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Philosophy of education : major themes in the analytic tradition. Volume 1, Philosophy and education

Author: Patricia White; Paul Heywood Hirst
Publisher: London ; New York : Routledge, 1998.
Edition/Format:   eBook : Document : EnglishView all editions and formats
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This comprehensive work represents the major ideas and arguments which have come to characterise the philosophy of education and includes work from the perspectives of marxism, phenomenology,  Read more...

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Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Patricia White; Paul Heywood Hirst
ISBN: 0415129443 9780415129442 0415129451 9780415129459
OCLC Number: 70738592
Description: 1 online resource (xvi, 395 pages)
Contents: VOLUME I: PHILOSOPHY AND EDUCATIONPART 1: Philosophy and philosophy of education1. Paul R. Hurst and R. S. Peters, Education and philosophy2. Abraham Edel, Analytic philosophy of education at the crossroads3. Peter Gilroy, The revolutions in English philosophy and philosophy of education4. R. K. Elliott, Richard Peters: a philosopher in the older style5. John Haldane, Metaphysics in the philosophy of education6. Colin V. Evers, Analytic and post-analytic philosophy of education: methodological reflectionsPART 2: Educational theory and practice7. Paul H. Hirst, Educational theory8. Jim Valker, Philosophy and the study of education: a critique of the common sense consensus9(i). Vilfred Carr, What is an educational practice?9(ii). Ruth Jonathan, What is an educational practice? A reply to Wilfred Carr9(iii). David E. Cooper, Practice, philosophy and history: Carr vs Jonathan10. Jonas F. Soltis, Perspectives on philosophy of educationPART 3: Conceptions of education11(i). R.S. Peters, The justification of education11(ii). R.K. Elliott, Education and justification12(i). Paul H Hirst, Liberal education and the nature of knowledge12(ii). Jane Roland Martin, Needed: a new paradigm for liberal education13. Michael Oakeshott, Education: the engagement and its frustration14(i). Jane Roland Martin, The ideal of the educated person14(ii). Harvey Siegel, Genderized cognitive perspectives and the redefinitionof philosophy of education15. John and Patricia Vhite, Education, liberalism and human good16. Michael Bonnett, Education in a destitute time17. Paul H. Hirst, Education, knowledge and practicesVOLUME II: EDUCATION AND HUMAN BEINGPart 1: Education and autonomy1. R.S. Peters, Freedom and the development of the free man2. David E. Cooper, Authenticity, life and liberal education3. Eamonn Callan, Autonomy and alienationPart 2: Education and the development of mind4(i). R.K. Elliott, Education and human being4(ii). Paul H. Hirst, Education and human being: a response to R.K. Elliott5. R. K. Elliott, Objectivity and education6(i). D.V. Hamlyn, The concept of development6(ii). R. K. Elliott, The concept of development: a reply to D.W. HamlynPart 3: Intelligence, emotions, imagination and education7. John Vhite, Intelligence and the logic of the nature-nurture issue8(i). R. S. Peters, The education of the emotions8 (ii). John Vhite, The education of the emotions8(iii). Mary Varnock, The education of the emotions9. R.K. Elliott, Versions of creativity10. John Passmore, Cultivating imaginationPart 4: Needs, interests, happiness and education11. R. F. Dearden, 'Needs' in education12. P. S. Vilson, Interests13. R.F. Dearden, Happiness and educationVOLUME III: SOCIETY AND EDUCATIONPart 1: Democracy, pluralism and education1. James C. Valker, Education for democracy: the representation/participation dualism2. Amy Gutmann, Undemocratic education3. Villiam Galston, Civic education in the liberal state4. Eamonn Callan, Pluralism and civic education5. Kenneth A. Strike, On the construction of public speech: pluralism and public reason6. John Harris, A paradox of multicultural societies7. Richard Pratte, Cultural diversity and education8. Malcolm Jones, Education and racism9. Valter Feinberg, Education, work, and democratic identityPart 2: Justice, equality and education10. David E Cooper, Quality and equality in education11. Kenneth R. Hove, In defense of outcomes-based conceptions of equal educational opportunity12. Kenneth A. Strike, Fairness and ability groupingPart 3: Education, schooling and rights13. Graham Haydon, The right to education and compulsory schooling14. Joel Feinberg, The child's right to an open future15. Joseph Diorio, Rights, equality and the ethics of school policyPart 4: Society and schooling: radical challenges16. Kevin Harris, Peters on schooling17. Maryann Ayim and Barbara Houston, A conceptual analysis of sexism and sexist education18. Colin Vringe, Children into workers19. Penny Enslin, Education for nation-building: a feminist critique20. Henry A. Giroux, Marxism and schooling: the limits of radical discourse21. Landon E. Bayer and Daniel P. Liston, Discourse or moral action? A critique of postmodernism22. Vilfred Carr, Confronting the postmodernist challenge23. Terence H. Mclaughlin, Politics, markets and schools: the central issuesVolume IV: PROBLEMS OF EDUCATIONAL CONTENT AND PRACTICESPart 1: Controversial areas of educational content(1) Moral education1. Anthony O' Hear, Moral education2. R. S. Peters, Reason and habit: the paradox of moral education3. Nel Hoddings, Caring4. Eamonn Callan, Finding a common voice5. Betty A. Sichel, Character, community and education6. Patricia Vhite, Friendship and education(2) Religious education7(i). Peter Gardner, Religious upbringing and the liberal ideal of religious autonomy7(ii). Terence H. Mclaughlin, Peter Gardner on religious upbringing and the liberal ideal of religious autonomy(3) The arts and education8. Bennett Reimer, What knowledge is of most worth in the arts?9. R. V. Hepburn, The arts and the education of feeling and emotion10. John Vhite, The arts, well-being and education(4) Critical thinking11(i). Harvey Siegel, McPeck, informal logic and the nature of critical thinking11(ii). John E. Mcpeck, Response to Harvey Siegel(5) Gender and education12. Lyn Yates, Is women's studies a legitimate school subject? An outline of an agenda for discussion13. Ann Diller and Barbara Houston, Women's physical education: a gender-sensitive perspectivePart 2: Educational practices14. Israel Schfler, The concept of teaching15. R.F. Dearden, Instruction and learning by discovery16. David Bridges, Teaching by discussion17(i). Ivan Snook, Indoctrination and intentions17(ii). Henry Rosemount Jr., On the concept of indoctrination18(i). R. F. Dearden, Competition in education18(ii). Michael Fielding, Against competition: in praise of a malleable analysis and the subversiveness of philosophy19. Richard Smith, Punishment, discipline and the moral order20. Randall R. Curren, Coercion and the ethics of grading and testing21. Paul Hager, Is there a cogent philosophical argument against competency standards?Part 3: Controversial issues of curriculum development22. Robin Barroy, Curriculum design23. Robin Barroy, Educational psychology and timing in the curriculum24. Jane Roland Martin, What should we do with a hidden curriculum when we find one?25. Cleo H. Cherryholmes, Poststructuralism, pragmatism and curriculum
Responsibility: [edited by] Paul Hirst and Patricia White.

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