Books in the Educational Philosophy and Theory series

Developing a new philosophy of education by collecting essays on recent French thinkers, this book represents a theoretical way forward for the philosophy of education by working with new French thought. This book was originally published as a special issue of Educational Philosophy and Theory.

For much of its history, the notion of talent has been associated with the idea of 'careers open to talent'. Its emancipatory promise of upward social mobility has ultimately radically transformed the distribution of advantaged social positions and has had a lasting influence on the very idea of social status itself. Besides its inextricable link with equality of educational opportunity, the notion of talent also came to be associated with some of the most pressing contemporary issues as diverse as the 'war for talent', brain drain, immigration policies, talent management, global meritocracy, the 'excellence gap', the 'ownership' of natural resources, ability taxation, etc.Nevertheless, while central to egalitarian conceptions of distributive justice, the notion of talent remains to a large extent absent from the voluminous literature on these issues. Unlike concepts traditionally associated with distributive justice, such as fairness, (in)equality, equality of opportunity as well as justice itself, the notion of talent has received only limited examination. This volume brings together a set of contributions discussing some of the most pressing problems and challenges arising out of a reductionist understanding of talents' anatomy, a distorted characterisation of their overall distributive value or talents' non-voluntaristic nature and many other issues revolving around talents, which existing conceptions of distributive justice in education leave either neglected or outrightly ignored.The chapters in this book were originally published in the journal, Educational Philosophy and Theory.

This book asks how the aesthetic might be activated and applied through philosophies of education, and how we can intervene in instrumental attitudes to education by activating an aesthetic sensibility. It was originally published in Educational Philosophy and Theory.

Developing a new philosophy of education by collecting essays on recent French thinkers, this book represents a theoretical way forward for the philosophy of education by working with new French thought. This book was originally published as a special issue of Educational Philosophy and Theory.

This book looks at the limitations and achievements of Western philosophy, with particular reference to the issue of education. The book shows that philosophy helps to support Western education and allows it to flourish in the first instance. It was originally published as a special issue of Educational Philosophy and Theory.

This book offers exciting scholarship on a range of philosophical perspectives about early childhood education, particularly those related to pedagogy and related concepts of care and education. In this era of pedagogical certainty, the book comprises a unique set of challenges to standards-based agendas. Increased attention is granted to the subjective, sometimes mysterious, approaches to learning that call for ontological orientations to pedagogy as a relationship rather than a response or intervention. This book was originally published as a special issue of Educational Philosophy and Theory.

This book asks how the aesthetic might be activated and applied through philosophies of education, and how we can intervene in instrumental attitudes to education by activating an aesthetic sensibility. It was originally published in Educational Philosophy and Theory.

This book examines important questions about learning and expertise through the lens of contemporary work in philosophy, cognitive science and pedagogical theory. This book was originally published as a special issue of Educational Philosophy and Theory.

In 1972 the Institute for the Advancement of Philosophy for Children formulated a programme promoting philosophy in schools, based on an open community of inquiry. This book recounts details of the successes and difficulties in implementing this model. This book was originally published as a special issue of Educational Philosophy and Theory.

This book sketches possible alternatives for advancing scholarship in educational leadership. Engaging epistemology, ontology, and methodology, the volume evokes the message that there is more than one way to advance knowledge. It was originally published as a special issue of Educational Philosophy and Theory.

This collection looks at the various limitations and achievements of Western philosophy, with particular reference to the issue of education. The book shows that philosophy helps to support Western education and allows it to flourish in the first instance. It was originally published as a special issue of Educational Philosophy and Theory.

New Directions in Educational Leadership Theory sketches possible alternatives for advancing scholarship in educational leadership. Engaging epistemology, ontology, and methodology, the volume evokes the message that there is more than one way to advance knowledge. The approaches adopted across this collection offer fruitful directions for the field and hopefully will stimulate substantive dialogue and debate in the interest of advancing knowledge. This book was originally published as a special issue of Educational Philosophy and Theory.

In 1972 the Institute for the Advancement of Philosophy for Children formulated a programme promoting philosophy in schools, based on an open community of inquiry. This book recounts details of the successes and difficulties in implementing this model over the last thirty six years, from teachers and philosophers around the world, raising questions about the basic incompatibility of the democratic model and conventional models of schooling. This book was originally published as a special issue of Educational Philosophy and Theory.

Expertise, Pedagogy and Practice examines important questions about learning and expertise through the lens of contemporary work in philosophy, cognitive science and pedagogical theory. The essays reflect on learning and expertise, the relation between bodies and understanding, the role of narrative in learning, and how normativity and expertise emerge. This book was originally published as a special issue of Educational Philosophy and Theory.

This book asks what the Confucian heritage mean to modern East Asian education, asking whether it is outdated, or an irreplaceable cultural resource that provides an alternative approach to contemporary education? This book was first published as a special issue of Educational Philosophy and Theory.

This book explores John Dewey¿s ideas on democracy, education, and human flourishing in an era of globalization, reflecting on the legacy of Dewey¿s Democracy and Education 100 years later. This book was originally published as a special issue of Educational Philosophy and Theory.

Written by a group of leading, internationally respected scholars in philosophy of education, this book explores the relevance and possibilities of Levinas¿ philosophy to educational theory and practice. This book was originally published as a special issue of Educational Philosophy and Theory.