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

This book explores the ways childhood and materiality are intertwined and assembled. It makes a scholarly contribution to current understanding of the complex relatedness of childhood and materiality.

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.

The 1980s were an important decade for educational inquiry. It was the moment of the ¿linguistic turn,¿ with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge liberal thinking in favor of a scholarship based on class conflict and economic determinism.

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

Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all those who have been influenced by his contributions to educational and philosophical debate.

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.

Rather than having formed a global community, today¿s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and suggest some novel ways of dealing with them.

This text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

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.

This book scrutinizes how social ¿ common sense ¿ knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication.

This volume examines the multiple connections between education, broadly defined, and work, through an analysis of the literature on the transition from school to work, on vocational training and on the labour market.

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.

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.

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

Offers a contribution to the understanding of Habermas' oeuvre as it applies to education. This book examines Habermas' contribution to pedagogy, learning and classroom interaction; the relation between education, civil society and the state; forms of democracy, reason and critical thinking; and performativity, audit cultures and accountability.

This book gives a comprehensive account of methods in philosophy of education, it also examines their application of education in the 'real world'. It will therefore be of interest to philosophers and educationalists alike.