What Do Philosophers of Education Do?

(And How Do They Do It?)
Herausgeber: Ruitenberg, Claudia

• Broschiertes Buch

Produktbeschreibung

Educational research addresses a plethora of questions. And yet many of the most pressing questions that confront education simply cannot be answered with empirical data: they often require a philosophical approach. But what exactly is it that philosophers do? This collection of essays examines a range of philosophical methods in educational research, demonstrating how philosophy of education can be understood methodologically, whilst offering critical consideration of the consequences of methodological analysis. The contributors show the way that, from different philosophical traditions, specific modes of thinking and writing can be distilled that allow philosophers of education to think and communicate reflexively about what they do and how they do it. The authors draw from both analytical and Continental traditions, with some focusing on well-established approaches, such as conceptual analysis and phenomenology, and others proposing new terms and approaches, such as 'presumptive tautology'. The book fills a significant gap in the research methods literature in education and the social sciences and humanities, and is an invaluable source for anyone teaching and studying in these fields. It presents a clear picture of how philosophical traditions can be brought to bear on educational questions, and it provides an opportunity for philosophers of education to think about how to account for their practice.

Produktdetails

• Verlag: Wiley
• Seitenzahl: 166
• Erscheinungstermin: 17. Mai 2010
• Englisch
• Abmessung: 226mm x 150mm x 10mm
• Gewicht: 249g
• ISBN-13: 9781444332971
• ISBN-10: 144433297X
• Artikelnr.: 28096639

Autorenporträt

Claudia Ruitenberg is Assistant Professor of Philosophy of Education at the University of British Columbia in Vancouver, Canada. She teaches courses in educational theory, philosophical research methods, and critical thinking. She has published articles in the Philosophy of Education Yearbooks, the Journal of Philosophy of Education, Studies in Philosophy of Education, and Educational Philosophy and Theory. Her research interests include philosophical research methods, discursive performativity and its relation to freedom of speech, hate speech and censorship in education, agonistic political theory and the implications for political education, and queer theory.

Inhaltsangabe

Preface: Paul Standish

1. Introduction: The Question of Method in Philosophy ofEducation: Claudia Ruitenberg

2. The Strict Analysis and the Open Discussion: KatariinaHolma

3. 'Anything You Can Do I Can Do Better': Dialectical Argumentin Philosophy of Education: Daniel Vokey

4. Education and Selfhood: A Phenomenological Investigation:Michael Bonnett

5. Examples as Method? My Attempts to Understand Assessment andFairness (in the Spirit of the Later Wittgenstein): AndrewDavis

6. Witnessing Deconstruction in Education: WhyQuasi-Transcendentalism Matters: Gert Biesta

7. Under the Name of Method: On Jacques Rancière'sPresumptive Tautology: Charles Bingham

8. Distance and Defamiliarisation: Translation as PhilosophicalMethod: Claudia Ruitenberg

9. Between the Lines: Philosophy, Text and Conversation: RichardSmith

10. Method, Philosophy of Education and the Sphere of thePractico-Inert: Marianna Papastephanou

Index

Rezensionen

"The book is a welcome addition to the study of method in educational research. It provides an explanation of the place and purpose of philosophy as a tool for educational research. Recommended. Graduate, research, and professional collections." (Choice, 1 May 2011)