A collection of scholarly essays, Complexity Theory and the Philosophy of Education provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for educational change Demonstrates how social scientists and social and education policy makers are drawing on complexity theory to answer questions such as: why is it that education decision-makers are so resistant to change; how does change in education happen; and what does it take to make these changes sustainable? Considers changes in use of complexity theory; developed principally in the fields of physics, biology, chemistry, and economics, and now being applied more broadly to the social sciences and to the study of education
Researching Education Through Actor-Network Theory offers a new take on educational research, demonstrating the ways in which actor-network theory can expand the understanding of educational change. An international collaboration exploring diverse manifestations of educational change Illustrates the impact of actor-network theory on educational research Positions education as a key area where actor-network theory can add value, as it has been shown to do in other social sciences A valuable resource for anyone interested in the sociology and philosophy of education
Putting Information First focuses on Luciano Floridi’s contributions to the philosophy of information. Respected scholars stimulate the debate on the most distinctive and controversial views he defended, and present the philosophy of information as a specific way of doing philosophy. Contains eight essays by leading scholars, a reply by Luciano Floridi, and an epilogue by Terrell W. Bynum Explains the importance of philosophy of information as a specific way of doing philosophy Focuses directly on the work of Luciano Floridi in the area of philosophy of information, but also connects to contemporary concerns in philosophy more generally Illustrates several debates that arise from core themes in the philosophy of information
Rancière, Public Education and the Taming of Democracy introduces the political and educational ideas of Jacques Rancière, a leading philosopher increasingly important in educational theory. In light of his ideas, the volume explores the current concern for democracy and equality in relation to education. The book introduces and discusses the works of Jacques Rancière, a leading philosopher increasingly important in the field of educational theory and philosophy The volume will have a broad appeal to those in the field of education theory and philosophy, and those concerned with democracy, equal opportunities and pedagogy Balanced in its introduction of the political and educational ideas of this author and in its exploration in line with his work of some important issues in education and policy today Contributors from diverse countries and intellectual and cultural backgrounds, including the UK, US, Belgium, Sweden, Spain, France, Canada
This volume of essays demonstrates and comments on philosophical methods in educational research. Offers a clear picture of what philosophers do when they study education Brings together a series of essays from an international cast of contributors from Canada, UK, Finland, and Cyprus Examines a range of new and established philosophical methods which can be used in educational research Demonstrates how philosophy of education can be understood methodologically Draws from both Continental and Analytical traditions Fills a gap in the research methods literature in education and the social sciences
In The Formation of Reason, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind. Provides the first detailed examination of the relevance of John McDowell's work to the Philosophy of Education Draws on a wide-range of philosophical sources, including the work of 'analytic' philosophers Donald Davidson, Ian Hacking, Peter Strawson, David Wiggins, and Ludwig Wittgenstein Considers non-traditional ideas from Russian philosophy and psychology, represented by Ilyenkov and Vygotsky Discusses foundational philosophical ideas in a way that reveals their relevance to educational theory and practice
This Companion brings together a team of leading figures in contemporary philosophy to provide an in-depth exposition and analysis of Quine’s extensive influence across philosophy’s many subfields, highlighting the breadth of his work, and revealing his continued significance today. Provides an in-depth account and analysis of W.V.O. Quine’s contribution to American Philosophy, and his position as one of the late twentieth-century’s most influential analytic philosophers Brings together newly-commissioned essays by leading figures within contemporary philosophy Covers Quine’s work across philosophy of logic, philosophy of language, ontology and metaphysics, epistemology, and more Explores his work in relation to the origins of analytic philosophy in America, and to the history of philosophy more broadly Highlights the breadth of Quine’s work across the discipline, and demonstrates the continuing influence of his work within the philosophical community
Reading R. S. Peters Today: Analysis, Ethics and the Aims of Education reassesses British philosopher Richard Stanley Peters’ educational writings by examining them against the most recent developments in philosophy and practice. Critically reassesses R. S. Peters, a philosopher who had a profound influence on a generation of educationalists Brings clarity to a number of key educational questions Exposes mainstream, orthodox arguments to sympathetic critical scrutiny
Any sound practical philosophy must be clear on practical concepts - concepts, in particular, of life, action, and practice. This clarity is Michael Thompson's aim in his ambitious work. In Thompson's view, failure to comprehend the structures of thought and judgment expressed in these concepts has disfigured modern moral philosophy, rendering it incapable of addressing the larger questions that should be its focus. In three investigations, Thompson considers life, action, and practice successively, attempting to exhibit these interrelated concepts as pure categories of thought, and to show how a proper exposition of them must be Aristotelian in character. He contends that the pure character of these categories, and the Aristotelian forms of reflection necessary to grasp them, are systematically obscured by modern theoretical philosophy, which thus blocks the way to the renewal of practical philosophy. His work recovers the possibility, within the tradition of analytic philosophy, of hazarding powerful generalities, and of focusing on the larger issues - like "life" - that have the power to revive philosophy. As an attempt to relocate crucial concepts from moral philosophy and the theory of action into what might be called the metaphysics of life, this original work promises to reconfigure a whole sector of philosophy. It is a work that any student of contemporary philosophy must grapple with.
Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy Opens up discussion on the notion of the relationship between philosophy and the child
Better Consciousness: Schopenhauer's Philosophy of Value reassesses Schopenhauer's aesthetics and ethics and their contemporary relevance. Features a collection of new essays from leading Schopenhauer scholars Explores a relatively neglected area of Schopenhauer's philosophy Offers a new perspective on a great thinker who crystallized the pessimism of the nineteenth century and has many points of contact with twenty-first century thought
This is Philosophy of Mind presents students of philosophy with an accessible introduction to the core issues related to the philosophy of mind. Includes issues related to the mind-body problem, artificial intelligence, free will, the nature of consciousness, and more Written to be accessible to philosophy students early in their studies Features supplemental online resources on www.thisisphilosophy.com and a frequently updated companion blog, at http://tipom.blogspot.com
Hegel's Philosophy of Right presents a collection of new essays by leading international philosophers and Hegel scholars that analyze and explore Hegel's key contributions in the areas of ethics, politics, and the law. The most comprehensive collection on Hegel's Philosophy of Right available Features new essays by leading international Hegel interpreters divided in sections of ethics, politics, and law Presents significant new research on Hegel's Philosophy of Right that will set a new standard for future work on the topic
General education is widely touted as an enduring distinctive of higher education, but what do we actually mean by general education? Differing perspectives not only make it challenging to consider its significance, but also open it up to a wide range of determinations regarding its effectiveness. This volume aims to sharpen understanding of the complex picture of general education by: describing how various conceptions of general education evolved historically, identifying various functions expected of general education in the contemporary context, and pointing out the educational practices that fulfill general education’s aims in the current context. The conceptions of, and aspirations for, general education are consequential. This volume disentangles the divergent conceptions that hinder its renewal and considers the range of avenues for realizing its effectiveness. This is the second issue of the 42nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education issue, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.
Theodor Adorno’s reputation as a cultural critic has been well-established for some time, but his status as a philosopher remains unclear. In Adorno and the Ends of Philosophy Andrew Bowie seeks to establish what Adorno can contribute to philosophy today. Adorno’s published texts are notably difficult and have tended to hinder his reception by a broad philosophical audience. His main influence as a philosopher when he was alive was, though, often based on his very lucid public lectures. Drawing on these lectures, both published and unpublished, Bowie argues that important recent interpretations of Hegel, and related developments in pragmatism, echo key ideas in Adorno’s thought. At the same time, Adorno’s insistence that philosophy should make the Holocaust central to the assessment of modern rationality suggests ways in which these approaches should be complemented by his preparedness to confront some of the most disturbing aspects of modern history. What emerges is a remarkably clear and engaging re-interpretation of Adorno’s thought, as well as an illuminating and original review of the state of contemporary philosophy. Adorno and the Ends of Philosophy will be indispensable to students of Adorno’s work at all levels. This compelling book is also set to ignite debate surrounding the reception of Adorno’s philosophy and bring him into the mainstream of philosophical debate at a time when the divisions between analytical and European philosophy are increasingly breaking down.