The Oxford Handbook of Philosophy of Education

Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education--the first such cohort of outstanding general philosophers to do so (in English) in a generation.INTRODUCTION: PHILOSOPHY OF EDUCATION AND PHILOSOPHY, HARVEY SIEGEL ; AIMS OF EDUCATION ; 1. THE EPISTEMIC AIMS OF EDUCATION, EMILY ROBERTSON ; 2. MORAL AND POLITICAL AIMS OF EDUCATION, HARRY BRIGHOUSE ; 3. TAGORE, DEWEY, AND THE IMMINENT DEMISE OF LIBERAL EDUCATION, MARTHA NUSSBAUM ; THINKING, REASONING, TEACHING AND LEARNING ; 4. THINKING, REASONING, AND EDUCATION, RICHARD FELDMAN ; 5. WHY FALLIBILITY HAS NOT MATTERED AND HOW IT COULD, JONATHAN E. ADLER ; 6. INDOCTRINATION, EAMONN CALLAN AND DYLAN ARENA ; 7. EDUCATING FOR AUTHENTICITY: THE PARADOX OF MORAL EDUCATION REVISITED, STEFAAN E. CUYPERS ; 8. THE DEVELOPMENT OF RATIONALITY, DAVID MOSHMAN ; 9. PHILOSOPHY AND DEVELOPMENTAL PSYCHOLOGY: GETTING BEYOND THE DEFICIT CONCEPTION OF CHILDHOOD, GARETH B. MATTHEWS ; 10. SOCRATIC TEACHING AND SOCRATIC METHOD, THOMAS C. BRICKHOUSE AND NICHOLAS D. SMITH ; 11. EDUCATING THE PRACTICAL IMAGINATION: A PROLEGOMENA, AMELIE RORTY ; MORAL, VALUE, AND CHARACTER EDUCATION ; 12. CARING, EMPATHY, AND MORAL EDUCATION, MICHAEL SLOTE ; 13. KANTIAN MORAL MATURITY AND THE CULTIVATION OF CHARACTER, MARCIA C. BARON ; 14. THE PERSISTENCE OF MORAL SKEPTICISM AND THE LIMITS OF MORAL EDUCATION, ELIJAH MILLGRAM ; 15. VALUES EDUCATION, GRAHAM ODDIE ; KNOWLEDGE, CURRICULUM, AND EDUCATIONAL RESEARCH ; 16. CURRICULUM AND THE VALUE OF KNOWLEDGE, DAVID CARR ; 17. EDUCATION, DEMOCRACY, AND CAPITALISM, PHILIP KITCHER ; 18. ART AND EDUCATION, CATHERINE Z. ELGIN ; 19. SCIENCE EDUCATION, RELIGIOUS TOLERATION, AND LIBERAL NEUTRALITY TOWARD THE GOOD, ROBERT AUDI ; 20. CONSTRUCTIVISMS, SCIENTIFIC METHODS AND REFLECTIVE JUDGMENT IN SCIENCE EDUCATION, RICHARD E. GRANDY ; 21. EMPIRICAL EDUCATIONAL RESEARCH: CHARTING PHILOSOPHICAL DISAGREEMENTS IN AN UNDISCIPLINED FIELD, D. C. PHILLIPS ; SOCIAL/POLITICAL ISSUES ; 22. EDUCATING FOR INDIVIDUAL FREEDOM AND DEMOCRATIC CITIZENSHIP: IN UNITY AND DIVERSITY THERE IS STRENGTH, AMY GUTMANN ; 23. MAPPING MULTICULTURAL EDUCATION, MEIRA LEVINSON ; 24. PREJUDICE, LAWRENCE BLUM ; 25. EDUCATIONAL AUTHORITY AND THE INTERESTS OF CHILDREN, ROB REICH ; APPROACHES TO PHILOSOPHY OF EDUCATION AND PHILOSOPHY ; 26. PRAGMATIST PHILOSOPHY OF EDUCATION, RANDALL CURREN ; 27. FEMINIST PHILOSOPHY AND EDUCATION, NEL NODDINGS ; 28. POSTMODERNISM AND EDUCATION, NICHOLAS C. BURBULES