Blackwell Guide to the Philoso - (Blackwell Philosophy Guides) by Nigel Blake & Paul Smeyers & Richard D Smith & Paul Standish (Paperback)
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<p/><br></br><p><b> Book Synopsis </b></p></br></br>In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future.<br /> <ul> <br /> </li> <li>Presents a definitive introduction to the core areas of philosophy of education.<br /> </li> <li>Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars.<br /> </li> <li>Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field.<br /> </li> <li>Provides a solid foundation for further study.</li> </ul><p/><br></br><p><b> From the Back Cover </b></p></br></br>Philosophy of education has now established itself throughout the world as a theoretically significant and practically vital discipline. In this important survey, an international group of leading philosophers charts the development of the field in the twentieth century and points to important questions for its future.<br /> <p>Each chapter has been written as a collaboration between authors in order to emphasize the diversity of thought, and where appropriate, the dissent and debate that is intrinsic to the field. The contributors explore social and cultural theories, politics and education, philosophy as education, teaching and curriculum, and ethics and upbringing.<br /> </p> <p><i>The Blackwell Guide to Philosophy of Education</i> is state-of-the-art map to the field as well as a valuable reference book.</p><p/><br></br><p><b> Review Quotes </b></p></br></br><br>An experienced quartet of editors has brought complementary ranges of expertise to a volume that fully maintains the high standards of a series, Blackwell Philosophy Guides, that is proving to be both invaluable to students and a repository of the best in contemporary philosophical thinking. The twenty dual-authored contributions, like the editors' introduction, confirm the conviction - Plato's, Nietzsche's, Dewey's - that not only is authentic philosophy educative but that an authentic education engages the philosophical imagination. <i>David E. Cooper, University of Durham</i> <br /> <p>This volume contains many excellent essays that between them capture in an authoritative - and lucid - way the intellectual diversity of the contemporary field of philosophy of education. Clearly it should have a place in the professional library of all serious students of the field. <i>D.C. Phillips, Stanford University</i><br /> </p> <p>This excellent collection documents the vitality and relevance of contemporary philosophy of education. Its combination of disciplinary and topical subject matters provides a framework for discussions that are philosophically rigorous at the same time that they touch upon and illuminate many of the prevailing educational concerns of our time. Most impressively, this collection blends the voices of 45 different scholars, from 11 different nations, into a coherent conversation around the discipline's history, development, and future prospects. <i>Nicholas C. Burbules, University of Illinois, Urbana-Champaign</i><br /> </p> <p>The top people writing this (Barnett on the university, Bridges on the market, Griffiths on feminism and equity, Halstead on values, Noddings on social policy, Peters on postmodernism, Wringe on democracy) provide a well-arranged collection of materials likely to interest students of education, studying it at university and in continuing education, as well as educational researchers, ethicists, people looking at citizenship, and anyone lecturing in the field. A comprehensive set of references at the end provides any reader, and any library manager wanting to check this area of their collection, with an excellent benchmark listing. <i>Reference Reviews</i><br /> </p> <p>The 20 chapters provide a panoramic view of current activity in philosophy of education. They also largely achieve the editors stated goal of placing this activity in the context of key aspects of the nature and development of the discipline. <i>Choice, May 2003</i></p><br><p/><br></br><p><b> About the Author </b></p></br></br><b>Nigel Blake</b> teaches at the Open University, Paul Smeyers at the University of Leuven in Belgium, Richard Smith at the University of Durham, and Paul Standish at the University of Dundee. They originally came together to explore their shared interest in postmodern issues and poststructuralist theory in relation to education. Their first collaboration. Thinking Again Education after Postmodernism (1998), laid the foundations, for other projects, including Education in an Age of Nihilism (2000). They have also addressed the educational influence of the European Union, reform in higher education, issues of online education and of moral education in their joint projects.<br /> <p><b>Paul Smeyers</b> at the University of Leuven in Belgium.<br /> </p> <p><b>Richard Smith</b> at the University of Durham.<br /> </p> <p><b>Paul Standish</b> at the University of Dundee.</p>
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