This book features chapters on timely, emerging, and global issues,
such as campus speech, racial and linguistic justice in education,
climate education, neoliberalism in education, the future of higher
education, international educational testing, educational problems
of mass migration, and educational justice for working children
across the world It addresses fundamental questions of educational
theory and policy, such as the nature of educational justice, the
roles of evidence and values in educational decision-making, the
basis for prioritizing some educational aims over others, and
widely-discussed educational aims such as human flourishing and
global citizenship. The volume reflects important developments on
both the epistemic (knowledge-focused) and value-focused (ethical,
justice-related, and moral-developmental) wings of philosophy of
education, and the ways these come together in important problems
of civic life - especially, the polarization of public life and
breakdown of public (i.e., shared) knowledge, and questions about
how schools can do their jobs in a world in which controversy rages
over things that are often matters of strong scientific consensus.
In this regard, a particularly valuable aspect of the volume is its
attention to the educational and civic importance of both virtues
of mind (intellectual or epistemic virtues) and the ways in which
epistemic virtues and vices interact with disciplinary knowledge,
networks of epistemic trust and reliance, and the ways we teach.
Relevant chapters here include ones on Mind, Reason, and Knowledge;
Understanding as an Aim of Education; Cultivating Intellectual
Virtues; Intellectual Character Education; Free Speech and
Education; Democratic Education and the Controversy over
Controversial Issues; College Teaching, Indoctrination, and Trust;
and Climate, Science, and Sustainability Education. The volume
reflects the increasing importance of multidisciplinary approaches
in philosophy of education, and the relevance of many subfields of
philosophy to philosophical work on education. Multidisciplinary
approaches and developments in related subfields of philosophy
allow contemporary philosophy of education to address new and
important questions in compelling ways. This is evident throughout
the volume. The chapters are authored by some of most distinguished
philosophers writing on education today, and many of them also
bring to their topics deep experience in educational and policy
leadership. These authors include: Danielle Allen (a policy thought
leader and currently candidate for Governor of Massachusetts),
Harry Brighouse (who has done extensive education policy work),
Nancy Cartwright (the world's leading philosopher of science and an
international thought leader on the uses of social science in
public policy), Ann Cudd (Provost at the U of Pittsburgh), Daniel
Weinstock (one of Canada's leading public philosophers and
contributors to policy debates), Sigal Ben-Porath (who has been
consulted extensively by universities across the US when
controversies have erupted over free speech), and Yuli Tamir (a
former Minister of Education of Israel and university president).
General
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