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
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
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.
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.
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. "
Providing a comprehensive introduction to the philosophy of higher education this book steps nimbly through the field, leading it into new areas and advancing an imaginative ecological realism. Each chapter takes the form of a short essay, tackling a particular topic such as values, knowledge, teaching, critical thinking and social justice. It also examines key issues including academic freedom, the digital university and the Anthropocene, and draws on classic as well as contemporary texts in the field. Composed of five parts, the book travels on a compelling journey: Part one identifies foundations of the field, distinguishing between the ideas of university and higher education, Part two examines key concepts, including research, culture, academic freedom and reason, Part three focuses on higher education as a set of educational practices and being a student, Part four is concerned with the university as an institution and includes the matters of leadership and the spirit of the university, Part five turns to the university in the world, and argues for an ecological perspective. Written in a lively and accessible style, and ideal for anyone coming to the field for the first time but also of interest to experienced scholars, this book offers sightings of new possibilities for higher education and the university.
John Dewey is considered not only as one of the founders of pragmatism, but also as an educational classic whose approaches to education and learning still exercise great influence on current discourses and practices internationally. In this book, the authors first provide an introduction to Dewey's educational theories that is founded on a broad and comprehensive reading of his philosophy as a whole. They discuss Dewey's path-breaking contributions by focusing on three important paradigm shifts – namely, the cultural, constructive, and communicative turns in twentieth-century educational thinking. Secondly, the authors recontexualize Dewey for a new generation who has come of age in a very different world than that in which Dewey lived and wrote by connecting his philosophy with six recent and influential discourses (Bauman, Foucault, Bourdieu, Derrida, Levinas, Rorty). These serve as models for other recontexualizations that readers might wish to carry out for themselves.
Solidly grounded in theory and research, but concise and practice-oriented, Adult Learning: Linking Theory and Practice is perfect for master’s-level students and practitioners alike. Sharan Merriam and Laura Bierema have infused each chapter with practical applications for instruction which will help readers personally relate to the material. The contents covers: Adult Learning in Today’s World Traditional Learning Theories Andragogy Self-Directed Learning Transformative Learning Experience and Learning Body and Spirit in Learning Motivation and Learning The Brain and Cognitive Functioning Adult Learning in the Digital Age Critical Thinking and Critical Perspectives Culture and Context Discussion questions and activities for reflection are included at the end of each chapter.
