Encyclopedia of Educational Philosophy and Theory PDF
Preview Encyclopedia of Educational Philosophy and Theory
Michael A. Peters Editor Encyclopedia of Educational Philosophy and Theory Encyclopedia of Educational Philosophy and Theory ThiSisaFMBlankPage Michael A. Peters Editor Encyclopedia of Educational Philosophy and Theory With34Figuresand14Tables Editor MichaelA.Peters UniversityofWaikato Hamilton,NewZealand ISBN978-981-287-587-7 ISBN978-981-287-588-4(eBook) ISBN978-981-287-589-1(printandelectronicbundle) DOI10.1007/978-981-287-588-4 LibraryofCongressControlNumber:2017939861 #SpringerScience+BusinessMediaSingapore2017,correctedpublication2018 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeor part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations,recitation,broadcasting,reproductiononmicrofilmsorinanyotherphysicalway, andtransmissionorinformationstorageandretrieval,electronicadaptation,computersoftware,or bysimilarordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthis publicationdoesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexempt fromtherelevantprotectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinformationinthis bookarebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernorthe authorsortheeditorsgiveawarranty,expressorimplied,withrespecttothematerialcontained hereinorforanyerrorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwith regardtojurisdictionalclaimsinpublishedmapsandinstitutionalaffiliations. Printedonacid-freepaper ThisSpringerimprintispublishedbySpringerNature TheregisteredcompanyisSpringerNatureSingaporePteLtd. Theregisteredcompanyaddressis152BeachRoad,#21-01/04GatewayEast,Singapore189721, Singapore ThisEncyclopediaisdedicatedtoProfessorBerislavŽarnićwho passedawayonMay25,2017.BerislavwasanAssociateEditor oftheEncyclopediaandwedeeplyregretthathewasn’taroundto see the publication of the project to which he was greatly committed. We would like to acknowledge his important contribution. ThiSisaFMBlankPage Preface TheEncyclopediaofEducationalPhilosophyandTheorybeganitslifein1999 whenPaoloGhiraldelliandIdecidedtoestablishanencyclopediadedicatedto philosophyofeducationalthoughadecidedlydifferentkindofphilosophyof educationthanwhatmostEnglish-speakingscholarshavebeenconditionedto expect.PaolocamefromBrazilwithadoublePh.D.andexperienceinmedia. He was interested more widely in critical and cultural accounts. I came to philosophyofeducationfromphilosophyafterworkingonWittgensteintoa field dominated by analytic philosophy of education. I also brought to my visionofthefieldaninterestinphilosophyofscience,existentialphilosophy, andcriticaltheory.“Philosophyofeducation”isoftentakentobeanapplica- tion of philosophy either looking back to the philosophical tradition of phi- losopherswhowrotespecificallyoneducationlikePlato,Rousseau,andKant or the application of an analytic method to the clarification of education concepts. In my Ph.D. thesis on Wittgenstein, I came to the conclusion that whiletheanalyticmethod(ifagainstWittgensteinadmonitionswecantalkof onemethod)providedrigor,logic,andargumentation,itdidnotrecognizethe culturalandsocialsignificanceoflanguage,asrevealedbytheearlyWittgen- stein who inspired a generation of thinkers on viewing education as a set of practices. Methodological rigor not withstanding I decided that the Springer EncyclopediaofPhilosophyandTheory,namedafterthejournalofthesame name, should embrace a much wider view of education in terms of both philosophy and theory. This construction to my mind helped to wider the termsofreferenceandaidedtheprocessofmaking“philosophy”and“theory” moresociallyandculturallyinclusive.Ithelpedalsotorecognizethefactthat much theoretical work that has not raised an eyebrow in the field deserves attentionofphilosophersandeducationaltheorists.Educationasanacademic subjectissuchahugeenterpriseembracingmanydifferentspecialitiesthatitis given toakind offragmentation. ThisEncyclopedia while notattempting to provide a unified view at least is based on the intention of recognizing the theoreticalandphilosophicalsignificanceofmanydifferentbranches.Itisalso explicitlybasedontwofurtherprinciples:first,theEncyclopediaattemptsto be socially inclusive and culturally responsive; second, while respectful of different traditions and specialities the Encyclopedia is forward looking as muchasitissensitivetothepast.Thismeans,forexample,thatwecaninclude sections on Socrates and the Socratic tradition alongside Confucius and the vii viii Preface Confucian tradition. One of the motivating ideas is to update educational philosophy and theory in terms of the contemporary movements in policy, technology,teachereducation,tonameafewpossibilities,andtoseethemin termsoftheunfoldinganddevelopmentofglobalization. ThisphilosophyoftheEncyclopediarequiresafullexpositionintermsof the dynamic evolution and development of education as a discipline. It is a philosophyofopennessandinclusionthatadmitsforinstancethesignificance ofcriticaltheory,postcolonialism,feminism,indigenousstudies,gaystudies, anddisabilitystudies.Thesameeditorialopennessisimplicitlybasedonthe principles of technology-enabled features of intertextuality and dynamic updating to make the Encyclopedia a living and working document. The intentionistoincludenewsectionsandentrieseveryyear. Finally, a word of thanks to Springer staff Nick Melchior, Alexa Singh, and Sunaina Dadlwal; to my Associate Editors Andrew Gibbons, Berislav Zarnic, and Tina Besley; and to all Section Editors and contributors. This remindsmehowmuchofworthwhilescholarshipandresearchisacollective process based on some form of peer review – a notion that while relatively recentisenhancedwiththedigitalturn. MichaelA.Peters Thematic Map AmericanPhilosophy ChildhoodandOtherness ChildhoodandYouth,Historyof SectionEditor:MichaelA.Peters ChildhoodStudies,AnOverviewof CavellandPhilosophyofEducation ChildrenandChildhoods,Methodologiesof Dennett,Daniel(1942–) ChildrenandObjects PeirceandEmbeddedPhilosophyofEducation ChildrenandPunishment ChildrenandSustainability Children’sParticipation Assessment Children’sPowerRelations,Resistance,and SectionEditor:BronwenCowie SubjectPositions Children’sRights AdaptingPedagogyforFormativeAssessment Punishment AssessmentandLearnerIdentity AssessmentandParents FairnessinEducationalAssessment CriticalPedagogy FeedbackasDialogue ImprovementandAccountabilityFunctionsof SectionEditor:DustinGarlitz Assessment:ImpactonTeachers’Thinking CriticalandSocialJusticePedagogiesin andAction Practice InformalAssessment CriticalPedagogyandArt ModerationandAssessment CriticalPedagogy,HistoricalOriginsof NarrativeAssessment:ASocioculturalView DeweyandCriticalPedagogy PoliticalAspectsofAssessment DialogueandCriticalPedagogy ValidityTheoryinMeasurement FeministPedagogy HegelandCriticalPedagogy Childhoodstudies IconicandSymbolicLanguage MarcuseandCriticalEducation SectionEditor:MarekTesar Merleau-PontyandSomaticEducation Child NorthAmericanCriticalPedagogy Child-AnimalRelations Youth,Debt,andthePromiseofCritical ChildhoodandGlobalization Pedagogy ix
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