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What Do Philosophers of Education Do? by Claudia Ruitenberg Pdf
This volume of essays demonstrates and comments on philosophicalmethods in educational research. Offers a clear picture of what philosophers do when they studyeducation Brings together a series of essays from an international castof contributors from Canada, UK, Finland, and Cyprus Examines a range of new and established philosophical methodswhich can be used in educational research Demonstrates how philosophy of education can be understoodmethodologically Draws from both Continental and Analytical traditions Fills a gap in the research methods literature in education andthe social sciences
International Handbook of Philosophy of Education by Paul Smeyers Pdf
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
Philosophy of Education by William Hare,John P. Portelli Pdf
Revised and updated with 25 new essays, the fourth edition of this bestselling collection brings together more than 30 leaders in the field of educational theory. An engaging exploration of the ideas and trends shaping education in today's classrooms, Philosophy of Education includes topics on high-stakes testing, consumerism in education, and social justice issues in the classroom. How can we teach students moral values while avoiding indoctrination? How should a teacher deal with controversial issues in the classroom? What role should standards play in education, and who develops those standards? And why is the link between theory and practice in the classroom important in the first place? Philosophy of Education provides students, teachers, and administrators with a lively and accessible introduction to the central debates and issues in education today.
The Importance of Philosophy in Teacher Education by Andrew D. Colgan,Bruce Maxwell Pdf
The Importance of Philosophy in Teacher Education maps the gradual decline of philosophy as a central, integrated part of educational studies. Chapters consider how this decline has impacted teacher education and practice, offering new directions for the reintegration of philosophical thinking in teacher preparation and development. Touching on key points in history, this valuable collection of chapters accurately appraises the global decline of philosophy of education in teacher education programs and seeks to understand the external and endemic causes of changed attitudes towards a discipline which was once assigned such a central place in teacher education. Chapters illustrate how a grounding in the theoretical and ethical dimensions of teaching, learning, and education systems contribute in meaningful ways to being a good teacher, and trace the consequences of a decline in philosophy on individuals’ professional development and on the evolution of the teaching profession more broadly. With this in mind, the text focusses on the future of teacher education and considers how we can ensure that philosophy of education feeds into the excellence of teaching today. This book will be of great interest to graduate, postgraduate students as well as research scholars in the field of educational philosophy and history of education. In addition, it will be useful for those involved in teacher education, and in particular, course, module and program development.
Philosophical Perspectives on Teacher Education by Ruth Heilbronn,Lorraine Foreman-Peck Pdf
Philosophical Perspectives on Teacher Education presentsa series of well-argued essays about the ethical considerationsthat should be addressed in teacher training and educationalpolicies and practices. Brings together philosophical essays on an underserved yeturgent aspect of teacher education Explores the kinds of ethical considerations that should enterinto discussions of a teacher’s professional education Illuminates the knowledge and understanding that teachers needto sustain their careers and long-term sense of well being Represents an important resource to stimulate contemporarydebates about what the future of teacher education should be
Just because there are problems today in education doesn't mean that we're stuck. There is so much potential. We foresee a place where students not only acquire academic knowledge, but also learn how to be in the world. It can be a positive fear-free environment in which young people can learn to thrive in changing times-where students are given the ability to seek out new challenges and create new experiences and be encouraged to do so. In this school, educators teach creativity and critical thinking, while cultivating self-discipline, self-knowledge, and freedom. Young people can leave this American institution open-minded and knowing the joys of cooperation, with a love of curiosity and learning, and aware of the world and their place in it. They can be unintimidated, unfettered and flexible in the years ahead. Our educational philosophy is that all students want to learn and can be taught. This book is not an operational manual, full of research and detailed step-by-step guides. This is a philosophical look at what our schools are about, what they should be about, and the practical steps we can take to move it along. What drives our beliefs and structures our ideas about schools are our own experiences in them. We thought about many of those big questions: What is an ideal society? What is possible? What can be taught? What is innate? What is the ultimate goal of an individual? Of a society? We found inspiration in the philosophies of many great minds before us and we tried to place our understanding of their ideas within the context of the modern American school. We believe that to do fundamental change educators must examine their own motivations, ideals, and philosophy, as well as those of their school. Improving education will take more than finding little tricks for getting through the daily grind a little easier-it will require looking at what educators and students are grinding toward and why. We do not believe that our book is anything more than a voice. Although suggestions for school reform should certainly come from many sources including educational researchers, parents, community members, administrators, teachers, and all students, both successful and struggling, there should be more emphasis on ideas coming from our teachers and students. They are the ones in the trenches. They know most clearly what goes on in the classroom and how school affects the lives of our young people. We are not academics or researchers, just two friends, a retired educator with over forty years of teaching experience and his former student. We are over fifty years apart in age and come from different family backgrounds yet we both care deeply about education. Over the years, as we sat in restaurants over breakfast or in cafes over coffee, an inspired exchange occurred. We challenged each other on almost every aspect of our educational philosophy. We shared our own personal experiences as a teacher and a student and we reflected on what we liked and what could have been better. We inquired and listened, gave and took. We found so much to agree on. We found so much to be hopeful about. As teachers talk to each other and to their students about what is going on in our schools, we would love more students to take it upon themselves to share their beliefs about what makes a good education and a positive educational environment. By interacting and sharing, we can learn together. We hope that in reading about our values and beliefs, you will think more about your own and take action where your heart leads you. "
Philosophy and the Metaphysical Achievements of Education by Ryan McInerney Pdf
Tracing the deep connections between philosophy and education, Ryan McInerney argues that we must use philosophy to reflect on the significance of educational practice to all human endeavour. He uses a broad approach which takes in the relationships governing philosophy, education, and language, to reveal education's fundamental achievements and metaphysical significance. The realization of educational ideals and policies are read alongside growing skepticism regarding the theoretical and practical significance of philosophical thinking, and the emphasis on resource efficiency and measurable outcomes which characterise schooling today. It is from this context that McInerney defends the value inherent to the philosophy of education. Drawing upon contemporary continental and analytic thinkers including Nietzsche, Gadamer, and Wittgenstein, McInerney charts the role of education in shaping the child's metaphysical transformation through language acquisition. Connecting early years and primary school education, McInerney pinpoints rationality as the crucial factor which produces critical, thinking beings. He presents the pursuit of philosophically minded education as a rational pursuit which enables us to philosophise and educate others in turn, dispensing with the epistemological and conceptual foundationalisms of the past.
Principles and Pedagogies in Jewish Education by Barry Chazan Pdf
This book is aimed at Improving contemporary educational practice by rooting it in clear analytical thinking. The book utilizes the analytic approach to philosophy of education to elucidate the meaning of the terms: ‘education’; ‘moral education; ‘indoctrination?; ;’‘contemporary American Jewish education’’; ‘informal Jewish education?; ’‘the Israel experience’; and? Israel education?. The final chapter of the book presents an educator’s credo for 21st-century Jewish education and general education. Barry Chazan is Professor Emeritus of the Hebrew University of Jerusalem and Research Professor at the George Washington University Graduate School of Education and Human Development.
Philosophers on Education offers us the most comprehensive available history of philosopher's views and impacts on the directions of education. As Amelie Rorty explains, in describing a history of education, we are essentially describing and gaining the clearest understanding of the issues that presently concern and divide us. The essays in this stellar collection are written by some of the finest comtemporary philosophers. Those interested in history of philosophy, epistemology, moral psychology and education, and political theory will find Philosophers on Education to be both an engaging and fascinating read.
Philosophy in Education by Jana Mohr Lone,Michael D. Burroughs Pdf
Philosophy in Education: Questioning and Dialog in K-12 Classrooms is a textbook in the fields of pre-college philosophy and philosophy of education, intended for philosophers and philosophy students, K-12 classroom teachers, administrators and educators, policymakers, and pre-college practitioners of all kinds. The book offers a wealth of practical resources for use in elementary, middle school, and high school classrooms, as well as consideration of many of the broader educational, social, and political topics in the field, including the educational value of pre-college philosophy, the philosophies of education that inform this philosophical practice, and the relevance of pre-college philosophy for pressing issues in contemporary education (such as education reform, child development, and prejudice and privilege in classrooms). The book includes sections on: the expansion of philosophy beyond higher education to pre-college populations; the importance of wondering, questioning and reflection in K-12 education; the ways that philosophy is uniquely suited to help students cultivate critical reasoning and independent thinking capacities; how to develop classroom communities of philosophical inquiry and their potentially transformative impact on students; the cultivation of philosophical sensitivity and positive identity formation in childhood; strategies for recognizing and diminishing the impact of social inequalities in classrooms; and the relationship between introducing philosophy in schools and education reform.
Philosophy in Schools by Sara Goering,Nicholas J. Shudak,Thomas E. Wartenberg Pdf
All of us ponder the big and enduring human questions—Who am I? Am I free? What should I do? What is good? Is there justice? Is life meaningful?—but this kind of philosophical interrogation is rarely carefully explored or even taken seriously in most primary and secondary school settings. However, introducing philosophy to young people well before they get to college can help to develop and deepen critical and creative thinking, foster social and behavioral skills, and increase philosophical awareness. Philosophy in Schools: An Introduction Philosophers and Teachers is an invaluable resource for students and practitioners who wish to learn about the philosophy for children movement, and how to work its principles into their own classroom activities. The volume provides a wealth of practical information, including how to train educators to incorporate philosophy into their daily lessons, best practices and activity ideas for every grade level, and assessment strategies. With contributions from some of the best practitioners of philosophy for children, Philosophy in Schools is a must-have resource for students of philosophy and education alike.
Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.
Re-Imagining Relationships in Education by Morwenna Griffiths,Marit Honerød Hoveid,Sharon Todd,Christine Winter Pdf
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.
Educational Research: Material Culture and Its Representation by Paul Smeyers,Marc Depaepe Pdf
This collection discusses and illustrates how educational research is affected by the economic, institutional and physical contingencies of its time, and in our time even increasingly is driven by them. It is argued that the antidote to this is, however, not to aspire to ‘thought itself’, but instead to do justice to its own rootedness in the ‘material’, including textuality. From an historical point of view such an innovative approach can itself revamp the material scholarly culture and the way it is represented. The chapters address a variety of topics such as the cultural heritage of the school desk, the significance of images for research into long-term educational processes, the way iconic signs function, and how modes of enquiry relate to the materiality of education. Attention is also given to standards for reporting on educational research studies and how these limit the scope and communication and moreover shape researchers, to the forms of citation practices as substantially influencing methods and content, and to the centrality of conversation not just as the means to an end but as what matters; further to representational and to non-representational theories for educational research. Some examples are drawn from the area of arts-based educational research, from mathematics education, and from the discourse on universities.
