Wendy Kohli (ed.)
Critical Conversations in Philosophy of Education presents a series of conversations expressing many of the multiple voices that currently constitute the field of philosophy of education. Philosophy of education as a discipline has undergone several turns--the once marginal perspectives of the various feminisms, critical Marxism, and poststructuralist, postmodernist and cultural theory have gained ground alongside those of Anglo-analytic and pragmatic thought. Just as western philosophers in general are coming to terms with the "end of philosophy" pronouncement implicit in postmodernism, so too are philosophers of education faced with similar challenges--challenges to long-held moral, political, aesthetic and epistemological commitments. The contributors take up these challenges through a dialogical structure, expressing differing positions without engaging in destructive critique. There is no intention to come to consensus; rather the point is to expand the number and kind of participating voices in the conversation and engage in a lively intellectual exchange that will insure the vitality of educational theorizing.
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|Call number||LB14.7.C75 1995|
|ISBN(s)||0415906938 0415906946 9780415906944|
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Citations of this work BETA
John Wilson on Moral Education.Terence H. McLaughlin & J. Mark Halstead - 2000 - Journal of Moral Education 29 (3):247-268.
Re-Conceptualizing Critical Thinking for Moral Education in Culturally Plural Societies.Duck-Joo Kwak - 2007 - Educational Philosophy and Theory 39 (4):460–470.
Michael Peters' Lyotardian Account of Postmodernism and Education: Some Epistemic Problems and Naturalistic Solutions.John A. Clark - 2006 - Educational Philosophy and Theory 38 (3):391–405.
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