Journal of Philosophy of Education 43 (2):269-283 (2009)

Abstract
Relatively little contemporary philosophy of education employs economic concepts directly. Even where issues such as marketisation of education are discussed there may be little clarification of underlying concepts. The paper argues that while much contemporary economic thinking on education may be philosophically naive, it is also the case that philosophy of education can productively engage with particular economic insights and perspectives. The paper examines particular conceptualisations of 'economics' and 'the market', drawing upon these to consider aspects of an issue that is significant for the philosophy of education: human becoming. An example, the notion of 'wellbeing' is briefly discussed.
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DOI 10.1111/j.1467-9752.2009.01626.x
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References found in this work BETA

Reasons and Persons.Derek Parfit - 1984 - Oxford University Press.
Reasons and Persons.Joseph Margolis - 1986 - Philosophy and Phenomenological Research 47 (2):311-327.
The Nature of Rationality.Robert Nozick - 1993 - Princeton University Press.
Rationality and Freedom.Amartya Sen - 2005 - Tijdschrift Voor Filosofie 67 (1):182-183.

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Citations of this work BETA

Education and the Logic of Economic Progress.Tal Gilead - 2012 - Journal of Philosophy of Education 46 (1):113-131.
Economics Imperialism and the Role of Educational Philosophy.Tal Gilead - 2015 - Educational Philosophy and Theory 47 (7):715-733.

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