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  1. Alfred Adler (1958). The Education of the Individual. New York, Greenwood Press.
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  2. Mithu Alur (2001). Some Cultural and Moral Implications of Inclusive Education in India—a Personal View. Journal of Moral Education 30 (3):287-292.
    This article provides a personal viewpoint on and outline of the author's contribution to learning disability in India. It refers to her doctoral research on policy and the status of people with disability in India. It puts forth the view that although India addresses diversity in many ways it tends to exclude people with disability from national programmes. It argues that inclusive education should be context- and culture-specific and that inclusive programmes can develop, albeit incrementally, despite the fact that systemic (...)
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  3. Atalay Mesfin Aneteneh (2014). Student’s Classroom Participation in English Language Teaching: The Case of Gozamen General Secondary School in Grade 10-A. SOCRATES 2 (JUNE 2014):204-217.
    Student’s classroom participation in English language teaching: The case of Gozamen General Secondary School in Grade 10-A -/- Author / Authors : Atalay Mesfin Aneteneh Page no. 204-217 Discipline : Education Script/language : Roman/ English Category : Research paper/Action research Keywords: English, Teaching Elementary, Training, Action research.
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  4. J. B. Annand (ed.) (1977). Education for Self-Discovery. Hodder and Stoughton.
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  5. Eric Anthamatten (2012). The Hands and Feet of the Child: Towards a Philosophy of Habilitation. Education and Culture 28 (2):26-35.
    "The problem with you, Dewey, is that you think philosophy is done with the hands rather than with the eyes.""Thank you for the compliment."1A child's curious hand: like the budding of a plant seeking nourishment from sun and soil, the hand expresses into the world so that it may give, receive, and reproduce itself: the newborn grasping for mama's breast or papa's nose, instinctually squeezing a finger that may be placed in its palm; the toddler negotiating the traumatic development of (...)
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  6. Jussi Backman (2012). Bildung und Bildmetaphysik: Eine Heideggersche Kritik des Bildungsbegriffes. In Hanna-Barbara Gerl-Falkovitz, René Kaufmann & Hans Rainer Sepp (eds.), Die Bildung Europas: Eine Topographie des Möglichen im Horizont der Freiheit. Thelem 175-191.
    Dieser Aufsatz erörtert Heideggers Auffassung vom ‚metaphysischen‘ Charakter des abendländischen Humanismus mittels einer Hervorhebung einiger Grundzüge der Geschichte des philosophischen Bildungsbegriffes. Nach Heidegger sind die Bildungsideale der europäischen Humanismen von den metaphysischen Grundauffassungen vom idealen Sein des Seienden bestimmt. Außerdem ist für Heidegger der Bildungsbegriff mit der Tradition der Bildmetaphysik – sowohl mit der platonisch-christlichen Vorstellung des Menschen als Abbild eines göttlichen Vorbilds als auch mit der neuzeitlich-subjektivistischen ‚Eroberung der Welt als Bild‘ – verbunden. Schließlich wird die Möglichkeit eines Heideggerschen (...)
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  7. Oleg Bazaluk (ed.) (2013). The future human image: Whom and How to educate in younger generation.Book 3. ISPC.
    В третьем томе коллективной монографии рассматриваются особенности образовательных систем России и Украины, а также перспективы их развития. Авторы анализируют возможности космического образования, роль материн- ства, семьи и школы в образовательном процессе, проблему самоидентифика- ции нации, ценностные ориентиры, идеал образованности, перспективы раз- дельного образования и воспитания. В монографии представлены исследования академических ученых, преподавателей университетов и школ, аспирантов, студентов из России, Украины, Грузии и Азербайджана, акцентируется внима- ние на формировании образа человека будущего, на повышении эффективности педагогического воздействия. Монография предназначена для студентов, аспирантов (...)
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  8. Oleg Bazaluk (2012). The future human image: Whom and How to educate in younger generation.Book 2. ISPC.
    В период с 1 ноября 2010 г. по 1 октября 2011 г. Международное философско-космологическое общество (МФКО), Национальный пе- дагогический университет имени М. П. Драгоманова (Украина), Пере- яслав‑Хмельницкий государственный педагогический университет имени Г. С. Сковороды (Украина), провели Вторую международную научно-практическую интернет-конференцию: «Образ человека буду- щего: Кого и Как воспитывать в подрастающих поколениях».
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  9. Oleg Bazaluk (ed.) (2011). The future human image: Whom and How to educate in younger generation.Book 1. ISPC.
    В коллективной монографии рассматривается состояние системы образова-ния главным образом в России и Украине к концу первого десятилетия XXI сто-летия. Поднимается целый пласт проблем, связанный с непрерывным развитием общества и техносферы, а также ролью в этом процессе семьи, педагогов («хо-рошего учителя» в терминологии В. Сухомлинского) и соответствующих госу-дарственных институтов, предлагаются пути их решения. В монографии анали-зируются перспективы развития системы образования, акцентируется внимание на формировании нового типа личности – планетарно-космической, как некоего конечного идеального образа воспитательного воздействия на подрастающие поколения – образа человека (...)
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  10. Oleg Bazaluk & Tamara Blazhevich (2012). COSMIC EDUCATION: FORMATION OF A PLANETARY AND COSMIC PERSONALITY. Philosophy and Cosmology 1 (10):147-160.
    The major stages of development of cosmic pedagogy have been researched. Based on the achievements of the modern neurosciences as well as of psychology, cosmology, and philosophy, the authors provide their reasoning for the cosmic education and its outlooks for the educational systems of the world. Through the studies of how important human mind is for the Earth and the cosmos and by researching the evolution of human mind within the structure of the Universe, the authors create a more advanced (...)
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  11. Timothy J. Bergen & Han-Fu Mi (2003). Ortega y Gasset: Education as Responsibility. Journal of Thought 38 (1):7-17.
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  12. Ralph Borsodi (1963). The Education of the Whole Man. Vallabh Vidyanagar, India, S.V. Vidyapeeth.
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  13. Ingo Brigandt (2016). Why the Difference Between Explanation and Argument Matters to Science Education. Science and Education 25:251-275.
    Contributing to the recent debate on whether or not explanations ought to be differentiated from arguments, this article argues that the distinction matters to science education. I articulate the distinction in terms of explanations and arguments having to meet different standards of adequacy. Standards of explanatory adequacy are important because they correspond to what counts as a good explanation in a science classroom, whereas a focus on evidence-based argumentation can obscure such standards of what makes an explanation explanatory. I provide (...)
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  14. Tyrrell Burgess (1981). Democratic Socialism and Education. In Anthony Crosland, David Lipsey & R. L. Leonard (eds.), The Socialist Agenda: Crosland's Legacy. Cape
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  15. H. G. Callaway (1996). Education and the Unity of the Person. Journal of Value Inquiry 30 (June):43-50.
    The deeper meaning of education, says Dewey in his Human Nature and Conduct (1922), which distinguishes the justly honored profession from that of mere trainer, is that a future new society of changed purposes and desires may be created by a deliberately humane treatment of the impulses of youth (p. 69). For Dewey, a truly humane education consists in an intelligent direction of native activities in the light of the possibilities and necessities of the social situation (p. 70). Student impulse (...)
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  16. J. Adam Carter & Ben Kotzee (forthcoming). Epistemology of Education. Oxford Bibliographies Online.
  17. Rosemary Chamberlin (1989). Free Children and Democratic Schools: A Philosophical Study of Liberty and Education. Falmer Press.
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  18. Subhasis Chattopadhyay (2015). Review of Manifesting Inherent Perfection. [REVIEW] Vedanta Kesari:442-3.
    This review makes a case for holistic education and calls for revamping Indian education, using the pedagogical methods available in this book.
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  19. Michael Cholbi (2014). Anti-Conservative Bias in Education is Real — but Not Unjust. Social Philosophy and Policy 31 (1):176-203.
    Conservatives commonly claim that systems of formal education are biased against conservative ideology. I argue that this claim is incorrect, but not because there is no bias against conservatives in formal education. A wide swath of psychological evidence linking personality and ideology indicates that conservatives and liberals differ in their learning orientations, that is, in the values, motivations, and beliefs they bring to learning tasks. These differences in operative epistemologies explain many demographic phenomena relating educational achievement and political ideology. Systems (...)
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  20. Michael Cholbi (2007). Intentional Learning as a Model for Philosophical Pedagogy. Teaching Philosophy 30 (1):35-58.
    The achievement of intentional learning is a powerful paradigm for the objectives and methods of the teaching of philosophy. This paradigm sees the objectives and methods of such teaching as based not simply on the mastery of content, but as rooted in attempts to shape the various affective and cognitive factors that influence students’ learning efforts. The goal of such pedagogy is to foster an intentional learning orientation, one characterized by self-awareness, active monitoring of the learning process, and a desire (...)
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  21. Michael Cholbi & Jaime Ahlberg (forthcoming). Procreation, Parenthood, and Educational Rights Ethical and Philosophical Issues. Routledge.
    Table of Contents -/- Introduction -/- Section I: Procreation and the Sources of Parental Rights and Obligations -/- 1. The Compensatory Basis of Procreative Parental Rights Michael Cholbi -/- 2. Teach Your Children Well Russell DiSilvestro -/- 3. Why Parental Interests Cannot Justify Unlimited Procreation Sarah Hannan -/- Section II: Choosing Our Children -/- 4. Children of Choice and Educational Responsibility Jaime Ahlberg -/- 5. The Problem of Choosing (For) Our Children Lindsey Chambers -/- 6. A Chip off the Old (...)
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  22. Young-Sam Chun (2008). Teaching Philosophy as a Tool for Helping Children Understand Problems Properly. Proceedings of the Xxii World Congress of Philosophy 27:23-28.
    Children are surrounded by a lot of problems here and there, and they often show any tendency to answer them promptly. In this paper, I argue that helping children understand their problems properly before answering them is one of the good ways of meta-thinking teaching in philosophy for children, and then I suggest how teachers help them do so.
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  23. Vincent Colapietro (2013). Neglected Facets of Peirce's 'Speculative' Rhetoric. Educational Philosophy and Theory 45 (7):712-736.
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  24. Stefaan E. Cuypers (2012). R.S. Peters' 'The Justification of Education' Revisited. Ethics and Education 7 (1):3 - 17.
    In his 1973 paper ?The Justification of Education? R.S. Peters aspired to give a non-instrumental justification of education. Ever since, his so-called ?transcendental argument? has been under attack and most critics conclude that it does not work. They have, however, thrown the baby away with the bathwater, when they furthermore concluded that Peters? justificatory project itself is futile. This article takes another look at Peters? justificatory project. As against a Kantian interpretation, it proposes an axiological-perfectionist interpretation to bring out the (...)
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  25. Andreas Dorschel (2010). Die Idee des Konservatoriums. In Laurenz Lütteken (ed.), Mendelssohns Welten. Bärenreiter 89-108.
  26. Andreas Dorschel (1992). Das Programm ästhetischer Erziehung bei Schiller und beim frühen Nietzsche. Vierteljahrsschrift Für Wissenschaftliche Pädagogik 68 (3):260-284.
    Friedrich Nietzsche, in his early work, both appropriated and transformed Friedrich Schiller’s idea of aesthetic education. Art must cease to be a mere object of private pleasure and turn into a medium of public communication – this is the vision both philosophers share. As Nietzsche assigns the rôle held by language in Schiller to music, he shifts the project’s meaning. Yet both authors have to address the paradox that art, cut off from political and economic structures they disapprove of, is (...)
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  27. John Dowd (2010). Toward an Ethics of Education. Philosophy in the Contemporary World 17 (2):68-79.
    This paper utilizes Foucault to offer a preliminary sketch and critique of an instrumentalist mentalite within higher education. Part one tackles some of the socio-historical issues pertaining to American universities. Here, I address questions of liberal learning and offer them as important distinctions from more narrow, curriculum-based focuses on skill-sets and workforce training. Part two provides an ethical foundation for the study of colleges and universities. Both instrumental and ethical perspectives on education are considered. Instmmental approaches appear within the discourse (...)
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  28. Laura Duhan (1991). Educational and Philosophical Weaknesses of the Critical Thinking Movement. Dissertation, The Claremont Graduate University
    By focusing its efforts on teaching logic and argumentation, the critical thinking movement does a disservice to students and misrepresents philosophy. Literature from the critical pedagogy movement supports the claim that the critical thinking movement impoverishes students. Literature on metaphor and analogy from the phenomenological movement in philosophy supports the claim that the critical thinking movement misrepresents philosophy. ;In critical thinking courses, students are taught that their careful reading of a text should lead to the identification and criticism of an (...)
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  29. L. A. Duhs, Is Economic Philosophy a Subject Worth Teaching?
    Economic philosophy is anything but a part of the mainstream diet in the course of an economics education. Yet there are those – including occasional Nobel prizewinners – who argue that an understanding of economic philosophy is absolutely fundamental to an understanding of economics, of why economists disagree and of why “economic rationalists” are often derided by those from other professional backgrounds. The argument put in this paper is that many social science debates hinge more on the values or social (...)
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  30. Shawn Floyd (2010). Education as Soulcraft: Exemplary Intellectual Practice and the Cardinal Virtues. Studies in Christian Ethics 23 (3):249-266.
    Gilbert Meilaender argues that universities should eschew efforts to improve students’ moral character. I show that Meilaender’s arguments fail to offer any cogent reason for shunning university-based moral education. I then look to Thomas Aquinas in order to explain the connection between moral virtue and the practices common in university life. Using Aquinas as a guide, I argue that exemplary intellectual practice requires virtues that are subsidiary habits of the cardinal moral virtues themselves. The implication of this argument is as (...)
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  31. E. Forment (1999). Ortega y Gasset y la misión de la universidad / Ortega y Gasset and the Mission of the University. Espíritu 48 (119):83-100.
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  32. Sarah Galloway (2012). Reconsidering Emancipatory Education: Staging a Conversation Between Paulo Freire and Jacques Rancière. Educational Theory 62 (2):163-184.
    In this essay Sarah Galloway considers emancipation as a purpose for education through examining the theories of Paulo Freire and Jacques Rancière. Both theorists are concerned with the prospect of distinguishing between education that might socialize people into what is taken to be an inherently oppressive society and education with emancipation as its purpose. Galloway reconstructs the theories in parallel, examining the assumptions made, the processes of oppression described, and the movements to emancipation depicted. In so doing, she argues that (...)
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  33. Peter Garik & Yann Benétreau-Dupin (2014). Report on a Boston University Conference December 7-8, 2012 on 'How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching?'. [REVIEW] Science and Education 23 (9):1853-1873.
    This is an editorial report on the outcomes of an international conference sponsored by a grant from the National Science Foundation to the School of Education at Boston University and the Center for Philosophy and History of Science at Boston University for a conference titled: How Can the History and Philosophy of Science Contribute to Contemporary US Science Teaching? The presentations of the conference speakers and the reports of the working groups are reviewed. Multiple themes emerged for K-16 education from (...)
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  34. Michael Garnett (2015). Freedom and Indoctrination. Proceedings of the Aristotelian Society 115 (2):93-108.
    It has been alleged that compatibilists are committed to the view that agents act freely and responsibly even when subject to certain forms of radical manipulation. In this paper I identify and elucidate a form of compatibilist freedom, social autonomy, that is essential to understanding what is wrong with ordinary indoctrination and argue that it also holds the key to understanding what goes wrong in more fanciful manipulation cases.
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  35. Dakmara Georgescu (2008). Philosophical “Paradigms” of Education. Proceedings of the Xxii World Congress of Philosophy 37:43-55.
    The paper explores the links between philosophy and learning with a view to highlight some of the today’s most influential philosophical “paradigms” of education. The concepts of “paradigm” and “philosophical paradigm of education” are discussed – and nuanced - based on some explicit references to them in the current philosophical and pedagogical literature. While taking into account all the different ways in which philosophy may be inquired with regard to its influence on education, the paper focuses merely on philosophical contributions (...)
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  36. Tal Gilead (2012). Education and the Logic of Economic Progress. Journal of Philosophy of Education 46 (1):113-131.
    Over the last few decades, the idea that education should function to promote economic progress has played a major role in shaping educational policy. So far, however, philosophers of education have shown relatively little interest in analysing this notion and its implications. The present article critically examines, from a philosophical perspective, the link between education and the currently prevailing understanding of economic progress, which is grounded in human capital theory. A number of familiar philosophical objections to the idea that economic (...)
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  37. Tal Gilead (2012). Rousseau, Happiness, and the Economic Approach to Education. Educational Theory 62 (3):267-285.
    Since the 1960s, the influence of economic thought on education has been steadily increasing. Taking Jean-Jacques Rousseau's educational thought as a point of departure, Tal Gilead critically inquires into the philosophical foundations of what can be termed the economic approach to education. Gilead's focus in this essay is on happiness and the role that education should play in promoting it. The first two parts of the essay provide an introduction to Rousseau's conception of happiness, followed by an examination of the (...)
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  38. Sanford Goldberg (2013). Epistemic Dependence in Testimonial Belief, in the Classroom and Beyond. Journal of Philosophy of Education 47 (2):168-186.
    The process of education, and in particular that involving very young children, often involves students' taking their teachers' word on a good many things. At the same time, good education at every level ought to inculcate, develop, and support students' ability to think for themselves. While these two features of education need not be regarded as contradictory, it is not clear how they relate to one another, nor is it clear how (when taken together) these features ought to bear on (...)
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  39. Vadim Grekhnev (2006). Philosophy Solving the Problems of Education in the Modern World. The Proceedings of the Twenty-First World Congress of Philosophy 4:45-50.
    This paper deals with an analysis of philosophy as intellectual therapeutics for educational (pedagogical) activity. Two interrelated issues are examined: (1) philosophy's role in the construction of cognitive attitudes to all systems of education; (2) philosophy's role in the formation of a definite value attitude to education. A great deal of attention is devoted to the problem of educational goals. It is argued that the assumed dichotomy of the social and the individual (which still occurs in our teaching practice and (...)
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  40. Morwenna Griffiths (2013). Re-Thinking the Relevance of Philosophy of Education for Educational Policy Making. Educational Philosophy and Theory 46 (5):1-14.
  41. Amy Gutmann (2009). Educating for Individual Freedom and Democratic Citizenship : In Unity and Diversity There is Strength. In Harvey Siegel (ed.), The Oxford Handbook of Philosophy of Education. Oxford University Press
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  42. Bonna Devora Haberman (1994). What is the Content of Education in a Democratic Society? Journal of Philosophy of Education 28 (2):183–190.
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  43. Ishtiyaque Haji & Stefaan E. Cuypers (2011). Ultimate Educational Aims, Overridingness, and Personal Well-Being. Studies in Philosophy and Education 30 (6):543-556.
    Discussion regarding education’s aims, especially its ultimate aims, is a key topic in the philosophy of education. These aims or values play a pivotal role in regulating and structuring moral and other types of normative education. We outline two plausible strategies to identify and justify education’s ultimate aims. The first associates these aims with a normative standpoint, such as the moral, prudential, or aesthetic, which is overriding, in a sense of ‘overriding’ to be explained. The second associates education’s ultimate aims (...)
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  44. Mark Halstead (1995). Voluntary Apartheid? Problems of Schooling for Religious and Other Minorities in Democratic Societies. Journal of Philosophy of Education 29 (2):257–272.
  45. Valerie Harwood & Mary Lou Rasmussen (2013). Practising Critique, Attending to Truth: The Pedagogy of Discriminatory Speech. Educational Philosophy and Theory 45 (8):874-884.
  46. Atli Harðarson (2012). Why the Aims of Education Cannot Be Settled. Journal of Philosophy of Education 46 (2):223-235.
    The dominant model of curriculum design in the last century assumed that school education could be organized around aims, defined primarily in terms of students' behaviour. The credentials of this model were questioned by, among others, Lawrence Stenhouse, who pointed out that education serves purposes that cannot be stated in terms of behavioural objectives. In this article, I offer support for Stenhouse's conclusion and go beyond it, showing that if education aims at critical understanding of its own value, then it (...)
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  47. Erol Inelmen (2006). Genealogy of a Pursuit for Education Reform. The Proceedings of the Twenty-First World Congress of Philosophy 4:57-64.
    Sweeping changes in technology followed by political, social and economic transformation are modifying the expectations from education. There is urgent need for reforms in the aim, content and method of education systems. Evidence is gathered to justify this need and suggest a process that will lead to the desired reform. We argue that character education is a requirement in order to ensure that changes move in the direction envisaged. Empowerment of the parties involved will change the mood of silence and (...)
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  48. Troy Jollimore & Sharon Barrios (2006). Creating Cosmopolitans: The Case for Literature. [REVIEW] Studies in Philosophy and Education 25 (5-6):363-383.
    A cosmopolitan education must help us identify with those who are unlike us. In Martha Nussbaum’s words, students must learn “enough to recognize common aims, aspirations, and values, and enough about these common ends to see how variously they are instantiated in the many cultures and their histories.” It is commonly thought that reading serious literature will play a significant role in this process. However, this claim is challenged by theorists we call sentimentalists, who claim that the goals of cosmopolitan (...)
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  49. Christoph Kann & Dennis Sölch (eds.) (2012). A.N. Whitehead: Die Ziele von Erziehung und Bildung. Stw 2015.
    Erziehung und Bildung stehen im Blickpunkt gesellschaftlicher, politischer und wissenschaftlicher Diskussion. Dem brisanten Thema stellt sich seit jeher auch die Philosophie. Ein moderner Klassiker der Erziehungs- und Bildungsphilosophie ist Alfred North Whitehead. In den vorliegenden Essays, die nun erstmals in deutscher Sprache erscheinen, befaßt sich der berühmte Philosoph mit zentralen Aspekten der Wissensvermittlung und Denkorganisation, dem Anspruch an Bildungsinstitutionen, mathematisch-naturwissenschaftlichen Herausforderungen sowie der Kultivierung von Ideen. Die Texte verbinden sich zu einer Erziehungs- und Bildungskonzeption, die den Lernenden als einen mit (...)
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  50. Morimichi Kato (2008). Horizons of Education. Proceedings of the Xxii World Congress of Philosophy 37:123-129.
    The aim of this presentation is to show that philosophy of education must seriously engage itself with horizons of education. After a brief explanation of the term “horizon”, the horizon of modern pedagogy, which was inaugurated by Pestalozzi and Herbart, is examined. Modern pedagogy with its special emphasis on method unravels itself as one of the major streams of modern epistemology, for which inspection of inner ideas is crucial. The modern epistemology, on the other hand, presupposes the atomistic self represented (...)
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