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Philosophy of Education - Thinking and Learning Through History and Practice (Hardcover, Prebound edition)
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Philosophy of Education - Thinking and Learning Through History and Practice (Hardcover, Prebound edition)
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Written for masters courses in which most students are already
practicing teachers, this book is based on three structural
principles. A grasp of the philosophy of education must deliver
some familiarity with the high points of its history; The most
general issues that a philosophy of education seeks to address
concern the questions why, how, by or for whom, about what, where,
and when education should be undertaken. The questions comprise the
goals, methods, content, stakeholders, occasions, and locations of
education. The philosophy of education is a normative enterprise
that seeks to identify and justify general principles on the basis
of which educational practitioners may answer such questions in
their own policies and practices. A reliable approach to the
philosophy of education has to be systematic. General educational
principles are necessarily related to ideas about other matters to
which individuals or whole societies subscribe. Specifically, they
are related to ideas about reality generally, knowledge, human
nature and experience, society, and the state. A systematic
philosophy of education examines basic educational questions and
principles in relation to these broader topics. The book is divided
into two parts. Part I is historically oriented, and it consists of
four chapters that introduce the reader to four of the most
influential figures in the history of philosophical thinking about
education: Plato, Jean-Jacques Rousseau, John Dewey, and Paolo
Freire. Each chapter deals with one of the figures, and more
specifically, with one text of each author: Plato's Republic,
Rousseau's Emile, Dewey's Democracy and Education, and Freire's
Pedagogy of the Oppressed. Education is the focus of each of these
books, and in each case its author explores the basic philosophical
questions related to education in a systematic way, which is to say
by relating the discussions of education to broader analyses of
reality, knowledge, philosophical anthropology, and socio-political
matters. Each chapter guides the reader through the text, with an
emphasis on the educational principles advanced and their relation
to more general philosophical issues. There are three advantages
for the reader having read these four chapters She will have a
sense of the details of four of the most important texts in the
history of Western philosophy of education; She will have a clearer
idea of what it means to do a systematic philosophy of education,
and what some of the historically available conceptual options are;
and She will be primed for the more direct approach to the relevant
issues in Part II. Part II is an undertaking in the systematic
philosophy of education that identifies and justifies general
conceptions of reality, knowledge, society, and the state, and
articulates educational principles that may be advanced in relation
to them. There are three chapters in Part II. The first, Chapter 5
of the book, identifies the general educational problems that we
would want a systematic philosophy of education to address. These
concern the issues of goals, content, method, stakeholders,
occasions, and locations, that the reader would have already
encountered in Part I. Chapter 6 proposes and justifies responses
to metaphysical and epistemological questions, and questions of
human experience generally, that may plausibly underlie educational
principles. It goes on to articulate the educational principles
that are consistent with the general philosophical conceptions that
have been proposed and for which some justification has been
offered. The underlying philosophical tradition from which this
analysis emerges is pragmatic naturalism, and so it has a certain
Deweyan flavor. Chapter 7 follows the same structure, but with a
focus on philosophical issues related to social and political
questions, and on the educational principles that they suggest, in
fact in some cases imply. The book's Conclusion provides a brief
overview and summary of the educational principles that seem most
consistent with the philosophical analyses of the preceding two
chapters. The point is not to offer the reader ideas with which she
should agree, since in the best philosophical thinking disagreement
is always possible. The point is to help the reader to understand
what it is to do the philosophy of education, and to provide a
model for her own thinking about basic educational questions. A
reader who completes the book will have achieved several
pedagogically and philosophically useful results: An exposure to
some of the more profound moments in the history of philosophical
thinking about education; The details of the systematic philosophy
of education of Plato, Rousseau, Dewey, Freire, and the author; The
analytic experience and background conceptual material that will
enable her to think carefully and reflectively about educational
principles, policies, and practices as they present themselves in
her educational activities.
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