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 addresses foundational concerns at the interface of educational measurement and social justice. Following John Rawls's philosophical methods, Stein builds and justifies an ethical framework for guiding practices involving educational measurement which demonstrates that educational measurement is critical to insuring, or inhibiting, just educational arrangements, and distinguishes between efficiency- and justice-oriented testing. Analysing historical case studies which exemplify ethical testing issues, this book explores design principles and arguments in favour of radically democratic school reforms, which address how the future of testing might be shaped to ensure justice for all.

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.