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  1.  11
    Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities.Kevin McDonough & Walter Feinberg (eds.) - 2003 - Oxford University Press.
    This book brings together essays by leading political, legal, and educational theorists to re-examine the requirements of citizenship education in liberal-democratic societies. The chapters in the book evaluate demands by minority groups for cultural recognition through education, and also examine arguments for and against citizenship education as a means of fostering a shared national identity.
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  2.  18
    Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities.Kevin McDonough & Walter Feinberg (eds.) - 2003 - Oxford, UK: Oxford University Press UK.
    The essays in the volume address educational issues that arise when national, sub-national and supra-national identities compete. How can we determine the limits to parental educational rights when liberalism's concern to protect and promote children's autonomy conflicts with the desire to maintain communal integrity? Given the advances made by the forces of globalization, can the liberal-democratic state morally justify its traditional purpose of forging a cohesive national identity? Or has increasing globalization rendered this educational aim obsolete and morally corrupt? Should (...)
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  3.  4
    What is a Public Education and Why We Need It: A Philosophical Inquiry Into Self-Development, Cultural Commitment, and Public Engagement.Walter Feinberg - 2016 - Lexington Books.
    This book brings the idea of a public—defined in part as the quality of communication among strangers—back into focus. The benefits of doing this are many, but perhaps the most important are to adjust our understanding of what is good teaching and to widen our understanding of what counts as central to the educational process.
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  4.  24
    Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities.Kevin McDonough & Walter Feinberg (eds.) - 2003, 2007 - Oxford, UK: Oxford University Press UK.
    The essays in this volume address the educational issues which arise when national, sub-national, and supra-national identities compete. How can we determine the limits of parental educational rights when the concern of liberalism to protect and promote children's autonomy conflicts with the desire to maintain communal integrity? Given the advances made by the forces of globalization, can the liberal-democratic state morally justify its traditional purpose of forging a cohesive national identity? Or has increasing globalization rendered this educational aim obsolete and (...)
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  5.  36
    Culture and the common school.Walter Feinberg - 2007 - Journal of Philosophy of Education 41 (4):591–607.
    This essay addresses the question: given the flattening out of the cultural hierarchy that was the vestige of colonialism and nation-building, is there anything that might be uniquely common about the common school in this postmodern age? By ‘uniquely common’ I do not mean those subjects that all schools might teach, such as reading or arithmetic. Nor do I mean just subjects that might serve a larger public purpose, but that might be taught in either publicly supported or privately supported (...)
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  6.  9
    Culture and the Common School.Walter Feinberg - 2007 - Journal of Philosophy of Education 41 (4):591-607.
    This essay addresses the question: given the flattening out of the cultural hierarchy that was the vestige of colonialism and nation-building, is there anything that might be uniquely common about the common school in this postmodern age? By ‘uniquely common’ I do not mean those subjects that all schools might teach, such as reading or arithmetic. Nor do I mean just subjects that might serve a larger public purpose, but that might be taught in either publicly supported or privately supported (...)
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  7.  9
    Understanding Education.Walter Feinberg - 1984 - British Journal of Educational Studies 32 (3):282-284.
  8.  1
    Understanding Education: Toward a Reconstruction of Educational Inquiry.Walter Feinberg - 1983 - Cambridge University Press.
  9.  30
    Liberalism and the aims of multicultural education.Walter Feinberg - 1995 - Journal of Philosophy of Education 29 (2):203–216.
    Walter Feinberg; Liberalism and the Aims of Multicultural Education, Journal of Philosophy of Education, Volume 29, Issue 2, 30 May 2006, Pages 203–216, https:/.
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  10.  21
    Liberalism and the Aims of Multicultural Education.Walter Feinberg - 1995 - Journal of Philosophy of Education 29 (2):203-216.
    Walter Feinberg; Liberalism and the Aims of Multicultural Education, Journal of Philosophy of Education, Volume 29, Issue 2, 30 May 2006, Pages 203–216, https:/.
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  11. The goals of multicultural education: A critical re-evaluation.Walter Feinberg - forthcoming - Philosophy of Education.
     
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  12.  64
    Book Symposium: Harry Brighouse, School Choice and Social Justice.Randall Curren, Eamonn Callan, Walter Feinberg & Harry Brighouse - 2001 - Studies in Philosophy and Education 20 (5):387-421.
  13.  50
    Critical Pragmatism and the Appropriation of Ethnography by Philosophy of Education.Walter Feinberg - 2014 - Studies in Philosophy and Education 34 (2):149-157.
    In this essay I explore the potential that ethnographic methods hold for philosophy of education as a form of critical pragmatism. An aim of critical pragmatism is to help to analyze the roadblocks to fruitful communication, coordination and liberation. It does so by identifying their sources and opportunities for repair. As I have argued elsewhere :222–240, 2012) an important aim of critical pragmatism is to redirect expert knowledge so it takes seriously local understanding. In this essay I do two things. (...)
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  14.  8
    Progressive education and social planning.Walter Feinberg - 1992 - In J. E. Tiles (ed.), John Dewey: Critical Assessments. Routledge. pp. 2--168.
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  15.  19
    The discourse of philosophy of education.Walter Feinberg - 1995 - In Wendy Kohli (ed.), Critical Conversations in Philosophy of Education. Routledge. pp. 24--33.
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  16.  40
    Critical Pragmatist and the Reconnection of Science and Values in Educational Research.Walter Feinberg - 2012 - European Journal of Pragmatism and American Philosophy 4 (1):222-240.
    Randomized field experiments, which in the United States has been proposed as the gold standard of educational research, is dismissed by some critics as "positivistic". Although this dismissal over identifies positivism with a specific research method, the larger point is accurate: the "gold standard" is often insensitive to local situations and human value and philosophical positivism supports and en-courages this insensitivity. In this paper I examine the way positivism is limited in terms of its understanding of the role of values (...)
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  17. Affirmative Action.Walter Feinberg - 2003 - In Hugh LaFollette (ed.), The Oxford Handbook of Practical Ethics. Oxford University Press.
     
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  18. A Comparative Study of the Social Philosophies of John Dewey and Bernard Bosanquet.Walter Feinberg - 1966 - Dissertation, Boston University
     
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  19. Behavioral Theory and Educational Policy.Walter Feinberg - 1974 - Philosophical Forum 6 (1):40.
     
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  20.  94
    "Back to the future": Philosophy of education as an instrument of its time.Walter Feinberg - 2006 - Education and Culture 22 (2):7-18.
    : In this 2006 John Dewey Society Invited Address, I place Dewey in a larger philosophical and historical context. My hope is that by doing so we can learn more about the future prospects for the role of philosophy of education. I see Dewey as one of those rare canonical philosophers whose reputation as a philosopher is intricately tied to their writings on education and I want to explore why this tie makes sense with some canonical figures, such as Plato (...)
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  21.  2
    Conflict and Self-Formation.Walter Feinberg - 2009 - Philosophy of Education 65:60-62.
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  22.  2
    Culture and the Common School.Walter Feinberg - 2008 - In Mark Halstead & Graham Haydon (eds.), The Common School and the Comprehensive Ideal. Oxford, UK: Wiley‐Blackwell. pp. 89–107.
    This chapter contains sections titled: Introduction The Ranking of Cultures A Flattened Cultural Horizon The Problem of What to Teach When Culture Becomes ‘Culture’ Culture‐for‐Educational‐Purpose Culture as Culturing The Task of the Common School Notes References.
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  23.  35
    Dewey and democracy at the dawn of the twenty‐first century.Walter Feinberg - 1993 - Educational Theory 43 (2):195-216.
  24.  2
    Dewey and Education.Walter Feinberg - 2018 - New York: Routledge.
    Influences on Dewey and the development of pragmatism -- Dewey's philosophy -- Dewey's on education -- Toward a new progressive educational movement.
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  25.  11
    Education as a Liberal Area of Study.Walter Feinberg - 1988 - Education and Culture 8:2.
  26.  15
    Education as a Liberal Field of Study: Festschrift for Robbie McClintock.Walter Feinberg - 2018 - Educational Theory 68 (3):291-305.
  27.  35
    Educational equality under two conflicting models of educational development.Walter Feinberg - 1975 - Theory and Society 2 (1):183-210.
  28.  11
    Educational Studies and the Disciplines of Educational Understanding.Walter Feinberg - 1980 - Educational Studies 10 (4):375-391.
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  29.  28
    For Goodness Sake: How Religious Stories Work to Make Us Good and the Goodness that They Make.Walter Feinberg - 2004 - Studies in Philosophy and Education 23 (1):1-19.
  30.  34
    Grappling with the good: Talking about religion and morality in public schools - by Robert Kunzman.Walter Feinberg - 2007 - Educational Philosophy and Theory 39 (7):783–786.
  31.  10
    Grappling with the Good: Talking about religion and morality in public schools ‐ by Robert Kunzman.Walter Feinberg - 2007 - Educational Philosophy and Theory 39 (7):783-786.
  32.  7
    I. definition and goals.Walter Feinberg - 2003 - In LaFollette H. (ed.), The Oxford Handbook of Practical Ethics. Oxford University Press. pp. 272.
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  33.  75
    Justice and Affirmative Action: A Response to Howe.Walter Feinberg - 1999 - Studies in Philosophy and Education 18 (4):277-285.
  34.  1
    John Dewey: A Missing Link.Walter Feinberg - 2008 - Philosophy of Education 64:36-39.
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  35.  11
    Kenneth D. Benne 1908-1992.Walter Feinberg - 1993 - Proceedings and Addresses of the American Philosophical Association 66 (5):78 - 80.
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  36. Limits of the Indoctrination Debate: Or How Ordinary can Ordinary Language Philosophy be and still be Philosophy?'.Walter Feinberg - forthcoming - Philosophy of Education.
     
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  37.  3
    Reason and Rhetoric: The Intellectual Foundations of Twentieth Century Liberal Educational Policy.Walter Feinberg & W. Feinberg - 1975 - New York ; Toronto : Wiley.
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  38.  2
    Reflection and Rationality.Walter Feinberg - 2003 - Philosophy of Education 59:76-78.
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  39.  21
    Religious Education in Liberal Democratic Societies: The Question of Accountability and Autonomy.Walter Feinberg - 2003 - In Kevin McDonough & Walter Feinberg (eds.), Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford University Press.
    The essays in Part III of the book, on liberal constraints and traditionalist education, argue for a more regulatory conception of liberal education and emphasize the need for some controls over cultural and religious educational authority. Walter Feinberg’s essay, on religious education in liberal–democratic societies in relation to the question of accountability and autonomy, takes up the issue of educational constraints with respect to religious schools in such societies. While he allows that religious education need not be inconsistent with liberal (...)
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  40.  27
    Remarks on Macmillan and McClellan's treatment of means-ends reasoning in teaching.Walter Feinberg - 1968 - Studies in Philosophy and Education 6 (2):194-205.
  41.  18
    Response to John Tillson’s Review of What is a Public Education.Walter Feinberg - 2018 - Studies in Philosophy and Education 38 (2):211-212.
  42.  6
    To Defend the Humanities.Walter Feinberg - 1969 - The Journal of Aesthetic Education 3 (2):91.
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  43. The limits of the indoctrination debate.Walter Feinberg - forthcoming - Philosophy of Education.
     
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  44. The moral responsibility of public schools.Walter Feinberg - 1990 - In John I. Goodlad, Roger Soder & Kenneth A. Sirotnik (eds.), The Moral Dimensions of Teaching. Jossey-Bass Publishers. pp. 155--187.
  45.  16
    The public responsibility of public education.Walter Feinberg - 1991 - Journal of Philosophy of Education 25 (1):17–25.
    Walter Feinberg; The Public Responsibility of Public Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 17–25, https://doi.or.
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  46.  21
    The Public Responsibility of Public Education.Walter Feinberg - 1991 - Journal of Philosophy of Education 25 (1):17-25.
    Walter Feinberg; The Public Responsibility of Public Education, Journal of Philosophy of Education, Volume 25, Issue 1, 30 May 2006, Pages 17–25, https://doi.or.
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  47.  2
    Teaching Religion in Public Schools: A Critical Appraisal of Dewey’s Ideas on Religion and Education.Walter Feinberg - 2010 - Philosophy of Education 66:266-274.
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  48.  2
    Work, Technology, and Education: Dissenting Essays in the Intellectual Foundations of American Education.Walter Feinberg & Henry Rosemont - 1975 - Urbana : University of Illinois Press.
  49.  23
    Illinois Project for Democratic Accountability.Sarah M. Stitzlein, Walter Feinberg, Jennifer Greene & Luis Miron - 2007 - Educational Studies 42 (2):139-155.
    Education is experiencing a case of misplaced accountability, where an exclusive reliance on high stakes tests overlooks the more subtle judgments of teachers and professional educators and, because of its simplicity, passes as democratic. This article investigates the theoretical underpinnings of current accountability initiatives and draws upon extensive teacher interviews to reveal the practical aspects of accountability pressures in schools today. We provide a discussion of local teacher knowledge that exposes teachers' commitments to a deeper sense of successful education that (...)
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  50.  34
    Teaching Religion in Public Schools: Review of Warren A. Nord, Does God Make A Difference? [REVIEW]Walter Feinberg - 2013 - Educational Theory 63 (4):431-438.
    In this review of Warren Nord's Does God Make a Difference? Taking Religion Seriously in Our Schools and Universities, Walter Feinberg provides a detailed analysis of Nord's argument that the study of religion should be constitutionally mandated as a corrective to the overwhelmingly secular course of study offered in contemporary public schools and universities. Nord bases his claim on both constitutional and educational grounds. His constitutional argument is that, due to their secular bias, schools fail in their requirement to take (...)
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