In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces â€“ extracts from books, key articles, salient research findings, major theoretical and practical contributions â€“ so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.
Thinking Philosophically about Education highlights several key writings from Richard Pringâ€™s international career in education, providing a historical perspective in relation to current debates about philosophy of education in the UK and internationally, drawing attention to issues of current concern.
The text explores key themes such as critical realism, teachers as researchers and a way forward for policy through carefully selected examples from Richard Pringâ€™s writings. A short introduction is provided for each chapter to help readers to understand the significance of what is presented and how this relates to other chapters in the book.
Comprehensible and articulate, this selection displays the knowledge and rigor that has made Richard Pring one of the worldâ€™s most respected and eminent scholars of the field of philosophy and education. Comprising Richard Pringâ€™s personal selection of what he considers to be his influential writing from book chapters and journal articles throughout his career, it will be of interest to all followers of his work and any reader interested in the development of philosophy and education in the UK and internationally.
Table of Contents
Introduction; Part I Philosophy of Education: meaning and importance; Chapter 1 â€˜From disguised nonsense to recognition of patent nonsenseâ€™: thinking philosophically about education.; Chapter 2 Am I a critical realist?; Chapter 3 Philosophy of education according to John Dewey.; Part II Aims of Education; Chapter 4 What counts as an educated person?; Chapter 5 Putting persons back into education.; Chapter 6 Traditional or child-centred learning â€“ a â€˜false dualismâ€™?; Chapter 7 Preparing for citizenship: relevance of John Dewey.; Chapter 8 When is a â€˜universityâ€™ not a â€˜universityâ€™? A changing concept.; Part III Teaching and Research; Chapter 9 Leadership: skilled manager or virtuous professional?; Chapter 10 Research into practice: action research and practitioner research.; Chapter 11 Teacher as researcher: relevance of John Deweyâ€™s pragmatism.; Part IV Context of Education; Chapter 12 Transformation of education: from public service to private gain.; Chapter 13 The common school
Richard Pring is Emeritus Professor of Education, and was formerly Director of Department of Educational Studies, University of Oxford, UK.