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  1. Philosophy of Education and the Deweyan Legacy.Harvey Siegel - 2002 - Educational Theory 52 (3):273-280.
  • Foucault, Education, the Self and Modernity.Kenneth Wain - 1996 - Journal of Philosophy of Education 30 (3):345–360.
  • The Association for Philosophy of Education Symposium:Caves, Canons, and the Ironic Teacher in Richard Rorty's Philosophy of Education.Jay M. Hook - 1993 - Metaphilosophy 24 (1‐2):167-174.
  • Wittgenstein and Post‐Analytic Philosophy of Education: Rorty or Lyotard?Michael Peters - 1997 - Educational Philosophy and Theory 29 (2):1–32.
    (1997). Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard? Educational Philosophy and Theory: Vol. 29, No. 2, pp. 1-32. doi: 10.1111/j.1469-5812.1997.tb00018.x.
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  • Comments of Garrison on Greene: Does Metaphysics Really Matter for Practice?Alven Neiman - 1991 - Educational Theory 41 (2):213-219.
  • Why Aren't Philosophers and Educators Speaking to Each Other?Rene Vincente Arcilla - 2002 - Educational Theory 52 (1):1-11.
  • Richard Rorty, Education, and Politics.Kenneth Wain - 1995 - Educational Theory 45 (3):395-409.
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  • Human Rights, Political Education and Democratic Values.Kenneth Wain - 1992 - Educational Philosophy and Theory 24 (1):68–82.
  • The Future of Education... And its Philosophy.Kenneth Wain - 2008 - Studies in Philosophy and Education 27 (2-3):103-114.
  • The Hirst-Carr Debate Revisited: Beyond the Theory-Practice Dichotomy.Koichiro Misawa - 2011 - Journal of Philosophy of Education 45 (4):689-702.
    This article examines the benefits and burdens of the debate between Paul Hirst and Wilfred Carr over a set of issues to do with philosophy and education specifically and theory and practice more generally. Hirst and Carr, in different ways, emphasise the importance of Aristotelian practical philosophy as an antidote to the theory-oriented confined method of ‘conceptual analysis’ that has haunted the philosophy of education. Despite their proper recognition of the irreducible character of practice to theory, they fail to provide (...)
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  • Community and Neutrality in Critical Thought: A Nonobjectivist View on the Conduct and Teaching of Critical Thinking.Karl Hosteller - 1991 - Educational Theory 41 (1):1-12.
  • Lyotard's Paralogy and Rorty's Pluralism: Their Differences and Pedagogical Implications.J. M. Fritzman - 1990 - Educational Theory 40 (3):371-380.
  • Wittgenstein and Post‐Analytic Philosophy of Education: Rorty or Lyotard?Michael Peters - 1997 - Educational Philosophy and Theory 29 (2):1-32.
    I was thinking about my philosophical work and saying to myself: ‘I destroy, I destroy, I destroy…’Context: The ‘linguistic turn’ of Western philosophy ; and correlatively, the decline of universalist discourses. The weariness with regard to ‘theory’, and the miserable slackening that goes along with it. The time has come to philosophize.…there is no danger of philosophy's ‘coming to an end’. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato (...)
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  • Human Rights, Political Education and Democratic Values.Kenneth Wain - 1992 - Educational Philosophy and Theory 24 (1):68-82.
  • Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2005 - Philosophy and Phenomenological Research 71 (2):345–366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that (1) critical thinking is a fundamental end (...)
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  • Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2005 - Philosophy and Phenomenological Research 71 (2):345-366.
    In his recent work in social epistemology, Alvin Goldman argues that truth is the fundamental epistemic end of education, and that critical thinking is of merely instrumental value with respect to that fundamental end. He also argues that there is a central place for testimony and trust in the classroom, and an educational danger in over-emphasizing the fostering of students’ critical thinking. In this paper I take issue with these claims, and argue that critical thinking is a fundamental end of (...)
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  • This Thing Called 'the Philosophy of Education'.Kenneth Wain - 2006 - Journal of Philosophy of Education 40 (3):391–403.
    The RoutledgeFalmer Reader in Philosophy of Education brings together a number of book chapters and articles in the philosophy of education. These cover a wide range of issues that engage and, in many cases, trouble contemporary philosophers of education, beginning with the perennial and fundamental one of the relationship between philosophy and education. The other sections, which include a rich selection of readings, concern the nature of education and its politics, policy‐making and the moral dimensions of teaching. The whole is (...)
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