This is an interpretive history of the field of educational philosophy--what it's been, where it is now, and what it ought to be. Implicit in Johnson's analysis is the belief that educational philosophy will not survive much longer.

'Here is a comprehensive view of leading theories and practices of multicultural education from scholars of various racial and ethnic groups. The perspectives of those often left out of scholarly debate are well represented in this book. Those perspectives offer significant insights into the ways in which dominant ideologies and classroom practices have functioned to serve only one segment of the American population.' ---Sandra M. Lawrence, Mount Holyoke College

This book explores the nature and purpose of outdoor, experiential and informal education and considers the ways in which this expanding field might exploit the opportunities it offers young people and adults to engage in reflective informal education. Bringing together a wide range of contributors, the book examines how the outdoors (rural and urban) offers the potential to create educational encounters that are rarely, if ever, available to those teaching within the confines of school classrooms or youth centres.

Offering a fresh perspective, the book advocates shifting the outdoor education agenda from that of skills to speculative, aesthetic and philosophical opportunities embodied within the outdoor experience. Divided into three parts it explores:

• The environmental and aesthetic values underpinning outdoor education
• The various landscapes through which the outdoor educational experience is facilitated
• The process of education in the outdoors including self-development, group work and dialogue.

Emphasises the importance of understanding what the variety of experiences mean to the participants, this will be valuable reading to those studying or working in the field of outdoor education.

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Drawing on a range of contexts influenced by the Promise Neighborhoods Program-a federal place-based initiative to improve educational outcomes for students in distressed urban and rural neighborhoods-this book outlines effective characteristics and elements for implementing supplementary education. Chapter authors demonstrate that the disparities in educational achievement between white and non-white students can only be addressed by a holistic approach that takes the communities in which schools are situated as its focal point. This edited collection distills the insights gained from the communities implementing such comprehensive education programs and provides the framework and models for reproducing such successes.

Drawing on participatory action research conducted with students, parents, families, and school staff in a Southwest community in the United States, this volume contests the interpretation of the achievement gap for students of Mexican descent in the American education system and highlights asset-based approaches that can facilitate students' academic success. By presenting the Asset-Based Bicultural Continuum Model (ABC) and demonstrating the applications in a variety of family, school, and community-based initiatives, this volume demonstrates how community and cultural wealth can be harnessed to increase educational opportunities for Latino students. The ABC model offers new strategies which capitalize on the bicultural and linguistic assets rooted in local communities and offers place-based strategies driven by communities themselves in order to be tailored to students' strengths. The text makes a significant contribution to understanding the social ecology of Latinx students' experiences and offers a new direction for effective and evidence-based academic and health programs across the United States. This book will be a valuable resource for researchers and academics with an interest in the sociology of education, multicultural education, urban education, and bilingual education. It will be of particular interest to those with a focus on Hispanic and Latino studies.

This book is a wake-up call for environmentalists who need to consider how current educational ideals and practices undermine efforts to create a more sustainable future. It is also a wake-up call for educators who continue to base their reform efforts on the primacy of the individual, while ignoring the fact that the individual is nested in culture, and culture is nested in (and thus dependent upon) natural ecosystems. Bowers argues that the modern way of understanding moral education, creativity, intelligence, and the role of direct experience in the learning process cannot be supported by evidence from such fields as anthropology, cultural linguistics, and the sociology of knowledge.

With a focus on lifelong learning, this book examines the shifts that UNESCO's educational concepts have undergone in reaction to historical pressures and dilemmas since the founding of the organization in 1945. The tensions between UNESCO's humanistic worldview and the pressures placed on the organization have forced UNESCO to depart from its utopian vision of lifelong learning, while still claiming continuity. Elfert interprets the history of lifelong learning in UNESCO as part of a much bigger story of a struggle of ideologies between a humanistic-emancipatory and an economistic-technocratic worldview. With a close study of UNESCO's two education flagship reports, the Faure and Delors reports, Elfert sheds light on the global impact of UNESCO's professed humanistic goals and its shifting influence on lifelong learning around the world.

With intensified threats to global security from international terrorism worldwide, education systems themselves face these same unprecedented security threats. Schools and universities have become marked loci of interest for the monitoring of extremism and counter-terrorism by security and intelligence agencies. The relationship between education systems and national security is nothing new though - it extends in surprising and unexpected ways into territory which is by turns open and covert, even secret. Acknowledging the genuine political and security concerns which have drawn educational systems ever closer to the intelligence community, this book shows how and why this has happened, and explains why the relationship between education and the security and intelligence communities extends beyond contemporary concerns with counter-terrorism. As the title of this book demonstrates, this is as much an intellectual challenge as a security struggle. Education, Security and Intelligence Studies thus critically engages with multi-disciplinary perspectives on a complex and contentious interface: between systems of often secret and covert national security and intelligence and open systems of national education. Delving into difficult to access and often closely guarded aspects of public life, the book provides the pathfinding groundwork and theoretical modelling for research into a complex of little explored institutional and epistemological interconnectedness between universities and the security and intelligence agencies. This book was originally published as a special issue of the British Journal of Educational Studies.

Disrupting assumptions and commonsensical ideologies of "service," Service Learning as a Political Act in Education presents a clear and systematic analysis that unveils the rampant contradictions within the service learning field. By providing a careful, critical bicultural examination of the field, this book questions the relentless insertion of service learning programs into working-class, bicultural communities. Through a decolonizing lens, this book offers a radical political confrontation of service learning ideologies and practices.

Synthesizing ideas from such disparate thinkers as educator Maria Montessori, philosophers John Dewey and Ayn Rand, and Austrian economist Ludwig von Mises, Montessori, Dewey, and Capitalism presents a philosophy of education-the theory of concentrated attention and independent judgment-that requires laissez-faire capitalism for its full realization. It is not an argument, except indirectly, for the separation of education and state nor is it a critique of present and past state-run schooling. It is an argument for the abolition of coercion in all areas of life. What is the ideal education system? asks the author. One that rejects the premise of obedience to authority. Not just in teaching, but also in parenting and in all social relations. Just as an ideal social system would allow citizens to pursue their values without interruption or control from an outside authority, namely the state, so also the ideal education system should allow children and students to concentrate without interruption on the learning tasks that interest them. The adult guides and nurtures the young, neither coercing nor neglecting them, to develop the confidence and independence required for an adult life in a capitalist society.

In an era when most colleges and universities have become vocational schools, their improvement measured in terms of cost reduction or instructional efficiency, the essential values of higher education are too often overlooked. Students are being filled with knowledge, but are not learning how to use it wisely, nor even understanding that it's important to do so.

According to philosopher and educator George Allan, what is most important about a college education is not what students are taught but whether they learn the moral practices that determine how they may best conduct their lives and how they can become responsible individuals-practices that cannot be taught but can only be learned in an environment that encourages imaginative play and open-ended dialogue. The most important thing colleges can offer young people, claims Allan, is a place to converse: to learn the skills of cultured intercourse and not just a trade.

Allan argues that the current goal-orientation of America's colleges and universities has undermined the very nature of higher education. He shows that while colleges historically may have been based on a religious sense of mission or on the Enlightenment's commitment to rational inquiry, today's universities have become resource centers organized to serve the needs of a diverse customer base of students. In its commitment to giving students what they want, this model of higher education not only neglects the broadening and deepening of minds, it encourages students to recognize the validity of numerous points of view without ever learning to interact creatively with them.

Writing with the same inventive openness he encourages for our colleges, Allan explores the essential nature of education and seeks to refocus the debate concerning its future. "Rethinking College Education" engages readers in fundamental issues rarely broached by the current educational literature, and it challenges American colleges and universities to reconsider their priorities before they lose completely the spirit and style that have been the sources of their importance to the nation.

Like a particularly heartfelt letter to the reader, William Pinar's Autobiography, Politics and Sexuality: Essays in Curriculum Theory 1972-1992 asserts the viability of autobiography as a tool of study in the area of curriculum and instruction. As an alternative to the sterile bureaucratic style of curriculum studies that dominated the field at one time, William Pinar has reconceptualized curriculum studies in a more organic, flexible and exciting way which honors the immediacy and complexity of students, teachers and their relationships by taking into account their lives as they live them. Autobiography, Politics and Sexuality: Essays in Curriculum Theory 1972-1992 is a classic in the field of education studies.

This edited collection brings together a robust range of philosophers who offer theoretically and critically informed proposals regarding the aims, policies, and structures of the university. The collection fills a major gap in the landscape of higher education theory and practice while concurrently reviving a long and often forgotten discourse within the discipline of philosophy. It includes philosophers from across the globe representing disparate philosophical schools, as well as various career stages, statuses, and standpoints within the university. There is also a diversity in method, approach and style, which varies from personal narratives and case studies, to philosophical genealogies, to traditional philosophical essays, and to systematic theories. The collection can serve as a theoretical resource for critically minded administrators and faculty who wish to analyze and change policies and structures at their home institutions. It will introduce them to a wide range of possible educational imaginaries, as well as provide them with productive suggestions for pragmatic change on campuses.

The work of the Kyoto School represents one of the few streams of philosophy that originate in Japan. Following the cultural renaissance of the Meiji Restoration after Japan's period of closure to the outside world (1600-1868), this distinctly Japanese thought found expression especially in the work of Kitaro Nishida, Keiji Nishitani and Hajime Tanabe. Above all this is a philosophy of experience, of human becoming, and of transformation. In pursuit of these themes it brings an inheritance of Western philosophy that encompasses William James, Hume, Kant and Husserl, as well as the psychology of Wilhelm Wundt, into conjunction with Eastern thought and practice. Yet the legacy and continuing reception of the Kyoto School have not been easy, in part because of the coincidence of its prominence with the rise of Japanese fascism. In light of this, then, the School's ongoing relationship to the thought of Heidegger has an added salience. And yet this remains a rich philosophical line of thought with remarkable salience for educational practice.

The present collection focuses on the Kyoto School in three unique ways. First, it concentrates on the School's distinctive account of human becoming. Second, it examines the way that, in the work of its principal exponents, diverse traditions of thought in philosophy and education are encountered and fused. Third, and with a broader canvas, it considers why the rich implications of the Kyoto School for for philosophy and education have not been more widely appreciated, and it seeks to remedy this.

The first part of the book introduces the historical and philosophical background of the Kyoto School, illustrating its importance especially for aesthetic education, while the second part looks beyond this to explore the convergence of relevant streams of philosophy, East and West, ranging from the Noh play and Buddhist practices to American transcendentalism and post-structuralism.

This vital, sensitive guide explains the serious issues children face online and how they are impacted by them on a developmental, neurological, social, mental health and wellbeing level. Covering technologies used by children aged two through to adulthood, it offers parents and professionals clear, evidence-based information about online harms and their effects and what they can do to support their child should they see, hear or bear witness to these events online. Catherine Knibbs, specialist advisor in the field, explains the issues involved when using online platforms and devices in family, social and educational settings. Examined in as non-traumatising a way as possible, the book covers key topics including cyberbullying; cyberstalking; pornography; online grooming; sexting; live streaming; vigilantism; suicide and self-harm; trolling and e-harassment; bantz, doxing and social media hacking; dares, trends and life-threatening activities; information and misinformation; and psychological games. It also explores the complex overlap of offline and online worlds in children and young people’s lives. Offering guidance and proactive and reactive strategies based in neuroscience and child development, it reveals how e-safety is not one size fits all and must consider individual children’s and families’ vulnerabilities. Online Harms and Cybertrauma will equip professionals and parents with the knowledge to support their work and direct conversations about the online harms that children and young people face. It is essential reading for those training and working with children in psychological, educational and social work contexts, as well as parents, policy makers and those involved in development of online technologies.

Providing a comprehensive history of the City University of New York, this book chronicles the evolution of the country's largest urban university from its inception in 1961 through the tumultuous events and policies that have shaped it character and community over the past fifty years. On April 11, 1961, New York State Governor Nelson Rockefeller signed the law creating the City University of New York (CUNY). This legislation consolidated the operations of seven municipal colleges-four senior colleges (Brooklyn College, City College, Hunter College and Queens College) and three community colleges (Bronx Community College, Queensborough Community College, and Staten Island Community College)-under a common Board of Higher Education. Enrolling at the time approximately 91,000 students, CUNY would evolve over the next fifty years into the largest urban university in the country, serving more than 500,000 students. Reflecting on its uniqueness and broader place in U.S. higher education, Picciano and Jordan examine in depth the development of the CUNY system and all of its constituent colleges, with emphasis on its rapid expansion in the 1960s, and the end of its free tuition in the 1970s, and open admissions policies in the 1990s. While much of CUNY's history is marked by twists and turns unique to its locale, many of the issues and experiences at CUNY over the past fifty years shed light on the larger nationwide developments in higher education.

Highlighting an arts-based inquiry process that involves contemplation, mindful awareness, and artful writing, this book explores women's difficult experiences in teaching. It weaves a strong autobiographical thread with artifacts from several research projects with female teachers. By linking innovative approaches to research that involve visual images and poetic writing with feminist poststructuralist theories and Buddhist-inspired practices, Walsh offers new understandings about what it means to be critical in research and teaching-and also what transformation, both social and personal, might entail.

In this book, Bergeron demonstrates the negative emotional and pedagogical repercussions that result from American educators' embrace of self-esteem and the dogma surrounding its acceptance. Critically interpreting the meaning of self-esteem in education, he challenges "common sense" assumptions surrounding this notion and questions the historical, political, philosophical, and pedagogical forces that have shaped this psychological construct in education. Interrogating the pedagogical practices linked to student empowerment, self-determination, and social agency in the classroom, Bergeron discusses the ways in which the promise of self-esteem has backfired, particularly for marginalized and impoverished students.

Educational Leadership brings together innovative perspectives on the crucial role of theory and theorising in educational leadership at a time when the multiple pressures of marketisation, competition and system fragmentation dominate the educational landscape. This original and highly thought-provoking edited collection is a much-needed counterbalance to the anti-theoretical trends that have underpinned recent education reforms. Contributors employ a range of theories in original and innovate ways in order to reveal the lived experiences of what it means to be an educational leader at a time of rapid modernisation, where the conceptual terrain of 'modern' has been appropriated by corporate and private interests, where notions of 'public' are not only hidden, but also derided, and where school leaders must meet the conflicting demands of competing accountabilities. Drawing on research projects conducted in the UK, Educational Leadership presents convincing evidence that the need to consider theory crosses national borders, and the authors discuss changes to professional identities and practices that researchers around the world will recognise. This detailed and insightful work will appeal to academics, researchers and postgraduate students in the fields of education and sociology, as well as those with an interest in organisational and political theory. The topical subject matter also makes the book of relevance to practitioners and policy-makers in education and the public services more generally.

Clergy have historically been represented as figures of authority, wielding great influence over our society. During certain periods of American history, members of the clergy were nearly ever-present in public life. But men and women of the clergy are not born that way, they are made. And therefore, the matter of their education is a question of fundamental public importance. In Clergy Education in America, Larry Golemon shows not only how our conception of professionalism in religious life has changed over time, but also how the education of religious leaders have influenced American culture. Tracing the history of clergy education in America from the Early Republic through the first decades of the twentieth century, Golemon tracks how the clergy has become increasingly diversified in terms of race, gender, and class in part because of this engagement with public life. At the same time, he demonstrates that as theological education became increasingly intertwined with academia the clergy's sphere of influence shrank significantly, marking a turn away from public life and a decline in their cultural influence. Clergy Education in America offers a sweeping look at an oft-overlooked but critically important aspect of American public life.

Reissuing works originally published between 1976 and 1997, this collection draws together research and practical guidance on schooling in a multicultural environment. Some of the books explore the issues of education for immigrants; others offer case study insights of the experience of bilingual and ethnic minority pupils; others present solutions for teaching in multiracial schools and for children's multicultural understanding. This is an excellent resource for teachers and those studying education.

In this book, the authors explore the apparent decline in youth civic engagement through research studies conducted in seven societies/nations with varied experiences with democracy. This work is framed within a youth civic engagement model. Each subsequent chapter presents the findings for each nation, along with contextual and historical discussions of citizenship education. This book explores the findings in Canada, England, Hong Kong, India, Italy, Japan, and Mexico.