International Library of the Philosophy of Education Volume 6 - Education, Values and Mind Essays for R. S. Peters by David Cooper

 

 

Publication Date: February 1, 2010 | ISBN-10: 0415562139 | ISBN-13: 978-0415562133 0

R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.

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International Library of the Philosophy of Education Volume 5 - Moral Judgement from Childhood to Adolescence by Norman J.Bull

 

 

Publication Date: February 1, 2010 | ISBN-10: 0415562740 | ISBN-13: 978-0415562744

Originally published in 1969 this book analyzes the development of moral judgement in children and adolescents. Interviews were held with 360 children aged 7 to 17, with equal numbers of either sex. Original visual devices were planned to elicit judgements in moral areas known to be of universal significance, such as the value of life, cheating, stealing and lying. In addition, analyses of concepts of reciprocity, of the development of conscience and of specificity in moral judgement were derived from the tests. The book inlcudes a critical survey of previous work in this field and places the research in its wider philosophical, psychological and sociological context.

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International Library of the Philosophy of Education Volume 3 - Plato, Utilitarianism and Education by Robin Barrow

 

 

Publication Date: February 1, 2010 | ISBN-10: 0415562503 | ISBN-13: 978-0415562508 | Edition: 1

Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.

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International Library of the Philosophy of Education Volume 2 - Beyond the Present and the Particular ; A Theory of Liberal Education by Charles H.Bailey

Publication Date: February 2, 2010 | ISBN-10: 041556381X | ISBN-13: 978-0415563819 | Edition: 1

Charles Bailey advances a modern characterization and justification of liberal education and defends such a view of liberal education against contemporary challenges. The book will be of special value to those guiding educational policy, designing curricula and reflecting on their own teaching practice. An introductory part of the book describes the need for justification and the special nature of liberal education as compared with other characterizations of education in utilitarian terms. The author offers a positive account of the content of liberal education, after a consideration and critique of the work of Paul Hirst, Philip Phenix and John White and follows this with an account of teacher strategy, attitude and methodology appropriate to liberal education. The final part of the book describes contemporary trends and challenges to the idea of liberal education and shows how they fail to provide a coherent alternative to liberal education as a basis for universal compulsory education.

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International Library of the Philosophy of Education Volume 1 - Philosophical Analysis and Education by Reginald Archambault (2009)

Publication Date: December 9, 2009

When originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation of central issues in educaton. The essays are grouped into four major sections: The Nature and Function of Educational Theory; The Context of Educational Discussion; Conceptions of Teaching; and The Essence of Education. The concepts dealt with are of the first importance to any practical or theoretical discussion in education and the editor provides a generous introduction to the essays to aid the reader in his analysis of the issues.

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