N Blake

Broschiertes Buch

Blackwell Guide to the Philoso

Beschreibung

In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future.
Presents a definitive introduction to the core areas of philosophy of education.
Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars.
Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field.
Provides a solid foundation for further study.

Autor

Nigel Blake teaches at the Open University, Paul Smeyers at the University of Leuven in Belgium, Richard Smith at the University of Durham, and Paul Standish at the University of Dundee. They originally came together to explore their shared interest in postmodern issues and poststructuralist theory in relation to education. Their first collaboration. Thinking Again Education after Postmodernism (1998), laid the foundations, for other projects, including Education in an Age of Nihilism (2000). They have also addressed the educational influence of the European Union, reform in higher education, issues of online education and of moral education in their joint projects. Paul Smeyers at the University of Leuven in Belgium. Richard Smith at the University of Durham. Paul Standish at the University of Dundee.

Produktdetails

• Blackwell Philosophy Guides
• Verlag: Blackwell Publishers
• Seitenzahl: 432
• Erscheinungstermin: 20. September 2002
• Englisch
• Abmessung: 244mm x 170mm x 23mm
• Gewicht: 765g
• ISBN-13: 9780631221197
• ISBN-10: 0631221190
• Artikelnr.: 14852926

Rezensionen

"An experienced quartet of editors has brought complementary rangesof expertise to a volume that fully maintains the high standards ofa series, Blackwell Philosophy Guides, that is proving to be bothinvaluable to students and a repository of the best in contemporaryphilosophical thinking. The twenty dual-authored contributions,like the editors' introduction, confirm the conviction -Plato's, Nietzsche's, Dewey's - that not only is authenticphilosophy educative but that an authentic education engages thephilosophical imagination." David E. Cooper, University ofDurham

"This volume contains many excellent essays that between themcapture in an authoritative - and lucid - way theintellectual diversity of the contemporary field of

philosophy ofeducation. Clearly it should have a place in the professionallibrary of all serious students of the field." D.C. Phillips,Stanford University

"This excellent collection documents the vitality and relevanceof contemporary philosophy of education. Its combination ofdisciplinary and topical subject matters provides a framework fordiscussions that are philosophically rigorous at the same time thatthey touch upon and illuminate many of the prevailing educationalconcerns of our time. Most impressively, this collection blends thevoices of 45 different scholars, from 11 different nations, into acoherent conversation around the discipline's history, development,and future prospects." Nicholas C. Burbules, University ofIllinois, Urbana-Champaign

"The top people writing this (Barnett on the university, Bridgeson the market, Griffiths on feminism and equity, Halstead onvalues, Noddings on social policy, Peters on postmodernism, Wringeon democracy) provide a well-arranged collection of materialslikely to interest students of education, studying it at universityand in continuing education, as well as educational researchers,ethicists, people looking at citizenship, and anyone lecturing inthe field. A comprehensive set of references at the end providesany reader, and any library manager wanting to check this area oftheir collection, with an excellent benchmark listing."Reference Reviews

"The 20 chapters provide a panoramic view of current activity inphilosophy of education. They also largely achieve the editorsstated goal of placing this activity in the context of key aspectsof the nature and development of the discipline." Choice, May2003