Books in the Routledge International Studies in the Philosophy of Education series

The workers based in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a 'performance' management model of accountability which encourages a rigid bureaucracy. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable.

Beauty is something we value instinctively. We find it in art and in nature, in words, images and ideas, seeking it through our senses and through our intellect, in others and in ourselves. This book seeks to re-awaken educators to the power of beauty as an educational concept, to its relevance for schools and the needs of students and teachers.

What is the main problem of contemporary education? This book argues that the cardinal problem with education is that it does not have an adequate notion of truth underpinning it.

Paying particular attention to the role of the teacher, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.

Brings the writings of British philosopher, Isaiah Berlin to bear on the subject of multiculturalism in schools, that his work has been applied to matters of education. Tackling the often-contradictory issues surrounding liberal pluralism, this book poses serious questions for the education system in the US and in the UK.

Explains the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. This book is suitable for philosophers and advanced students working in free will, moral psychology, and the philosophy of education.

Offers a philosophical account of the neglected tradition of anarchist thought on education. This analysis is based on a reconstruction of the educational thought of anarchist thinkers gleaned from their various ethical, philosophical, and popular writings. It is of interest to philosophers of education and educationalist thinkers.

This book addresses current concerns with the nature of human learning from a distinctive philosophical perspective and is important for all who have a professional interest in learning.

It examines Robert Grosseteste¿s often underrepresented ideas on education. It uniquely brings together academics from the fields of medieval history, modern science and contemporary education to shed new light on a fascinating medieval figure whose work has an enormous amount to offer anyone with an interest in our educational processes.

This book contributes to the theory and practice of Philosophy for Children (P4C), with a special emphasis on theoretical and practical issues confronting researchers and practitioners working in contexts that are strongly influenced by Confucian values and norms.

In the 1960s educational philosophers showed enormous interest in the nature of knowledge and the curriculum. This work responds to the need to reinstate conceptual problems of truth, knowledge and the curriculum on the agenda for debate.

This book takes a major step in the philosophy of education by moving back past the Enlightenment to reinstate Artistotelian Virtue at the heart of moral education.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

Following Lyotard's death in 1998, this book provides a timely exploration of the recurrent theme of education in his work.

This volume explores the reception of John Dewey¿s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey¿s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.　

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.　

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at the economic reasons driving the mind-brain education movement. It gathers together an international bevy of leading philosophers of education to form an dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum.

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.