Blackwell Guide to the Philosophy of Education
Regular price
€42.99
14 days return policy
Shipping & Delivery
between authors
Category=JNA
century
collaboration
discipline
diversity
education
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
established
field
group
important
important survey
international
leading
order
philosophy
points
practically
theoretically significant
twentieth
vital
world
Product details
- ISBN 9780631221197
- Weight: 767g
- Dimensions: 172 x 246mm
- Publication Date: 20 Sep 2002
- Publisher: John Wiley and Sons Ltd
- Publication City/Country: GB
- Product Form: Paperback
Secure
checkout
Fast Shipping
Easy returns
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.
- Presents a definitive introduction to the core areas of philosophy of education.
- Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars.
- Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field.
- Provides a solid foundation for further study.
Nigel Blake 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.
Paul Smeyers at the University of Leuven in Belgium.
Richard Smith at the University of Durham.
Paul Standish at the University of Dundee.
