Books in the New Directions in the Philosophy of Education series

Bearing with Strangers looks at inclusion in education in a new way, regarding education as a discipline with practical and theoretical concepts and criteria which emanate from education and schooling itself.

Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development and existential aspects of learning.

This book considers John Dewey¿s philosophy of democratic education and his theory of public sphere from the perspective of the reconstruction and redefinition of the dominant liberalist movement. Focusing on Dewey¿s theory of aesthetic education as an origin of the construction of public sphere, chapters explore his art education practices and involvement in the Barnes Foundation of Philadelphia, clarifying the process of school reform based on democratic practice.

This book engages in a broad reading of Rousseaüs writings on educational and political thought in order to explore and address the competing demands of the enculturation and individuation of the young in Western societies. Although Rousseaüs Emile has been frequently utilised in educational debate, much of his other work has been largely neglected, as too has the relationship between his educational and political thinking, which this work seeks to redress.

This book considers John Dewey¿s philosophy of democratic education and his theory of public sphere from the perspective of the reconstruction and redefinition of the dominant liberalist movement. Focusing on Dewey¿s theory of aesthetic education as an origin of the construction of public sphere, chapters explore his art education practices and involvement in the Barnes Foundation of Philadelphia, clarifying the process of school reform based on democratic practice.

This book engages in a broad reading of Rousseaüs writings on educational and political thought in order to explore and address the competing demands of the enculturation and individuation of the young in Western societies. Although Rousseaüs Emile has been frequently utilised in educational debate, much of his other work has been largely neglected, as too has the relationship between his educational and political thinking, which this work seeks to redress.