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Philosophy and the Study of Education

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Affective Learning
Animal Kingdom
Category=JNA
challenging authority in education
Cognitive Neuroscientific Approach
Conceptualised Versions
consciousness studies
critical pedagogy
Critical Perspectives
Current Issues in Educational Philosophy
Dewey's Educational Philosophy
Dewey’s Educational Philosophy
Education Studies
Educational Contexts
Educational Materials
educational phenomenology
Educational Philosophy
epistemic agency
Epistemic Injustice
Epistemic Modesty
Epistemic Norms
Epistemic Rights
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eq_nobargain
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eq_society-politics
Existentialist Philosophy
Good Life
Hermeneutical Injustice
Hermeneutical Marginalisation
Karin Murris
Knowledge Acquisition
Martial Arts Practitioner
moral autonomy
Muslim Students
Peer Cultures
Philosophy of Education
Psychomotor Domains
Scheme Content Dualism
Self-determined Learning
Task Instrumentality
Teacher Student Relationship
Teacher-Student relationships
UK Government Report
vocational learning theory
Young Men

Product details

  • ISBN 9781138583764
  • Weight: 321g
  • Dimensions: 174 x 246mm
  • Publication Date: 04 Apr 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

Combining contributions from international academics and practitioners, this new text develops students’ ability to philosophise as well as learn about philosophy and education. It considers issues concerned with the interface between education and wider society but goes beyond this to explore education and philosophy at a micro level: the teacher–learner relationship. It challenges and empowers students to use philosophy as a tool within education, as a set of theories to understand education and as a potential means to develop solutions to problems as they occur within practice.

Assuming no pre-existing philosophical background, Philosophy and the Study of Education explores complex topics including:

  • encouraging young people to criticise and challenge all authority;

  • the limits of a religious-based education;

  • the desire for ‘alternative facts’ or ‘truths’;

  • the second-class status of vocational pursuits;

  • the inherent struggle in the teacher–student relationship;

  • the relationship between emotion, morality and autonomy in teaching.

Including discussion questions and further recommended reading, this thought-providing book will support and inspire all those on Education Studies, Childhood Studies and Youth Studies courses in developing a critical perspective and understanding the true value of philosophy within education.

About

Tom Feldges is a lecturer at the University Centre North Lindsey and a research associate at the Institute for Applied Ethics at the University of Hull, UK. He is a member of the executive board of the British Education Studies Association (BESA), as well as a member of the editorial and review board for the journal Educational Futures.