A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising: Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE) Edited by Avi. I. Mintz Volume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550) Edited by Kevin H. Gary Volume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850) Edited by Tal Gilead Volume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914) Edited by Andrea R. English Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) Edited by Anna Pages Each volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

A History of Western Philosophy of Education is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising: Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE) Edited by Avi. I. Mintz Volume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550) Edited by Kevin H. Gary Volume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850) Edited by Tal Gilead Volume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914) Edited by Andrea R. English Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) Edited by Anna Pages Each volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

In this sequel to his internationally acclaimed classic, The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. Reimagining The Call to Teach brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. Book Features: Provides a fresh and inspiring account of teaching as a calling. Draws creatively on a wide-range of sources, including extensive testimony from teachers. Focuses on an ethical approach to working with teachers called "bearing witness." Highlights the important place of philosophy in being a teacher and a teacher educator. Uses an accessible and engaging style with rich examples throughout.

A Life in Classrooms examines the full range of Philip W. Jackson's groundbreaking scholarship and teaching. Its essays are authored by some of the outstanding educational thinkers of our time. They attest to the decisive impact Jackson's work continues to have on our understanding of education, and they exemplify, as does Jackson's own work, how such an understanding may draw nourishment from a variety of disciplinary perspectives.

In this sequel to his internationally acclaimed classic, The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary expectations in education. Reimagining The Call to Teach brings to life an ethical approach to teaching that is informed by an understanding of teaching's great purpose: to help the next generation forge a spirit of mutual care and concern while supporting each student's distinctive way of being in the world. Hansen juxtaposes testimony from public school educators with ideas and examples drawn from philosophy, teacher education, research on teaching, literature, and other arts. He demonstrates that, despite pressing structural challenges in the educational system, teachers can bring their calling to life by supporting one another and by engaging in philosophical inquiry and self-cultivation. Rendered with Hansen's customary eloquence, this dynamic book will be of interest to all who care about the dignity of teachers and teaching in our time. Book Features: Provides a fresh and inspiring account of teaching as a calling. Draws creatively on a wide-range of sources, including extensive testimony from teachers. Focuses on an ethical approach to working with teachers called "bearing witness." Highlights the important place of philosophy in being a teacher and a teacher educator. Uses an accessible and engaging style with rich examples throughout.

The Call to Teach has been used in teacher education and educational research courses the world over. This volume celebrates that landmark text and examines the far-reaching impact of David Hansen's teaching and scholarship. Essays by international educators and scholars explore his influence on our understanding of a whole host of important themes, including the moral dimensions of teaching, educational research, teacher education, and the philosophy of education. Contributing authors from eight countries consider the influence of Hansen's ideas from the vantage point of our contemporary educational scene, and from their own unique cultural perspectives. David Hansen and The Call to Teach continues the conversation about the meaning of teaching through the concept of vocation as initiated by Hansen in The Call to Teach and examines its potential to renew the practice of teaching within today's educational landscape.Book Features: The first book to consider the wide-ranging influence of David Hansen's scholarship. An international perspective with authors from the United States, China, The United Kingdom, India, Spain, Ireland, Canada, and Norway. A collective effort to retrieve and renew the language of vocation in teaching for the purpose of teacher renewal. An afterword by David T. Hansen.

The Call to Teach has been used in teacher education and educational research courses the world over. This volume celebrates that landmark text and examines the far-reaching impact of David Hansen's teaching and scholarship. Essays by international educators and scholars explore his influence on our understanding of a whole host of important themes, including the moral dimensions of teaching, educational research, teacher education, and the philosophy of education. Contributing authors from eight countries consider the influence of Hansen's ideas from the vantage point of our contemporary educational scene, and from their own unique cultural perspectives. David Hansen and The Call to Teach continues the conversation about the meaning of teaching through the concept of vocation as initiated by Hansen in The Call to Teach and examines its potential to renew the practice of teaching within today's educational landscape.Book Features: The first book to consider the wide-ranging influence of David Hansen's scholarship. An international perspective with authors from the United States, China, The United Kingdom, India, Spain, Ireland, Canada, and Norway. A collective effort to retrieve and renew the language of vocation in teaching for the purpose of teacher renewal. An afterword by David T. Hansen.

In The Call to Teach, author David Hansen employs the idea of teaching as a vocation or calling to analyze and interpret case studies drawn from fieldwork. Based on a 3-year study of the everyday working lives of four teachers in a large urban setting-two work in a public high school, one in a Catholic high school for boys, and one in an independent middle school-this book provides a wealth of detail and insight. Hansen combines his findings with sources outside the standard education literature to develop an original conception of the meaning of a "calling," one that is helpful in understanding both how and why these four teachers-and, by extension, others like them-are able to teach with conviction and success despite the difficulties and challenges presented by today's schools. This artful marriage of philosophical and qualitative analysis will appeal to scholars and practitioners alike. This book will serve as a supplemental text in graduate and undergraduate courses in teacher education, philosophy of education, foundations, curriculum theory, and qualitative research methods, and will be of particular interest to faculty and researchers in those fields and to all practitioners.

Although he is no longer widely known, John Dewey was a writer, lecturer and philosopher whose theories had a profound influence on public education in the first half of the 20th century, especially in the United States. During his distinguished academic career, which began in 1884 at the University of Michigan, Dewey was a strong promoter of what was called instrumentalism (related to the pragmatism of Charles Pierce and William James) and the radical reform of the public education system. His view held no room for eternal truth outside human experience, and he advocated an educational system with continued experimentation and vocational training to equip students to solve practical problems. In his career he also worked at the University of Minnesota, the University of Chicago and Columbia University, and lectured all over the world, including in China, Japan and Scotland. His works include Democracy and Education (1916), Art as Experience (1934) and a series of lectures collected as Experience and Nature (1925).