The SAGE Handbook of Philosophy of Education

571 Pages·2010·9.184 MB·English

by  Richard Bailey, Robin Barrow, David Carr, Christine McCarthy

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‘This is an impressive collection of contributions from many of the leading figures in the field
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of philosophy of education in the Western world. It is wide ranging in its scope and coverage
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Section one of the book explores the nature of the philosophy of education and its relation to P
other aspects of educational theory and research. Section two is devoted to particular thinkers h
of the past, and more general coverage of the history of philosophy of education. Section three
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is dedicated to contemporary philosophical thought on education, providing the basis and l
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The handbook will be useful to students studying the field of philosophy of education, in the
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context of the study of educational foundations or theory. But it is also designed to be of use to
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contemporary educational issues, and to educationalists of all types who want a succinct guide yT
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ISBN: 978-1-84787-467-2
Cover image © iStock | Cover design by Wendy Scott 9 781847 874672
The SAGE
Handbook of
Philosophy of
Education
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The SAGE
Handbook of
Philosophy of
Education
Edited by
Richard Bailey
Robin Barrow
David Carr and
Christine McCarthy
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Introduction and Editorial Arrangement © Richard Chapter 19 © Harvey Siegel 2010
Bailey, Robin Barrow, David Carr and Christine Chapter 20 © Brenda Almond 2010
McCarthy 2010 Chapter 21 © Christine McCarthy 2010
Chapter 1 © D.C. Phillips 2010 Chapter 22 © Andrew Davis 2010
Chapter 2 © Robin Barrow 2010 Chapter 23 © Frederick S. Ellett, Jr. and
Chapter 3 © David Carr 2010 David P. Erickson 2010
Chapter 4 © Richard Pring 2010 Chapter 24 © Stephen Johnson 2010
Chapter 5 © Ieuan Williams 2010 Chapter 25 © John Halliday 2010
Chapter 6 © Jack Martin and Nathan Martin 2010 Chapter 26 © Penny Enslin and Nicki Hedge 2010
Chapter 7 © James Scott Johnston 2010 Chapter 27 © Claudia Ruitenberg and Daniel Vokey
Chapter 8 © Andrew Reid 2010 2010
Chapter 9 © M.A.B. Degenhardt 2010 Chapter 28 © John P. Portelli and Francine Menashy
Chapter 10 © Richard Smith 2010 2010
Chapter 11 © Cris Mayo and Barbara Stengel 2010 Chapter 29 © Constantin Koopman 2010
Chapter 12 © Kevin Williams 2010 Chapter 30 © James C. Conroy and Robert A. Davis
Chapter 13 © Robert Manery 2010 2010
Chapter 14 © Timothy Reagan 2010 Chapter 31 © Mike McNamee and Richard Bailey
Chapter 15 © David T. Hansen and 2010
Megan J. Laverty 2010 Chapter 32 © Craig A. Cunningham and
Chapter 16 © Hugh Sockett 2010 Briana L. Allen 2010
Chapter 17 © J. Mark Halstead 2010 Chapter 33 © Graham Haydon 2010
Chapter 18 © Richard Bailey 2010 Chapter 34 © Michael Bonnett 2010
First published 2010
Apart from any fair dealing for the purposes of research or
private study, or criticism or review, as permitted under the
Copyright, Designs and Patents Act, 1988, this publication may
be reproduced, stored or transmitted in any form, or by any
means, only with the prior permission in writing of the publishers,
or in the case of reprographic reproduction, in accordance with the
terms of licences issued by the Copyright Licensing Agency.
Enquiries concerning reproduction outside those terms should be
sent to the publishers.
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British Library Cataloguing in Publication data
A catalogue record for this book is available from the British Library
ISBN 978-1-84787-467-2
Typeset by Glyph International, Bangalore, India
Printed and bound in Great Britain by Biddles Ltd, King’s Lynn
Printed on paper from sustainable resources
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Contents
Contributors ix
Preface xviii
SECTION I EDUCATIONAL PHILOSOPHY
AND THEORY 1
1 What is Philosophy of Education? 3
D.C. Phillips
2 Schools of Thought in Philosophy of Education 21
Robin Barrow
3 The Philosophy of Education and Educational Theory 37
David Carr
4 The Philosophy of Education and Educational Practice 55
Richard Pring
SECTION II SOME KEY HISTORICAL FIGURES
IN THE PHILOSOPHY OF EDUCATION 67
5 Plato and Education 69
Ieuan Williams
6 Rousseau’s ‘Émile’ and Educational Legacy 85
Jack Martin and Nathan Martin
7 John Dewey and Educational Pragmatism 99
James Scott Johnston
8 T.S. Eliot, Education and Culture 111
Andrew Reid
9 R.S. Peters: Liberal Traditionalist 125
M.A.B. Degenhardt
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vi CONTENTS
10 Poststructuralism, Postmodernism and Education 139
Richard Smith
11 Feminism and Education 151
Cris Mayo and Barbara Stengel
12 Education and the Catholic Tradition 167
Kevin Williams
13 Gazetteer of Educational Thinkers 181
Compiled by Robert Manery
SECTION III PHILOSOPHY OF EDUCATION AND
EDUCATIONAL PRACTICE 207
14 The Professional Status of Teaching 209
Timothy Reagan
15 Teaching and Pedagogy 223
David T. Hansen and Megan J. Laverty
16 The Wider Ethical Dimensions of Education and Teaching 237
Hugh Sockett
17 Moral and Citizenship Education 253
J. Mark Halstead
18 Indoctrination 269
Richard Bailey
19 Knowledge and Truth 283
Harvey Siegel
20 The Value of Knowledge 297
Brenda Almond
21 Concepts of Mind 307
Christine McCarthy
22 Learning 323
Andrew Davis
23 Motivation and Learning 337
Frederick S. Ellett, Jr. and David P. Erickson
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CONTENTS vii
24 Transferable Skills 353
Stephen Johnson
25 Educational Assessment 369
John Halliday
26 Inclusion and Diversity 385
Penny Enslin and Nicki Hedge
27 Equality and Justice 401
Claudia Ruitenberg and Daniel Vokey
28 Individual and Community Aims in Education 415
John P. Portelli and Francine Menashy
29 Art and Aesthetics in Education 435
Constantin Koopman
30 Religious Education 451
James C. Conroy and Robert A. Davis
31 Physical Education 467
Mike McNamee and Richard Bailey
32 Philosophical Questions about Learning Technologies 481
Craig A. Cunningham and Briana L. Allen
33 Personal and Social Education 503
Graham Haydon
34 Education and the Environment 517
Michael Bonnett
Index 533
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Contributors
Briana Allen has been a Technology Instructor and Coordinator for 8 years,
working with K-12 students and teachers in the use and integration of technol-
ogy. She coordinates with colleagues to create integrated technology projects
which compliment students’ core curriculum, emphasizing project- and problem-
based activities. Her interests include how to seamlessly integrate technology
into the classroom, how best to train teachers in the integration of technology and
how technology’s use in schools changes the roll of educator and student.
Brenda Almond is Emeritus Professor of Moral and Social Philosophy at the
University of Hull, where she was for several years Reader in Education and
Philosophy. She has lectured widely both in the UK and worldwide and is the
author of many articles and books on philosophy and on education. She was Joint
Founding Editor of the Journal of Applied Philosophy and is President of the
Philosophical Society of England. Her books include Education and the
Individual (1981, as Brenda Cohen), Educational Thought: an Introduction
(1993), Exploring Ethics: A Traveller’s Tale (1998), Exploring Philosophy: the
Philosophical Quest (1995) and The Fragmenting Family (Oxford University
Press, 2006).
Richard Bailey is a writer and theorist on education and sport. He has been a
Professor at Canterbury, Roehampton and most recently Birmingham universities.
He has studied Philosophy, Physical Education and Anthropology, and continues
to work in these areas, especially with regard to their relevance for learning and
the development of expertise. He is the author of Education in the Open Society:
Karl Popper and Schooling (Ashgate), editor of The Philosophy of Education: an
Introduction (Continuum), and is author/editor of 13 other books on theoretical
and practical aspects of schooling and sport. He also edits the 25-volume
Continuum Library of Educational Thought.
Robin Barrow is Professor of the Philosophy of Education at Simon Fraser
University, Canada, where he was also Dean of Education from 1992 to 2002.
Prior to that he was Reader in the Philosophy of Education at the University of
Leicester, UK. A past Vice-Chair of the Philosophy of Education Society, GB,
and past President of the Canadian Philosophy of Education Society, he is the
author of some 25 books in the fields of philosophy, education and classics, the
most recent of which are Plato (Continuum) and An Introduction to Moral
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