Bücher der Reihe Routledge International Studies in the Philosophy of Education

This volume examines the multiple connections between education, broadly defined, and work, through an analysis of the literature on the transition from school to work, on vocational training and on the labour market.

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at the economic reasons driving the mind-brain education movement. It gathers together an international bevy of leading philosophers of education to form an dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum.

This book takes a major step in the philosophy of education by moving back past the Enlightenment to reinstate Artistotelian Virtue at the heart of moral education.

International philosophers of education explore the diverse strands of the liberal tradition in education. Issues covered include social justice, national identity, curriculum, critical thinking and social practices.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2014. Routledge is an imprint of Taylor & Francis, an informa company.

Following Lyotard's death in 1998, this book provides a timely exploration of the recurrent theme of education in his work.

This volume explores the reception of John Dewey¿s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey¿s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.

Rather than having formed a global community, today¿s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and suggest some novel ways of dealing with them.

This volume explores the reception of John Dewey¿s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey¿s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.

This text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

Beauty is something we value instinctively. We find it in art and in nature, in words, images and ideas, seeking it through our senses and through our intellect, in others and in ourselves. This book seeks to re-awaken educators to the power of beauty as an educational concept, to its relevance for schools and the needs of students and teachers.

Following Lyotard's death in 1998, this book provides a timely exploration of the recurrent theme of education in his work.

Offers a contribution to the understanding of Habermas' oeuvre as it applies to education. This book examines Habermas' contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

This book gives a comprehensive account of methods in philosophy of education, it also examines their application of education in the 'real world'. It will therefore be of interest to philosophers and educationalists alike.

Terrorism, ethnocentrism, religious tension, competition over limited resources, war - these are just a few of the problems and challenges that have emerged in global economy. In light of this, education faces some formidable challenges. This collection of essays explores these and related challenges, and suggests some ways of dealing with them.

What should teachers and schools do about moral education? An international team of philosophers and educationalists examine some of the most fundamental questions in moral education, such as the nature of morality.

What is the main problem of contemporary education? This book argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it.

In the 1960s educational philosophers showed enormous interest in the nature of knowledge and the curriculum. This work responds to the need to reinstate conceptual problems of truth, knowledge and the curriculum on the agenda for debate.

International philosophers of education explore the diverse strands of the liberal tradition in education. Issues covered include social justice, national identity, curriculum, critical thinking and social practices.

This book addresses current concerns with the nature of human learning from a distinctive philosophical perspective and is important for all who have a professional interest in learning.

This book takes a major step in the philosophy of education by moving back past the Enlightenment to reinstate Artistotelian Virtue at the heart of moral education.

This book examines the subject of adult education with a holistic approach, covering topics such as education vs training, professional practice in adult and vocational education, and experience, self direction and reflection.

Explains the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. This book is suitable for philosophers and advanced students working in free will, moral psychology, and the philosophy of education.