Bøger i Routledge International Studies in the Philosophy of Education serien

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.　

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at the economic reasons driving the mind-brain education movement. It gathers together an international bevy of leading philosophers of education to form an dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all those who have been influenced by his contributions to educational and philosophical debate.

Education has been widely criticised as being too narrowly focused on skills, capacities and the transference of knowledge that can be used in the workplace.As a result of the dominance of economic rationalism and neo-liberalism, it has become commodified and marketed to potential customers. As a consequence, students have become consumers of an educational product and education has become an industry. There is deep dissatisfaction with these neo-liberal developments. What is missing is any conception of education as a key factor in the `human formation¿ that will lead students to develop the virtues and values that they will need to not only lead successful lives, but also be responsible members of their communities ¿ working for the common good and acting to transform them into just societies.This volume draws together a number of different perspectives on what is meant by `human formation¿, argues for a much richer conception of education and addresses the lack of attention to human fulfilment. It also highlights the importance of philosophy in the articulation of novel ways of conceptualising education ¿ providing alternatives to the dominant neo-liberal and economic rationalist models. The central question with which the book is concerned is a renewed understanding of education as the formation of persons, of civil society and the role of philosophy in fostering that renewal.In this volume there are a variety of voices from diverse traditions and cultures. Both East and West are represented, and it might be expected that this would result in a divergence of opinion about the purpose of education. However, in spite of the diversity, there is some significant convergence in thinking about the ways in which education ought to serve the needs of both individuals and their communities. What is also particularly useful, and what is fresh about the essays presented here, is that there is also diversity in the philosophical approaches to the problem. This means that the convergence on the importance of `human formation¿ as the cornerstone of education does not rely on a rivileged philosophical method.

First Published in 2014. Routledge is an imprint of Taylor & Francis, an informa company.

The 1980s were an important decade for educational inquiry. It was the moment of the ¿linguistic turn,¿ with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge liberal thinking in favor of a scholarship based on class conflict and economic determinism.

Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all those who have been influenced by his contributions to educational and philosophical debate.

Based in sociologist Zygmunt Bauman¿s theory of liquid modernity, this volume describes and critiques key aspects and practices of liquid education--education as market-driven consumption, short life span of useful knowledge, overabundance of information--through a comparison with ancient Greek paideia and medieval university education, producing a sweeping analysis of the history and philosophy of education for the purpose of understanding higher education, positing a more holisitic alternative model in which students are embedded in a learning community that is itself embedded in a larger society. This volume outlines a renewed vision of social transformation through higher education.

Rather than having formed a global community, today¿s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and suggest some novel ways of dealing with them.

This volume explores the reception of John Dewey¿s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey¿s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.

This first book-length collection on Levinas and education gathers new texts written especially for this volume, providing an introduction to some of Levinas's major themes of ethics, justice, hope, hospitality, forgiveness, and more.

This book scrutinizes how social ¿ common sense ¿ knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication.

This volume examines the multiple connections between education, broadly defined, and work, through an analysis of the literature on the transition from school to work, on vocational training and on the labour market.

Offers a contribution to the understanding of Habermas' oeuvre as it applies to education. This book examines Habermas' contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

What should teachers and schools do about moral education? An international team of philosophers and educationalists examine some of the most fundamental questions in moral education, such as the nature of morality.

This book gives a comprehensive account of methods in philosophy of education, it also examines their application of education in the 'real world'. It will therefore be of interest to philosophers and educationalists alike.

This important book demonstrates how Derrida's work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

This collection by distinguished scholars drawn from every continent considers how educators have responded to a changing political environment.

Provides an introduction to some of Levinas' themes of ethics, justice, hope, hospitality, forgiveness, and more. This book addresses some fundamental educational issues including what it means to be a teacher and what it means to learn from a teacher.

Terrorism, ethnocentrism, religious tension, competition over limited resources, war - these are just a few of the problems and challenges that have emerged in global economy. In light of this, education faces some formidable challenges. This collection of essays explores these and related challenges, and suggests some ways of dealing with them.

Following Lyotard's death in 1998, this book provides a timely exploration of the recurrent theme of education in his work.

This book examines the subject of adult education with a holistic approach, covering topics such as education vs training, professional practice in adult and vocational education, and experience, self direction and reflection.

This book takes a major step in the philosophy of education by moving back past the Enlightenment to reinstate Artistotelian Virtue at the heart of moral education.

In the 1960s educational philosophers showed enormous interest in the nature of knowledge and the curriculum. This work responds to the need to reinstate conceptual problems of truth, knowledge and the curriculum on the agenda for debate.

International philosophers of education explore the diverse strands of the liberal tradition in education. Issues covered include social justice, national identity, curriculum, critical thinking and social practices.

This book is a major study of the nature, aims and context of vocational education at the beginning of the twenty-first century. It provides a comprehensive treatment of the relationship between the aims of economics and education.