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Autor: Paul Smeyers
ISBN-13: 9783319727592
Einband: Book~2:BB, 2 gebundene Bücher
Seiten: 1472
Gewicht: 2659 g
Format: 244x161x99 mm
Sprache: Englisch

International Handbook of Philosophy of Education

Springer International Handbooks of Education
 Book~2:BB, 2 gebundene Bücher
Sofort lieferbar | Versandkosten
533,93 €*
Presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes and new areas of scholarship
Philosophy and Education: A Certain Kind of Wisdom; Paul Smeyers.- SECTION 1: Voices from the Present and the Past.- 1.1 Introduction to the Section; Nuraan Davids.- 1.2 Abu Zayd; Katharina Völker.- 1.3 Agamben; Tyson Lewis.- 1.4 Arendt; Wouter Pols and Joop Berding.- 1.5 Buber; Renato Huarte Cuéllar.- 1.6 Butler; Nadine Rose and Norbert Ricken.- 1.7 Cavell; Amanda Fulford.- 1.8 Confucius; Charlene Tan.- 1.9 Deleuze and Guattari; Olaf Sanders.- 1.10 Derrida; Denise Egea.- 1.11 Dewey; Naoko Saito.- 1.12 Faruqi: Yasien Alli Mohamed.- 1.13 Foucault; Maarten Simons.- 1.14 Freire; Eduardo Duarte.- 1.15 Greene; Wendy Kohli.- 1.16 Gutmann; Barbara Thayer-Bacon.- 1.17 Heidegger; SunInn Yun.- 1.18 Kant; Klas Roth.- 1.19 Kierkegaard; Herner Saeverot.- 1.20 Levinas; Ann Chinnery.- 1.21 Mollenhauer; Gabriele Weiss.- 1.22 Mouffe: Sarah DesRoches and Claudia Ruitenberg.- 1.23 Nietzsche; Mark E. Jonas.- 1.24 Noddings; Susan Verducci.- 1.25 Nussbaum; Lynne Wolbert.- 1.26 Oakeshott; Kevin Williams and Pádraig Hogan.- 1.27 Peters; Christopher Martin.- 1.28 Plato and Aristotle; Jörg Ruhloff.- 1.29 Rahman; Nuraan Davids.- 1.30 Rancière; Charles Bingham.- 1.31 Rawls; Brian Coyne and Rob Reich.- 1.32 Rousseau; Kerstin Jergus.- 1.33 Scheffler; Katariina Holma.- 1.34 Stiegler; Joris Vlieghe.- 1.35 Taylor; Hanno Su.- 1.36 Wittgenstein; Richard Smith.- 1.37 Zizek; Ralf Mayer and Sabrina Schenk.- SECTION 2: Schools of Thought.- 2.1 Introduction to the Section; Christiane Thompson and Joris Vlieghe.- 2.2 Eastern Philosophies of Education: Buddhist, Hindu, Daoist and Confucian Readings of Plato's Cave; David Lewin and Oren Ergas.- 2.3 What is Indigenous Philosophy and What Are Its Implications for Education?; Lesley Le Grange and Carl Mika.- 2.4 African Philosophy of Education Reconsidered: Implications for Pedagogical Encounters; Yusef Waghid.- 2.5 Education and Modernity; Christiane Thompson.-  2.6 Marx and the Philosophy of Praxis; Valerie Scatamburlo-D'annibale, Brian Brown and Peter McLaren.- 2.7 Critical Theory and Its Aftermath; Carsten Bünger and Ralf Mayer.- 2.8 Phenomenology and Education; Malte Brinkmann and Norman Friesen.- 2.9 Pragmatism and its Aftermath; Stefano Oliverio.- 2.10 Analytic Philosophy of Education and the Concept of Liberal Education; Stefaan Emmanuel Cuypers.- 2.11 Contemporary Conceptions of Jewish Education: A Philosophical Analysis: Hanan Alexander.- 2.12 On an Ethical Enunciation of Islamic Philosophy of Education; Nuraan Davids.- 2.13 Postmodernism and Poststructuralism; Claudia Ruitenberg.- 2.14 Feminism; Rita Casale and Jeanette Windheuser.- 2.15 Posthumanist Education; Stefan Herbrechter.- SECTION 3: Revisiting Enduring Educational Debates.- 3.1 Introduction to the Section; Ann Chinnery, Naomi Hodgson and Viktor Johansson.- 3.2 Democracy and Education; Quentin Wheeler-Bell.- 3.3 Citizenship; Penny Enslin.- 3.4 Refugees, Statelessness and Education; Niclas Månsson.- 3.5 The Public and Private in Education; Chris Higgins.- 3.6 Cosmopolitanism and Globalization in Education; Claudia Schumann.- 3.7 Multiculturalism and Diversity; Judith Suissa.- 3.8 Identity Politics and Belonging; Sheron Fraser-Burgess.- 3.9 Performativity and Education: Ian Munday.- 3.10 Bildung versus Assessment; Heikki A. Kovalainen.- 3.11 Nature and Nurture; Koichiro Misawa.- 3.12 Becoming Virtuous: Character Education and the Problem of Free Will; Johan Dahlbeck.- 3.13 Well-being and the Upbringing and Education of Children; Doret de Ruyter.- 3.14 Care and Justice; Liz Jackson.- 3.15 Theorizing Ability as Capability in Philosophy of Education; Ashley Taylor.- 3.16 Gender; Carrie Paechter.- 3.17 Parenting, Childrearing, Upbringing. Philosophy of Education and the Experience of Raising a Child; Stefan Ramaekers.- 3.18 The Body in Education; Joris Vlieghe.- 3.19 Philosophical Issues in the Shaping of the School Curriculum; David Bridges.- 3.20 The Practice of Educational Research; Alis Oancea.- 3.21 Religious Education; John Tillson.- 3.22 Ecology and Environmental Education; Michael Bonnett.- 3.23 Vocational Education; Gerard Lum.- 3.24 Knowledge (as a Contested Terrain); Emma Williams.- 3.25 What can we Learn from Learning Technologies? Technology, Digitization and Education; Anna Kouppanou.- 3.26 Philosophy for Children and Children for Philosophy: Possibilities and Problems; Viktor Johansson.- SECTION 4: New Areas and Developments.- 4.1 Introduction to the Section; Kai Horsthemke.- 4.2 Educationalization; Lynn Fendler.- 4.3 An Educational Cave Story. On Animals that Go to School; Jan Masschelein.- 4.4 The Entrepreneurial Self ; Naomi Hodgson.- 4.5 Financial Literacy and the Curricularization of Knowledge; Alexander Sidorkin.- 4.6 Therapy; Paul Standish.- 4.7 Creationism and Intelligent Design; Michael J. Reiss.- 4.8 Philosophical Questions and Opportunities at the Intersection of Neurscience, Education, and Research; Clarence W. Joldersma.- 4.9 Charter Schools, Free Schools and School Choice; Terri S. Wilson.- 4.10 Academic Freedom, the University and public Accountability; Zdenko Kodelja.- 4.11 Social Media, Digital Technology, and Education: Personalized Learning, and Questions of Autonomy, Authority and Public/Community; Heather Greenhalgh-Spencer.- 4.12 Gaming; Jennifer Jenson.- 4.13 Children as Consumers; Bruno Vanobbergen.- 4.14 Democratically Undemocratic: The Case of School Bullying; Ron Jacobson.- 4.15 Study War No More: Trigger Warnings and Guns in the Classroom; Amy Shuffelton and Samantha Deane.- 4.16 Towards a Pedagogy of the Radicalised; Stijn Sieckelinck.- 4.17 Patriotism and Nationalism; Victoria Costa.- 4.18 Non-human Animals; Kai Horsthemke.- SECTION 5: Discussion.- 5.1 Philosophy of Education; Nicholas Burbules.- 5.2 Political Literacy - The State and Education; Roland Reichenbach.- About the Editors.- About the Contributors.- Author Index.- Subject Index.
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so.  Contributing Editors:Section 1: Voices from the Present and the Past: Nuraan DavidsSection 2: Schools of Thought: Christiane Thompson and Joris VliegheSection 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor JohanssonSection 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg
Editiert von: Paul Smeyers
Ann Chinnery is Associate Professor and Director of Undergraduate Programs in the Faculty of Education at Simon Fraser University, Canada. Her research is located at the intersection of philosophy of education and teacher education, drawing primarily on continental philosophy to address ethical issues in education. Specific areas of interest include the cultivation of moral and social responsibility, educating for critical historical consciousness, and the complexities of classroom dialogue in pluralist societies. Her recent work has appeared in the Philosophy of Education Society Yearbooks, and journals such as Educational Theory, Teaching and Teacher Education, Ethics and Education, and the Journal of Educational Controversy. Her current research focuses on the pedagogical potential of critical historical consciousness as a framework for taking collective responsibility for collective harm regardless of one's individual role in committing the harm. This work includes, but is not limited to, educational initiatives intended to address the Calls to Action of the Truth and Reconciliation Commission of Canada, and preparing K-12 teachers to take up that work in their classroom practice.
Nuraan Davids is an Associate Professor of Philosophy of Education, and the Chairperson of the Department of Education Policy Studies in the Faculty of Education at Stellenbosch University. Her research interests include democratic citizenship education; Islamic education; educational leadership inquiry. She is an Associate Editor of the South African Journal of Higher Education, and an Editorial Board Member of Ethics and Education. She is the author of Women, cosmopolitanism, and Islamic education: On the virtues of education and belonging (New York & London: Peter Lang Publishing, 2013); and the co-author with Yusef Waghid, of: Citizenship education and violence in schools: On disrupted potentialities and becoming (Rotterdam/Boston/Taipei: Sense Publishers, 2013); Ethical dimensions of Muslim education (New York & London: Palgrave Macmilllan, 2016); Educational leadership-in-becoming: On the potential of leadership in action (New York & London: Routledge, 2017); Education, assessment and the desire for dissonance (New York & London: Peter Lang, 2017); Philosophy and education as action: Implications for Teacher Education (Lanham, MD (US): Rowman & Littlefield - Lexington Series, 2017); and Education and the Polemic of Tolerance: Towards Dissent in Educational Encounters (New York & London: Palgrave Macmilllan, 2017).

Naomi Hodgson is Lecturer in Education Studies at Liverpool Hope University, UK, and Visiting Researcher in the Laboratory for Education, Culture, and Society, KU Leuven. Her research, situated in the field of educational philosophy, focuses on the relationship between education, governance, and subjectivity, particularly in relation to the figures of the researcher and the parent. Her current research project, funded by the British Academy/Leverhulme Trust, is entitled 'The researcher disposition as today's mode of subjectivation: the case of parenting', and she is currently completing the manuscript of Philosophical Presentations of Raising Children - The Grammar of Upbringing, co-authored with Stefan Ramaekers (KU Leuven) and due to be published in early 2018. She has recently collaborated with Joris Vlieghe (Aberdeen) and Piotr Zamojski (Gdansk) to write a 'Manifesto for a Post-Critical Pedagogy' (Punctum, 2017). Naomi is author of Philosophy and Theory in Education: Writing in the Margin (co-authored with Amanda Fulford; Routledge, 2016), Citizenship for the Learning Society: Europe, Subjectivity, and Educational Research (Wiley, 2016), and numerous journal articles and book chapters in the field of philosophy of education. She is Managing Editor of the PES Yearbook and Reviews Editor for the Journal of Philosophy of Education.

Kai Horsthemke teaches philosophy of education at KU Eichstätt-Ingolstadt in Germany. He is also a visiting professor in the School of Education at the University of the Witwatersrand, South Africa, and a fellow at the Oxford Centre for Animal Ethics, UK. He has published extensively since 2004, on African philosophy, indigenous knowledge systems and animal ethics. Additional research interests include social epistemology and environmental education. He is the author of two monographs, The Moral Status and Rights of Animals (Porcupine Press, 2010) and Animals and African Ethics (Palgrave MacMillan, 2015), and, together with Peggy Siyakwazi, Elizabeth Walton and Charl Wolhuter, the co-editor of the first two editions of Education Studies(Oxford University Press Southern Africa, 2013 and 2016, respectively).

Viktor Johansson gained his PhD in Educational Sciences at Stockholm University in Sweden. He is currently Senior Lecturer at the School of Humanities, Education, and Social Sciences at Örebro University. His expertise and research interests range from philosophy of learning, early childhood education, philosophy with children, children's literature, philosophy of literature. He is the author of Dissonant Voices (2013), and of several articles in the field of philosophy of education, including most recently, "Killing the Buddha: Towards a heretical philosophy of learning" (2017), "Unserious but Serious Pilgrimages: What Educational Philosophy can learn about Fiction and Reality from Children's Artful Play" (2017), and "Questions from the Rough Ground: Teaching, Autobiography, and the Cosmopolitan 'I'" (2015). He is the co-editor of the special issues, "Perfectionism and Education: Kant and Cavell on Ethics and Aesthetics in Society" (2014) and "Bildung, Self-Cultivation, and the Challenge of Democracy: Ralph Waldo Emerson as a Philosopher of Education" (forthcoming in Educational Philosophy and Theory). He is currently working on two monographs, one in Swedish on philosophy in early childhood with the working title Omedelbarhetens pedagogik: Filosofi bortom orden i tidig barndom (The Pedagogy of Immediacy: Philosophy Beyond Words in Early Childhood) (Gleerups); and another in English called Literature and Philosophical Play in Early Childhood Education (Routledge).

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Autor: Paul Smeyers
ISBN-13:: 9783319727592
ISBN: 3319727591
Erscheinungsjahr: 01.06.2018
Verlag: Springer-Verlag GmbH
Gewicht: 2659g
Seiten: 1472
Sprache: Englisch
Sonstiges: Buch, 244x161x99 mm, Bibliographie