Philosophy of Education

Revised and updated with 25 new essays, the fourth edition of this bestselling collection brings together more than 30 leaders in the field of educational theory. An engaging exploration of the ideas and trends shaping education in today’s classrooms, Philosophy of Education includes topics on high-stakes testing, consumerism in education, and social justice issues in the classroom.

How can we teach students moral values while avoiding indoctrination? How should a teacher deal with controversial issues in the classroom? What role should standards play in education, and who develops those standards? And why is the link between theory and practice in the classroom important in the first place? Philosophy of Education provides students, teachers, and administrators with a lively and accessible introduction to the central debates and issues in education today.

Table of Contents

Table of Contents
Philosophy of Education 1
Contents 6
Acknowledgements 10
Introduction 12
Part I: Philosophy, Theory, and Practice 16
1 Harold Entwistle, The Relationship between Educational Theory and Practice: A New Look 20
2 Robin Barrow, Empirical Research in Education: Why Philosophy Matters 31
3 Heesoon Bai, Philosophy for Education: Toward Human Agency 50
4 David T. Hansen, The Place of Ideals in Teaching 70
Part II: Classroom Discussions and Controversial Issues 82
5 Andrea R. English, Listening as a Teacher: Educative Listening, Interruptions, and Reflective Practice 86
6 Douglas J. Simpson and William J. Hull, Jr., Discussing Ethical Issues in the Classroom: Leveraging Pedagogical Moments that may Otherwise Undermine Important Discussions 104
7 Claudia W. Ruitenberg, “That’s Just Your Opinion!”—American Idol and the Confusion between Pluralism and Relativism 124
8 Michelle Forrest, Sensitive Controversy in Teaching to be Critical 131
9 Eugenie C. Scott, What’s Wrong with the “Teach the Controversy” Slogan? 153
Part III: Democratic Education and Social Justice 162
10 Laura Elizabeth Pinto, The Case for Critical Democracy 166
11 Kathy Hytten, Philosophy and the Art of Teaching for Social Justice 185
12 Emery J. Hyslop-Margison and Samuel LeBlanc, Post-Neoliberalism, Education, and the Principles of Democratic Learning 197
13 Nel Noddings, Schooling for Democracy 212
14 Trudy Conway, Strangers in our Midst: From Tolerance to Hospitality 225
Part IV: Standards, Efficiency, and Measurement 234
15 John P. Portelli and Ann B. Vibert, Standardization and Equity in Education 238
16 Francine Menashy, The End of Efficiency: Implications for Democratic Education 258
17 Trevor Norris, Arendt, Freire, and the Pedagogy of Possession 270
18 Harvey Siegel, High-Stakes Testing, Educational Aims and Ideals, and Responsible Assessment 286
19 Wayne Au, The Idiocy of Policy: The Antidemocratic Curriculum of High-Stakes Testing 301
Part V: Rights, Freedoms, and Conflicts in Education 318
20 Frances M. Kroeker and Stephen P. Norris, An Unwarranted Fear of Religious Schooling 322
21 Dianne Gereluk, Parental Rights and the Aims of Education: Teaching Religion, Human Sexuality, and Sexual Orientation in Schools 341
22 Paul Clarke and Bruce MacDougall, Crossing the Line: Homophobic Speech and Public School Teachers 354
23 William Hare, Propaganda in the Classroom: The Keegstra Case 373
24 Dwight Boyd, Moral Education within Difference: Impediments to Appreciating the Moral Other 389
Part VI: Conceptions of Education and Teaching 404
25 Maxine Greene, Literacy for What? 407
26 Paulo Freire, Reading the World and Reading the Word: An Interview with Paulo Freire 418
27 Jane Roland Martin, Education Writ Large 429
28 Gert Biesta, Teacher Education for Educational Wisdom 447
Contributors 466
About the Editors 470