David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Westview Press (1995)
Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and nuanced comprehension of the issues. Philosophy of Education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. It assumes no previous training in philosophy. Ranging broadly from the great historical figures through John Dewey to contemporary representatives of both analytic and Continental traditions, it is always fair-minded, generous, and undogmatic. Attractive features are the author’s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought.This is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education.
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|Call number||LB14.7.N63 1995|
|ISBN(s)||081338429X 0813343232 0813345316 9780813345314 9780813343235|
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Citations of this work BETA
Sharon M. Chubbuck, Terry J. Burant & Joan L. Whipp (2007). The Presence and Possibility of Moral Sensibility in Beginning Pre-Service Teachers. Ethics and Education 2 (2):109-130.
J. Felix Lozano, Alejandra Boni, Jordi Peris & Andrés Hueso (2012). Competencies in Higher Education: A Critical Analysis From the Capabilities Approach. Journal of Philosophy of Education 46 (1):132-147.
Jeremy Wanderer (2013). Anscombe's 'Teachers'. Journal of Philosophy of Education 47 (2):204-221.
Inna Semetsky (2010). Continuities, Discontinuities, Interactions: Values, Education, and Neuroethics. Ethics and Education 4 (1):69-80.
Silvia Edling (2012). The Paradox of Meaning Well While Causing Harm: A Discussion About the Limits of Tolerance Within Democratic Societies. Journal of Moral Education 41 (4):457-471.
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