Journal of Philosophy of Education
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Reading R. S. Peters Today
Analysis, Ethics, and the Aims of Education
by Various Authors
Part 21 of the Journal of Philosophy of Education series
Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education reassesses British philosopher Richard Stanley Peters' educational writings by examining them against the most recent developments in philosophy and practice.
• Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists
• Brings clarity to a number of key educational questions
• Exposes mainstream, orthodox arguments to sympathetic critical scrutiny
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The Good Life of Teaching
An Ethics of Professional Practice
by Chris Higgins
Part 22 of the Journal of Philosophy of Education series
“The Good Life of Teaching” extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development.
• Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics
• Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer
• Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way
• Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently
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Philosophy for Children in Transition
Problems and Prospects
by Various Authors
Part 24 of the Journal of Philosophy of Education series
Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today.
• The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today
• The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy
• Opens up discussion on the notion of the relationship between philosophy and the child
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Levinas, Subjectivity, Education
Towards an Ethics of Radical Responsibility
by Anna Strhan
Part of the Journal of Philosophy of Education series
Levinas, Subjectivity, Education explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility.
• Presents an original theoretical interpretation of Emmanuel Levinas that outlines the political significance of his work for contemporary debates on education
• Offers a clear analysis of Levinas's central philosophical concepts, including the place of religion in his work, demonstrating their relevance for educational theorists
• Examines Alain Badiou's critique of Levinas's work
• Considers the practical implications of Levinas' theories for concrete educational practices and frameworks
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Philosophical Perspectives on Teacher Education
by Various Authors
Part of the Journal of Philosophy of Education series
“Philosophical Perspectives on Teacher Education” presents a series of well-argued essays about the ethical considerations that should be addressed in teacher training and educational policies and practices.
• Brings together philosophical essays on an underserved yet urgent aspect of teacher education
• Explores the kinds of ethical considerations that should enter into discussions of a teacher's professional education
• Illuminates the knowledge and understanding that teachers need to sustain their careers and long-term sense of well being
• Represents an important resource to stimulate contemporary debates about what the future of teacher education should be
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Philosophy East / West
Exploring Intersections between Educational and Contemplative Practices
by Various Authors
Part of the Journal of Philosophy of Education series
Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions.
• Moves beyond simplistic explanations of "Eastern" and "Western" to explore the complexity and diversity of various wisdom traditions
• Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice
• Uses insights from important Western philosophers-including Heidegger, Levinas, and Foucault-to situate contemplative practice within contemporary educational theory
• Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education
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Education and Expertise
by Various Authors
Part of the Journal of Philosophy of Education series
The relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists.
• Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemology
• Illuminates what is involved in professional expertise and the implications of a sound understanding of professional expertise for professional education practice, curriculum design and assessment
• All contributions are philosophically grounded and reflect interdisciplinary advances in understanding expertise
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Re-Imagining Relationships in Education
Ethics, Politics and Practices
by Morwenna Griffiths
Part of the Journal of Philosophy of Education series
Re-Imagining Relationships in Education re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices.
• Introduces theories based on various philosophical approaches into the realm of student teacher relationships
• Opens up innovative ways to think about teaching and new kinds of questions that can be raised
• Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few
• Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, and the U.S.
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The Formation of Reason
by David Bakhurst
Part of the Journal of Philosophy of Education series
In The Formation of Reason, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind.
• Provides the first detailed examination of the relevance of John McDowell's work to the Philosophy of Education
• Draws on a wide-range of philosophical sources, including the work of 'analytic' philosophers Donald Davidson, Ian Hacking, Peter Strawson, David Wiggins, and Ludwig Wittgenstein
• Considers non-traditional ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky
• Discusses foundational philosophical ideas in a way that reveals their relevance to educational theory and practice.
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Educational Explanations
Philosophy in Empirical Educational Research
by Christopher Winch
Part of the Journal of Philosophy of Education series
EDUCATIONAL EXPLANATIONS
Educational Explanations is a comprehensive study of the main philosophical questions that confront empirical educational researchers. The book outlines the sense in which empirical educational research pursues truth and sets out and defends an account of its task as the offering of explanations for the many educational problems that claim our attention. The book goes on to look at the criteria for high quality research, the relationship between different methodological approaches and the scope and limits of intervention studies. At all stages detailed examples are presented to make the argument clearer. A distinctive feature of the book is the presentation of four detailed case studies, over four chapters, of influential educational research programmes that not only examine what they have achieved, but emphasise the conceptual issues that researchers are confronted with as they seek to provide explanations. The book goes on to examine the impact of empirical educational research on educational practice and on the practice of teachers in particular.
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Poetics of Alterity
Education, Art, Politics
by Soyoung Lee
Part of the Journal of Philosophy of Education series
POETICS OF ALTERITY
Education today is commonly oriented towards citizenship and skills for life, with aims of happiness and wellbeing. But this benign image harbours surreptitious forms of control, which ultimately undermine the goods it professes to safeguard and stifle education's very purpose. What release can there be from these constrictions? Release is to be found, as Soyoung Lee eloquently shows, by attending to elements of experience that seem to escape our grip, from challenging aspects of our moral lives to struggles over practicalities of curriculum content. The more robust, more outward-turning orientation she demonstrates emphasises engagement with subject-matter, with problems and forms of narrative, that defy pre-determined formulations and categories. This requires turning towards objects worthy of attention and towards people and their claims on us. The arts and the humanities have special importance as spaces where alterity presents and expresses itself. Lee's dialogue with Heidegger, Levinas, Derrida, and Celan shows how acknowledgement of the other must condition not only practices of teaching and learning but practicalities of our social and political lives. Attending to anxieties inherent in teaching and learning, in school and the wider world, the book's powerful rationale for the curriculum provides nothing less than a new grounding for the humanities.
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Interpreting Kant for Education
Dissolving Dualisms and Embodying Mind
by Sheila Webb
Part of the Journal of Philosophy of Education series
INTERPRETING KANT FOR EDUCATION
No thinker in the modern world has laid the way for the development of philosophy so influentially as Immanuel Kant, and it is hard to think of the philosophy of education without some sense of Kant in the background. Yet simplified exegeses and synoptic accounts abound, making for a 'Kantian' picture that readily succumbs to caricature. Interpreting Kant for Education exposes the errors in this picture. Through a spiralling series of arguments, Sheila Webb dismantles the sclerotic dualisms of fact and value, subject and object, and body and mind that have done so much to hamper appreciation of Kant and to harm education. This ground-breaking work in the philosophy of education allows a reappraisal of Kant; it plays its part in the reengagement with Kant in the wider analytic tradition and provides a secure footing for better research and practice in education.
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Education and the Growth of Knowledge
Perspectives from Social and Virtue Epistemology
by Various Authors
Part of the Journal of Philosophy of Education series
Education and the Growth of Knowledge is a collection of original contributions from a group of eminent philosophers and philosophers of education, who sketch the implications of advances in contemporary epistemology for education.
• New papers on education and social and virtue epistemology contributed by a range of eminent philosophers and philosophers of education
• Reconceives epistemology in the light of notions from social and virtue epistemology
• Demonstrates that a reconsideration of epistemology in the light of ideas from social and virtue epistemology will in turn re-invigorate the links between epistemology and education
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Education Policy
Philosophical Critique
by Various Authors
Part of the Journal of Philosophy of Education series
Education Policy sees 12 philosophers of education critique current and recent UK educational policies relating to higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'.
• Twelve philosophers of education subject elements of current and recent UK educational policy to critique
• Forthright and critical, the contributors are unafraid to challenge current orthodoxies
• Offers thought-provoking insights into modern education policy
• Wide-ranging topics cover higher education and faith-based education, assessment, the teaching of reading, vocational and civic education, teacher education, the influence of Europe and the idea of the 'Big Society'
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Citizenship for the Learning Society
Europe, Subjectivity, and Educational Research
by Naomi Hodgson
Part of the Journal of Philosophy of Education series
Within Citizenship for the Learning Society, the governance of the learning citizen is mapped in relation to European educational and cultural policy. Prevalent notions of voice and narrative-in policy and in educational research-are analysed in relation to Europe's history.
• The text is concerned with the way in which 'European citizenship' is understood in current policy, the way in which the term 'citizenship' operates, and how learning is central to this
• Analysis combines educational philosophy and theory with anthropological, sociological, and classic philosophical literature
• Draws on both Continental European (Foucault, Deleuze, Heidegger, Levinas) and American (Cavell, Emerson, Thoreau) philosophy
• Material is organised in two parts: Part One discusses the discourses and practices of citizenship in the European learning society, in both educational and cultural policy and educational research, from the perspective of governmentality; Part Two provides analysis of particular aspects of this discourse.
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The Ways We Think
From the Straits of Reason to the Possibilities of Thought
by Emma Williams
Part of the Journal of Philosophy of Education series
The Ways We Think critiques predominant approaches to the development of thinking in education and seeks to offer a new account of thought informed by phenomenology, post-structuralism and the 'ordinary language' philosophical traditions.
• Presents an original account of thinking for education and explores how this alternative conception of thought might be translated into the classroom
• Explores connections between phenomenology, post-structuralism and ordinary language philosophical traditions
• Examines the relevance of language in accounts of how we think
• Investigates the philosophical accounts of Gilbert Ryle, Martin Heidegger, John Austin and Jacques Derrida
• Draws upon experience of own teaching practice as philosopher-in-residence
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Teachers' Know-How
A Philosophical Investigation
by Christopher Winch
Part of the Journal of Philosophy of Education series
Teachers' Know-How: A Philosophical Investigation presents a comprehensive and up to date philosophical treatment of the kinds of knowledge and "know-how" that educators should possess.
• Offers an original and in-depth study of teachers' know-how which situates teaching within the spectrum of professions
• Critiques the currently fashionable craft conception of teaching and the view of teaching as protocol-driven which is currently influential in policymaking circles
• Utilizes epistemological debates on the nature of know-how to inform understanding of the work of teachers
• Features detailed examples including some drawn from the author's own long professional experience of a teacher in a wide range of different contexts.
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Wittgenstein and Education
On Not Sparing Others the Trouble of Thinking
by Various Authors
Part of the Journal of Philosophy of Education series
WITTGENSTEIN AND EDUCATION
Wittgenstein's later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum 'delivery'. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein's importance for education.
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Vygotsky
Philosophy and Education
by Jan Derry
Part of the Journal of Philosophy of Education series
Vygotsky Philosophy and Education reassesses the works of Russian psychologist Lev Vygotsky work by arguing that his central ideas about the nature of rationality and knowledge were informed by the philosophic tradition of Spinoza and Hegel.
• Presents a reassessment of the works of Lev Vygotsky in light of the tradition of Spinoza and Hegel informing his work
• Reveals Vygotsky's connection with the work of contemporary philosophers such as Brandom and McDowell
• Draws on discussions in contemporary philosophy to revise prominent readings of Vygotskian psychology and revisits educational debates where Vygotsky's ideas were central
• Reveals the limitations of appropriations of Vygotsky which fail to recognize the Hegelian provenance of his work
• Shows the relevance of Brandom's inferentialism for contemporary educational theory and practice
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