Research
52. Richard Pring, ‘Importance of Philosophy in the Conduct of Educational Research’, Journal of International and Comparative Education, 2012, 1, 1, 23–30.
53. Gert Biesta, ‘Why "What Works" Won’t Work: Evidence-based Practice and the Democratic Deficit of Educational Research’, Educational Theory, 2007, 57, 1, 1–22.
54. Richard Pring, ‘Different Kinds of Research and Their Philosophical Foundations’, Philosophy of Educational Research (Continuum, 2000), pp. 31–56.
55. David Bridges, ‘Research Quality Assessment in Education: Impossible Science, Possible Art?’, British Educational Research Journal, 2009, 35, 4, 497–517.
56. Paul Smeyers, ‘The Relevance of Irrelevant Research: The Irrelevance of Relevant Research, in P. Smeyers and M. Depaepe (eds.), Educational Research: Why ‘What Works’ Doesn’t Work (Springer, 2006), pp. 95–108.
57. Michael Peters, ‘Education Policy Research and the Global Knowledge Economy’, Educational Philosophy and Theory, 2002, 34, 1, 91–102.
58. D. C. Phillips, ‘The Contested Nature of Empirical Educational Research (and Why Philosophy of Education Offers Little Help)’, Journal of Philosophy of Education, 2005, 39, 4, 577–97.
59. Stefan Ramaekers, ‘No Harm Done: The Implications for Educational Research of the Rejection of Truth’, Journal of Philosophy of Education, 2006, 40, 2, 241–57.
60. Mike Radford, ‘Complexity and Truth in Educational Research’, Educational Philosophy and Theory, 2008, 40, 1, 144–57.
61. Darrell Rowbottom and Sarah Aiston, ‘The Myth of "Scientific Method" in Contemporary Educational Research’, Journal of Philosophy of Education, 2006, 40, 2, 137–56.
62. Lynn Fendler, ‘Why Generalisability is Not Generalisable’, in P. Smeyers and M. Depaepe (eds.), Educational Research: Why ‘What Works’ Doesn’t Work (Springer, 2006), pp. 51–64.
63. Thomas A. Schwandt, ‘A Diagnostic Reading of Scientifically Based Research for Education’, Educational Theory, 2005, 55, 3, 285–305.
Part 5: Ethics and Religion
64. Colin Wringe, ‘Virtues’, Moral Education: Beyond the Teaching of Right and Wrong (Springer, 2006), pp. 62–73.
65. Randall Curren, ‘Cultivating the Intellectual and Moral Virtues’, in David Carr and Jan Steutel (eds.), Virtue Ethics and Moral Education (Routledge, 1999), pp. 67–81.
66. David Bakhurst, ‘Particularism and Moral Education’, Philosophical Explorations, 2005, 8, 3, 265–79.
67. Nel Noddings, ‘Moral Education in an Age of Globalization’, Educational Philosophy and Theory, 2010, 42, 4, 390–6.
68. Christopher Winch, ‘Learning the Virtues at Work’, Ethics and Education, 2010, 5, 2, 173–85.
69. Ian Munday, ‘Improvisation in the Disorders of Desire: Performativity, Passion and Moral Education’, Ethics and Education, 2010, 5, 3, 281–97.
70. Stefan Ramaekers, ‘Teaching to Lie and Obey: Nietzsche on Education’, Journal of Philosophy of Education, 2001, 35, 2, 255–68,
71. Joan Goodman, ‘School Discipline, Buy-in and Belief’, Ethics and Education, 2007, 2,1, 3–23.
72. Eamonn Callan, ‘When to Shut Students Up: Civility, Silencing, and Free Speech’, Theory and Research in Education, 2011, 9, 1, 3–22.
73. Andrew Davis, ‘Defending Religious Pluralism for Religious Education’, Ethics and Education, 2010, 5, 3, 189–202.
74. David Aldridge, ‘What is Religious Education All About? A Hermeneutic Reappraisal’, Journal of Beliefs & Values: Studies in Religion & Education, 2011, 32, 1, 33–45.
75. Paul Standish, ‘Registers of the Religious’, Ethics and Education, 2012, 7, 2, 185–97.
76. Anna Strhan, ‘"Bringing Me More Than I Contain …": Discourse, Subjectivity and the Scene of Teaching in Totality and Infinity’, Journal of Philosophy of Education, 2007, 41, 3, 411–30.
77. John White, ‘Should RE Be a Compulsory School Subject?’, British Journal of Religious Education, 2004, 26, 2, 151–64.
Volume IV
Part 6: Politics
78. Morwenna Griffiths, ‘Re-thinking the Relevance of Philosophy of Education for Educational Policy Making’, Educational Philosophy and Theory, 2014, 46, 5, 546–59.
79. Terence H. McLaughlin, ‘Philosophy and Educational Policy: Possibilities, Tensions and Tasks’, Journal of Education Policy, 2000, 15, 4, 441–57.
80. James C. Conroy, Robert A. Davis, and Penny Enslin, ‘Philosophy as a Basis for Policy and Practice: What Confidence Can We Have in Philosophical Analysis and Argument?’, Journal of Philosophy of Education, 2008, 42, 165–82.
81. Eamonn Callan, ‘Citizenship and Education’, Annual Review of Political Science, 2007, 7, 71–90.
82. Penny Enslin, ‘Democracy, Social Justice and Education: Feminist Strategies in a Globalising World’, Educational Philosophy and Theory, 2006, 38, 1, 157–67.
83. Michael Fielding, ‘Leadership, Personalisation and High Performance Schooling: Naming the New Totalitarianism’, School Leadership and Management, 2006, 26, 4, 347–69.
84. Morwenna Griffiths, ‘Why Joy in Education is an Issue for Socially Just Policies’, Journal of Education Policy, 2012, 27, 5, 655–70.
85. David T. Hansen, ‘Chasing Butterflies Without a Net: Interpreting Cosmopolitanism’, Studies in Philosophy and Education, 2010, 29, 2, 151–66.
86. Paul Smeyers and Y. Waghid, ‘Cosmopolitanism in Relation to the Self and the Other: From Michel Foucault to Stanley Cavell’, Educational Theory, 2010, 60, 4, 449–67.
87. Sharon Todd, ‘Ambiguities of Cosmopolitanism: Difference, Gender and the Right to Education’, in Klas Roth and Ilan Gur Ze’ev (eds.), Education in the Era of Globalization (Springer, 2007), pp. 67–84.
88. Howard Gibson, ‘The Teaching of Democracy: Challenging the Meaning of Participation, Discourse and Dissent in the English School Curriculum’, Citizenship, Social and Economics Education, 2009, 8, 1.
89. Meira Levinson, ‘Common Schools and Multicultural Education’, Journal of Philosophy of Education, 2007, 41, 4, 625–42.
90. Meira Levinson, ‘Minority Participation and Civic Education in Deliberative Democracies’, in D. Bell and A. De-Shalit (eds.), Forms of Justice: Critical Perspectives on David Miller’s Political Philosophy (Rowman & Littlefield, 2003), pp. 159–83.
91. Michael Fielding, ‘Education as if People Matter: John Macmurray, Community and the Struggle for Democracy’, Oxford Review of Education, 2012, 38, 6, 675–92.
92. Jan Masschelein and Maarten Simons, ‘From Active Citizenship to World Citizenship: A Proposal for a World University’, European Educational Research Journal, 2009, 8, 2, 236–48.
93. Claudia W. Ruitenberg, ‘Queer Politics in Schools: A Rancièrean Reading’, Educational Philosophy and Theory, 2010, 42, 5/6, 618–34.
94. Harvey Siegel, ‘Multiculturalism and the Possibility of Transcultural Educational and Philosophical Ideals’, Philosophy, 1999, 74, 387–409.
95. Judith Suissa, ‘The Space Now Possible: Anarchist Education as Utopian Hope’, in Laurence Davis and Ruth Kinna (eds.), Anarchism and Utopianism (Manchester University Press, 2009), pp. 241–59.
96. Michael Hand, ‘Should We Promote Patriotism in Schools?’, Political Studies, 2011, 59, 328–47.
97. Michael Hand, ‘What Should We Teach as Controversial? A Defense of the Epistemic Criterion’, Educational Theory, 2008, 58, 2, 213-228.
98. Patricia White, ‘Gratitude, Citizenship and Education’, Studies in Philosophy and Education, 1999, 18, 1, 43–52.
99. Patricia White, ‘Making Political Anger Possible: A Task for Civic Education’, Journal of Philosophy of Education, 2012, 46, 1, 1–13.
Volume V
Part 7: Topics and Issues
100. Michael Bonnett, ‘Sustainable Development, Environmental Education, and the Significance of Being in Place’, Curriculum Journal, 2013, 24, 2, 250–71.
101. Judith Suissa, ‘Untangling the Mother Knot’, Ethics and Education, 2006, 1, 1, 65–77.
102. Andy Stables, ‘Histories of Childhood: Footnotes to Aristotle?’, Childhood and the Philosophy of Education (Continuum, 2011), pp. 40–50.
103. Robert A. Davis, ‘Brilliance of a Fire: Innocence, Experience and the Theory of Childhood’, Journal of Philosophy of Education, 2011, 45, 2, 379–97.
104. Harry Brighouse, ‘Educating for Flourishing’, On Education (Routledge, 2006), pp. 42–61.
105. Eamonn Callan, ‘Autonomy, Child-rearing and Good Lives’, in David Archard and Colin Macleod (eds.), The Political and Moral Status of Children (Oxford University Press, 2002), pp. 118–41.
106. Ruth Cigman, ‘We Need to Talk About Well-being’, Research Papers in Education, 2012, 27, 4, 449–62.
107. Kristján Kristjánsson, ‘Positive Psychology and Positive Education: Old Wine in New Bottles?’, Educational Psychologist, 2012, 47, 2, 86–105.
108. Alistair Miller, ‘A Critique of Positive Psychology—Or "the New Science of Happiness"’, Journal of Philosophy of Education, 2008, 42, 3–4, 591–608.
109. Peter Roberts, ‘Happiness, Despair and Education’, Studies in Philosophy and Education, 2013, 32, 5, 463–75.
110. Terry Hyland, ‘Mindfulness, Therapy and Vocational Values: Exploring the Moral and Aesthetic Dimensions of Vocational Education and Training’, Journal of Vocational Education & Training, 2011, 63, 2, 129–41.
111. Avi Mintz, ‘Has Therapy Intruded Into Education?’, Journal of Philosophy of Education, 2009, 43, 4, 633–47.
112. James C. Conroy, ‘The Estranged Self: Recovering Some Grounds for Pluralism in Education’, Journal of Moral Education, 2009, 38, 2, 145–64.
113. Nicholas C. Burbules, ‘Rethinking the Virtual’, in Joel Weiss, Jason Nolan, and Peter Trifonas (eds.), The International Handbook of Virtual Learning Environments (Kluwer, 2005), pp. 3–24.
114. Nicholas C. Burbules, ‘Aporias, Webs, and Passages: Doubt as an Opportunity to Learn’, Curriculum Inquiry, 2000, 30, 2, 171–87.
115. Hubert L. Dreyfus, ‘Anonymity Versus Commitment: The Dangers of Education on the Internet’, Educational Philosophy and Theory, 2002, 34, 4, 369–78.
116. Hubert L. Dreyfus, ‘Disembodied Telepresence and the Remoteness of the Real’, On the Internet (Routledge, 2008), pp. 50–72.
117. Gemma Corradi Fiumara, ‘The Philosophical Problem of Benumbment’, The Other Side of Language: A Philosophy of Listening (Routledge, 1990), pp. 82–94.
118. Nicholas C. Burbules and Suzanne Rice, ‘On Pretending to Listen’, Teachers College Record, 2010, 112, 11, 2874–88.
119. Kristján Kristjánsson, ‘Parents and Children as Friends’, Journal of Social Philosophy, 2006, 37, 2, 250–65.
120. Stefan Collini, ‘The Character of the Humanities’, What Are Universities For? (Penguin, 2012), pp. 72–85.
121. Michael Peters, ‘Humanism, Derrida and the New Humanities’, in Gert Biesta and Denise Egéa-Kuehe (eds.), Derrida & Education (Routledge, 2001), pp. 209–31.
122. Marianna Papastephanou, ‘Education in the Age of God’s Death and Angelic Metaphoricity’, in Marianna Papastephanou, Torill Strand, and Anne Pirrie (eds.), Philosophy as a Lived Experience (Lit Verlag, 2014), pp. 289–305.
