Bøger i Philosophy and Education serien

There are several introductions to Foucault but they tend to be written from a particular theoretical position, or with a particular interest in Foucault's ideas and works. There is no substantial work in education on Foucault, apart from Ball (1990), which is an edited collection of papers by educationalists.

For two reasons, we are particularly proud to include Wolfgang Brezinka's Philosophy of Educational Knowledge in this series of books on Philosophy of Education. Knowledge of education has long beenoffered under names like"pedagogics", "pedagogy"or"educational theory".

Education seems to have lost its orientation in Western culture and is in disarray all over the globe in time of global transitions. This book attempts to address the challenge of globalization to education in the broadest sense of the concept of education.

There are several introductions to Foucault but they tend to be written from a particular theoretical position, or with a particular interest in Foucault's ideas and works. There is no substantial work in education on Foucault, apart from Ball (1990), which is an edited collection of papers by educationalists.

Discursive accounts of the body have been prominent recently. While acknowledging the usefulness of these, the author, drawing upon specific philosophers of the body and a wide range of other theorists, focuses attention on the experiencing body - which she refers to as 'creatural existence'.

This volume is unique in providing a comprehensive discussion of moral education in the light of a range of ethical theories. In a balanced, thoughtful and penetrating account, the author addresses important contemporary issues and controversies (morality and citizenship, family values, sexual morality).

Education seems to have lost its orientation in Western culture and is in disarray all over the globe in time of global transitions. This book attempts to address the challenge of globalization to education in the broadest sense of the concept of education.

For two reasons, we are particularly proud to include Wolfgang Brezinka's Philosophy of Educational Knowledge in this series of books on Philosophy of Education. Knowledge of education has long beenoffered under names like"pedagogics", "pedagogy"or"educational theory".

The measured and passionate essays in this volume bring to contemporary debates about educational research both a first-hand familiarity with the practices and arguments of the educational research community and a clear grasp of the ways in which philosophical sources and analysis can inform them.

happens, how it happens, and why it happens. One place - our place, needless to say - is with one limited but central concept in education, teaching. A long philosophical tradition concerned with the nature of teaching goes back (along with everything else) to Plato, divulging most recent ly in the work of such philosophers as B.

Having spent forty years teaching education and philosophy at Harvard, and publishing widely on these topics during this period, Israel Scheffler has now written a more personal book, looking at education through the prism of his own early experience, primarily of religious learning.

Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education.

Many books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area.

Philosophy of development is a fascinating area of research at the intersection of philosophy, psychology, and education.

In Jean PaulSartre's Nausea, Roquentin feels bound to listen to the sentimental ramblings about humanism and humanity by the Self Taught Man. And then he lists the radical humanist, the so called"left" humanist, and Communist Humanist, the Catholic humanist, all claiming a passion for their fellow men.

Many books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area.

Provides a historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. This book looks at the educational implications of the ideas discussed. It concentrates on the historical and intellectual background of the philosophers.

This book is unique in the sweep of issues it considers and the way it integrates them under one general philosophical perspective. Vital reading for philosophers of education, educational researchers and social science methodologists.