1st Edition

Philosophy of Education: Major Themes in the Analytic Tradition

    1712 Pages
    by Routledge

    In the last forty years philosophy of education has become established as a distinct area of philosophical study concerned within educational thought and practice. Twentieth century analytic philosophy prompted the emergence of a philosophy of education as a separate subject.

    The work collected here represents the major ideas and arguments which have come to characterise philosophy of education. This comprehensive set includes work from the perspectives of Marxism, phenomenology, feminist theory, critical theory and others. The individual volumes cover:

    * philosophy and education
    * education and human being
    * society and education
    * problems of educational content and practice.

    The featured articles map the most important writings within the analytic and intersecting traditions, and the set presents an influential and essential body of work for researchers in the philosophy of education, the field of educational studies and educationally-oriented policy studies.


    PART 1: Philosophy and philosophy of education

    1. Paul R. Hurst and R. S. Peters, Education and philosophy
    2. Abraham Edel, Analytic philosophy of education at the crossroads
    3. Peter Gilroy, The revolutions in English philosophy and philosophy of education
    4. R. K. Elliott, Richard Peters: a philosopher in the older style
    5. John Haldane, Metaphysics in the philosophy of education
    6. Colin V. Evers, Analytic and post-analytic philosophy of education: methodological reflections

    PART 2: Educational theory and practice

    7. Paul H. Hirst, Educational theory
    8. Jim Valker, Philosophy and the study of education: a critique of the common sense consensus
    9(i). Vilfred Carr, What is an educational practice?
    9(ii). Ruth Jonathan, What is an educational practice? A reply to Wilfred Carr
    9(iii). David E. Cooper, Practice, philosophy and history: Carr vs Jonathan
    10. Jonas F. Soltis, Perspectives on philosophy of education

    PART 3: Conceptions of education

    11(i). R.S. Peters, The justification of education
    11(ii). R.K. Elliott, Education and justification
    12(i). Paul H Hirst, Liberal education and the nature of knowledge
    12(ii). Jane Roland Martin, Needed: a new paradigm for liberal education
    13. Michael Oakeshott, Education: the engagement and its frustration
    14(i). Jane Roland Martin, The ideal of the educated person
    14(ii). Harvey Siegel, Genderized cognitive perspectives and the redefinition
    of philosophy of education
    15. John and Patricia Vhite, Education, liberalism and human good
    16. Michael Bonnett, Education in a destitute time
    17. Paul H. Hirst, Education, knowledge and practices


    Part 1: Education and autonomy

    1. R.S. Peters, Freedom and the development of the free man
    2. David E. Cooper, Authenticity, life and liberal education
    3. Eamonn Callan, Autonomy and alienation

    Part 2: Education and the development of mind

    4(i). R.K. Elliott, Education and human being
    4(ii). Paul H. Hirst, Education and human being: a response to R.K. Elliott
    5. R. K. Elliott, Objectivity and education
    6(i). D.V. Hamlyn, The concept of development
    6(ii). R. K. Elliott, The concept of development: a reply to D.W. Hamlyn

    Part 3: Intelligence, emotions, imagination and education

    7. John Vhite, Intelligence and the logic of the nature-nurture issue
    8(i). R. S. Peters, The education of the emotions
    8 (ii). John Vhite, The education of the emotions
    8(iii). Mary Varnock, The education of the emotions
    9. R.K. Elliott, Versions of creativity
    10. John Passmore, Cultivating imagination

    Part 4: Needs, interests, happiness and education

    11. R. F. Dearden, 'Needs' in education
    12. P. S. Vilson, Interests
    13. R.F. Dearden, Happiness and education


    Part 1: Democracy, pluralism and education

    1. James C. Valker, Education for democracy: the representation/participation dualism
    2. Amy Gutmann, Undemocratic education
    3. Villiam Galston, Civic education in the liberal state
    4. Eamonn Callan, Pluralism and civic education
    5. Kenneth A. Strike, On the construction of public speech: pluralism and public reason
    6. John Harris, A paradox of multicultural societies
    7. Richard Pratte, Cultural diversity and education
    8. Malcolm Jones, Education and racism
    9. Valter Feinberg, Education, work, and democratic identity

    Part 2: Justice, equality and education

    10. David E Cooper, Quality and equality in education
    11. Kenneth R. Hove, In defense of outcomes-based conceptions of equal educational opportunity
    12. Kenneth A. Strike, Fairness and ability grouping

    Part 3: Education, schooling and rights

    13. Graham Haydon, The right to education and compulsory schooling
    14. Joel Feinberg, The child's right to an open future
    15. Joseph Diorio, Rights, equality and the ethics of school policy

    Part 4: Society and schooling: radical challenges

    16. Kevin Harris, Peters on schooling
    17. Maryann Ayim and Barbara Houston, A conceptual analysis of sexism and sexist education
    18. Colin Vringe, Children into workers
    19. Penny Enslin, Education for nation-building: a feminist critique
    20. Henry A. Giroux, Marxism and schooling: the limits of radical discourse
    21. Landon E. Bayer and Daniel P. Liston, Discourse or moral action? A critique of postmodernism
    22. Vilfred Carr, Confronting the postmodernist challenge
    23. Terence H. Mclaughlin, Politics, markets and schools: the central issues


    Part 1: Controversial areas of educational content

    (1) Moral education
    1. Anthony O’ Hear, Moral education
    2. R. S. Peters, Reason and habit: the paradox of moral education
    3. Nel Hoddings, Caring
    4. Eamonn Callan, Finding a common voice
    5. Betty A. Sichel, Character, community and education
    6. Patricia Vhite, Friendship and education
    (2) Religious education
    7(i). Peter Gardner, Religious upbringing and the liberal ideal of religious autonomy
    7(ii). Terence H. Mclaughlin, Peter Gardner on religious upbringing and the liberal ideal of religious autonomy
    (3) The arts and education
    8. Bennett Reimer, What knowledge is of most worth in the arts?
    9. R. V. Hepburn, The arts and the education of feeling and emotion
    10. John Vhite, The arts, well-being and education
    (4) Critical thinking
    11(i). Harvey Siegel, McPeck, informal logic and the nature of critical thinking
    11(ii). John E. Mcpeck, Response to Harvey Siegel
    (5) Gender and education
    12. Lyn Yates, Is women's studies a legitimate school subject? An outline of an agenda for discussion
    13. Ann Diller and Barbara Houston, Women's physical education: a gender-sensitive perspective

    Part 2: Educational practices

    14. Israel Schfler, The concept of teaching
    15. R.F. Dearden, Instruction and learning by discovery
    16. David Bridges, Teaching by discussion
    17(i). Ivan Snook, Indoctrination and intentions
    17(ii). Henry Rosemount Jr., On the concept of indoctrination
    18(i). R. F. Dearden, Competition in education
    18(ii). Michael Fielding, Against competition: in praise of a malleable analysis and the subversiveness of philosophy
    19. Richard Smith, Punishment, discipline and the moral order
    20. Randall R. Curren, Coercion and the ethics of grading and testing
    21. Paul Hager, Is there a cogent philosophical argument against competency standards?

    Part 3: Controversial issues of curriculum development

    22. Robin Barroy, Curriculum design
    23. Robin Barroy, Educational psychology and timing in the curriculum
    24. Jane Roland Martin, What should we do with a hidden curriculum when we find one?
    25. Cleo H. Cherryholmes, Poststructuralism, pragmatism and curriculum

    '...indispensible for libraries...they present a judicious, well-balanced selection of major work in the field which cannot but remain a standard work across the first decades of our new century.' - Bulletin of the UK-Japan Education Forum