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).

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).

Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate? In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue--intelligence, friendship, and competence--and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy.

Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate? In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue--intelligence, friendship, and competence--and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy.

Steven Cahn belongs to that exclusive class of professors who have not only contributed influentially to the leading debates of their discipline, but have also written insightfully about the academic vocation itself. This volume comprises 13 essays, authored by Cahn's colleagues and former students, presented in his honor on the occasion of his 25th year as Professor of Philosophy at the City University of New York. The chapters focus on topics that have been central to Cahn's philosophical work, such as the teaching of Philosophy, the responsibilities of Philosophy professors, the nature of happiness, and the concept of the good life.

This 2002 volume corresponds to the Ethical Standards adopted in 1992 and superseded by the 2011 AERA Code of Ethics. This book, nevertheless, remains a useful resource of cases and commentaries regarding ethical principles and practices.