Ethics and Education 2 (2):159-171 (2007)

Paul Standish
University College London
What is the place of philosophy in the study of education? What is its significance for policy and practice? This paper begins by considering the policy and institutional context of the philosophy of education in the UK and by tracing its recent history. It examines both the place of philosophy in Education (as a field of study) and the status and character of the philosophy of education in relation to the 'parent' discipline of philosophy. Rival accounts of the nature of the philosophy of education are outlined, in such a way as to acknowledge the importance of conceptual analytical approaches, but also to stress the value of a wider, more inclusive characterization. In the light of these, examples are offered to illustrate the role the subject must have in the understanding and improvement of educational policy and practice. Reference is primarily to the UK context, but the manner in which fundamental questions are addressed makes clear their much wider relevance and importance
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DOI 10.1080/17449640701605277
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References found in this work BETA

The Post-Modern Condition: A Report on Knowledge.J. F. Lyotard - 1985 - Australasian Journal of Philosophy 63:520.
Rationalism in Politics, and Other Essays.Dorothy Emmett - 1963 - Philosophical Quarterly 13 (52):283.

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Between Universalism and Universality: A Rejoinder to Sharon Todd.Penny Enslin & Mary Tjiattas - 2009 - Journal of Philosophy of Education 43 (1):23-29.

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