Böcker i Routledge International Studies in the Philosophy of Education-serien

What is the main problem of contemporary education? This book argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it.

This book explores the ways childhood and materiality are intertwined and assembled. It makes a scholarly contribution to current understanding of the complex relatedness of childhood and materiality.

Explains the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. This book is suitable for philosophers and advanced students working in free will, moral psychology, and the philosophy of education.

In discussing Durkheim's modern relevance, this book explores his desire to integrate practical and theoretical aspects of education, and his stress on the moral base of education and the importance of the social and society.

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.

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.

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.

This book addresses current concerns with the nature of human learning from a distinctive philosophical perspective and is important for all who have a professional interest in learning.

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.

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.

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.

Offers a philosophical account of the neglected tradition of anarchist thought on education. This analysis is based on a reconstruction of the educational thought of anarchist thinkers gleaned from their various ethical, philosophical, and popular writings. It is of interest to philosophers of education and educationalist thinkers.

This text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

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.

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.

Paying particular attention to the role of the teacher, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.

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.

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

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.

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.

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

Brings the writings of British philosopher, Isaiah Berlin to bear on the subject of multiculturalism in schools, that his work has been applied to matters of education. Tackling the often-contradictory issues surrounding liberal pluralism, this book poses serious questions for the education system in the US and in the UK.

Beauty is something we value instinctively. We find it in art and in nature, in words, images and ideas, seeking it through our senses and through our intellect, in others and in ourselves. This book seeks to re-awaken educators to the power of beauty as an educational concept, to its relevance for schools and the needs of students and teachers.

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.

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.

The workers based in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a 'performance' management model of accountability which encourages a rigid bureaucracy. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable.