Table Of Content

HANDBOOK OF PHILOSOPHY OF EDUCATION 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. Randall Curren is Professor of Philosophy and Professor of Education at the University of Rochester, USA. HANDBOOK OF PHILOSOPHY OF EDUCATION Edited by Randall Curren Cover image: Christ Church Meadow, Oxford – R. Curren First published 2023 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2023 Randall Curren The right of Randall Curren to be identified as the author of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloguing-in-Publication Data Names: Curren, Randall R., editor. Title: Handbook of philosophy of education / edited by Randall Curren. Other titles: Philosophy of education Description: New York, NY : Routledge, 2023. | Includes bibliographical references and index. Identifiers: LCCN 2022012822 (print) | LCCN 2022012823 (ebook) | ISBN 9781032000053 (Hardback) | ISBN 9781032000039 (Paperback) | ISBN 9781003172246 (eBook) Subjects: LCSH: Education‐‐Philosophy. | Education‐‐Forecasting. Classification: LCC LB14.7 .H3637 (print) | LCC LB14.7 (ebook) | DDC 370.1‐‐dc23/eng/ 20220707 LC record available at https://lccn.loc.gov/2022012822 LC ebook record available at https://lccn.loc.gov/2022012823 ISBN: 978-1-032-00005-3 (hbk) ISBN: 978-1-032-00003-9 (pbk) ISBN: 978-1-003-17224-6 (ebk) DOI: 10.4324/9781003172246 Typeset in Bembo by MPS Limited, Dehradun CONTENTS Acknowledgements ix Contributors x Introduction 1 Randall Curren PART I Fundamental Questions 13 1 Education for a Challenging World 15 Philip Kitcher 2 Civic Learning for the 21st Century: Disentangling the “Thin” and “Thick” Elements of Civic Identity to Support Civic Education 27 Danielle Allen and David Kidd 3 Enabling Everyone to Live Well 42 Randall Curren 4 Mind, Reason, and Knowledge 57 David Bakhurst 5 Understanding as an Educational Objective 69 Catherine Z. Elgin 6 Values and Evidence in Educational Decision-Making 79 Harry Brighouse and Adam Swift v Contents 7 How Should Evidence Inform Education Policy? 90 Kathryn E. Joyce and Nancy Cartwright 8 Who Should Make Decisions about Children’s Education? 103 Harry Brighouse and Adam Swift 9 Theorizing Educational Justice 114 Meira Levinson PART II Virtues of Mind and Character 125 10 Cultivating Intellectual Virtues 127 Duncan Pritchard 11 Intellectual Character Education: Some Lessons from Vice Epistemology 137 Heather Battaly 12 The Formation of Expertise 149 Ben Kotzee 13 Stoic Lessons for an Uncertain Future 162 Nancy Sherman 14 Character Education 172 Paul Watts and Kristján Kristjánsson PART III Education and Justice 185 15 Equal Educational Opportunity: What Should It Mean? 187 Gina Schouten 16 Non-Preparatory Dimensions of Educational Justice 199 Colin M. Macleod 17 Child Work and Education, a Global Perspective 209 Nico Brando 18 Educational Problems of Mass Migration 221 Danielle Zwarthoed 19 The Political Ethics of Bilingual Education 233 Daniel M. Weinstock vi Contents 20 Global Democratic Educational Justice 245 Julian Culp 21 Neoliberalism and Education 257 Lawrence Blum 22 Racial Domination in Education 270 Quentin Wheeler-Bell 23 The Costs of Upward Mobility 283 Jennifer M. Morton 24 Who Should Pay for Higher Education? An Educational Aims Perspective 291 Christopher Martin 25 Toward a Post-Pandemic Higher Education System 302 Ariel C. Armony and Ann E. Cudd PART IV Educational Practices 317 26 Free Speech and Education 319 Sigal Ben-Porath and Dustin Webster 27 Democratic Education and the Controversy over Controversial Issues 332 Johannes Drerup 28 College Teaching, Indoctrination, and Trust 344 Anthony Simon Laden 29 Climate, Science, and Sustainability Education 353 Matt Ferkany 30 Is “Sex Education” an Intelligible Concept? 365 Lauren Bialystok 31 Racial Identity Formation and Antiracist Education 377 Winston C. Thompson 32 Discipline and Punishment in Schools 390 Bryan R. Warnick 33 Ability and Ability Grouping 401 Tammy Harel Ben Shahar vii Contents 34 Malignant Accountability, False Promises, and the Future of Education 413 Yael Yuli Tamir 35 Burnout, Demoralization, and Racialized Failures to Recognize Teachers as Moral Subjects 427 Doris A. Santoro Index 440 viii ACKNOWLEDGEMENTS This Handbook would not have existed without the encouragement and assistance of many people, beginning with the Routledge Editor for Philosophy of Education Matthew Friberg, who recruited me to fill the void created by the advanced age of my 2003 Blackwell Companion to the Philosophy of Education and Harvey Siegel’s 2009 Oxford Handbook of Philosophy of Education. Such volumes may remain landmarks in the development of their respective subfields of philosophy for many years, but over time they become less representative of the current state of inquiry and less helpful to advancing it. Matt approached me on March 5th, 2020, as I was preparing my department’s Pandemic Scenario Continuity of Business Plan, and his enthusiasm for the project as it began to take shape in August of that year persuaded me that academic life in the Age of COVID would be more than endless rounds of administrative and instructional emergencies. He and the Editorial Assistant for this volume, Jessica Cooke, have been unfailingly supportive through every phase of its development and production. I am very grateful to them both. My expectation that the opportunity to work with dozens of the world’s most talented philosophers of education would make the orchestration of this volume a rewarding experience was confirmed throughout its development. I owe the contributors my warmest thanks not just for the excellence of their chapters, collaborative spirit, and friendship, but for all they have done to advance a field that has truly flourished in the twenty years since my work on the Companion. For their formative advice and suggestions regarding the plan for this volume I owe thanks to Meira Levinson, Philip Cook, Gina Schouten, Larry Blum, and Danielle Zwarthoed. Finally, and with apologies to anyone whose assistance I may be overlooking, I owe my Philosophy and Education Librarian, Eileen Daly-Boas, an autographed copy of this Handbook and my profuse thanks for her wonderfully resourceful work in answering a multitude of bibliographic inquiries. ix