Full Description
The Handbook of Philosophy of Education is a comprehensive guide to the most important questions about education that are being addressed by philosophers today. Authored by an international team of distinguished philosophers, its thirty-five chapters address fundamental, timely, and controversial questions about educational aims, justice, policy, and practices.
Part I (Fundamental Questions) addresses the aims of education, authority to educate, the roles of values and evidence in guiding educational choices, and fundamental questions about human cognition, learning, well-being, and identity. Part II (Virtues of Mind and Character) is concerned with the educational formation of personal attributes that are often seen as essential to flourishing individuals and societies. This section includes chapters on the cultivation of intellectual and character virtues, the nature and formation of expertise, Stoic virtues, and intellectual vices. Part III (Education and Justice) addresses fundamental and emerging issues of educational justice, from equal educational opportunity, racial domination, and linguistic justice in education, to educational problems of mass migration, global educational justice, the education of working children around the world, and the costs of higher education and upward mobility. Part IV (Educational Practices) addresses controversial aspects of contemporary education - pedagogical, curricular, and managerial practices - that deserve careful examination. These include controversies surrounding free speech and instruction in controversial issues; anti-racist, sustainability, and sex education; and the unfulfilled promises and demoralizing impact of high-stakes accountability schemes.
The format and jargon-free writing in this volume ensure that topics are interesting and accessible, helping facilitate the work of advanced students and professionals in Education.
Contents
Introduction; PART I: FUNDAMENTAL QUESTIONS; 1. Education for a Challenging World; 2. Civic Learning for the 21st Century: Disentangling the "Thin" and "Thick" Elements of Civic Identity to Support Civic Education; 3. Enabling Everyone to Live Well; 4. Mind, Reason, and Knowledge; 5. Understanding as an Educational Objective; 6. Values and Evidence in Educational Decision-Making; 7. How Should Evidence Inform Educational Policy?; 8. Who Should Make Decisions About Children's Education?; 9. Theorizing Educational Justice; PART II: VIRTUES OF MIND AND CHARACTER; 10. Cultivating Intellectual Virtues; 11. Intellectual Character Education: Some Lessons from Vice Epistemology; 12. The Formation of Expertise; 13. Stoic Lessons for an Uncertain Future; 14. Character Education; PART III: EDUCATION AND JUSTICE; 15. Equal Educational Opportunity: What Should It Mean?; 16. Non-Preparatory Dimensions of Educational Justice; 17. Child Work and Education, a Global Perspective; 18. Educational Problems of Mass Migration; 19. The Political Ethics of Bilingual Education; 20. Global Democratic Educational Justice; 21. Neoliberalism and Education; 22. Racial Domination in Education; 23. The Costs of Upward Mobility; 24. Who Should Pay for Higher Education? An Educational Aims Perspective; 25. Toward a Post-Pandemic Higher Education System; PART IV: EDUCATIONAL PRACTICES; 26. Free Speech and Education; 27. Democratic Education and the Controversy over Controversial Issues; 28. College Teaching, Indoctrination, and Trust; 29. Climate, Science, and Sustainability Education; 30. Is 'Sex Education' an Intelligible Concept?; 31. Racial Identity Formation and Antiracist Education; 32. Discipline and Punishment in Schools; 33. Ability and Ability Grouping; 34. Malignant Accountability, False Promises, and the Future of Education; 35. Burnout, Demoralization, and Racialized Failures to Recognize Teachers as Moral Subjects
