Description
Book SynopsisThe studies of philosophy and history of education are under siege. These studies do not attract large grant funds and, to many, do not seem useful, even while much of educational research is dismissed as inconsequential or self-evident and the crisis in American education deepens. Philosophy and history of education have therefore been pushed to the margin--or beyond--in colleges and schools of education, commensurate with the decline of the humanities in higher education generally. Philosophy and History of Education examines the complex relationship between these studies, and the value of these related studies for improving educational knowledge, policy, and practice. From diverse perspectives, the philosophers and historians in this volume explore how bringing these disciplines together yields insights about unacknowledged or occult aspects of education problems that neither could achieve on their own.
Trade ReviewWhilst a relatively short book (147 pages), this is not a book meant for a quick read. Instead, it is a book to return to again and again, with little intellectual treats and bon mots found in unexpected places. . . there is much in this book to recommend it, not only to those engaged in either of these fields of study, but also to postgraduates and undergraduates looking to justify theoretical studies for dissertations. * History of Education: Journal of the History of Education Society *
In Philosophy and History of Education: Diverse Perspectives on Their Value and Relationship historians and philosophers of education tend the bond between their fields of study. The work reminds readers of fundamental issues at the core of education that remain essential for our time. This important volume includes essays by some of the most innovative and critical thinkers navigating the social foundations of education today. Educational practitioners and students of the liberal arts, alike, will read it with interest. -- Karen Graves, Professor of Education, Denison University
Philosophy needs history to provide the context that helps explain the rise and development of certain ideas. History needs philosophy to reveal the normative underpinnings of any theory of historical explanation. This important collection brings these two disciplines into a much-needed conversation: some of the chapters make the case for their complementarity, while others actually show what that conversation can yield. Together they represent an outstanding example of cross-disciplinary collaboration. -- Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor, Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
Table of ContentsForeword: Why History? Why Philosophy? Why Both? Jonathan Zimmerman, Professor, New York University Introduction Part I: The Relationship between Philosophical and Historical Study of Education Chapter 1: Why Does History Matter to Philosophy? Bryan Warnick Chapter 2: Philosophy, Literature, and Inductive Historiography Bruce Kimball Chapter 3: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902 Jackie Blount Chapter 4 : Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene Joseph Watras Chapter 5: History as Critique and Source of Ideology in Education: Tucson’s Outlawed Mexican American Studies Program Thomas M. Falk Chapter 6: A Historical Analysis of “Free Money Ideology” and Ohio State University President George W. Rightmire, 1926-1938 Benjamin A. Johnson Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice Chapter 7: A Modest Plea for Collaborative History and Philosophy of Education Randall Curren and Charles Dorn Chapter 8: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship Winston C. Thompson Chapter 9: The Predicament of Culture and Educational History and Philosophy as Reconciliation: Seeking out “The Disappeared” through Trans-disciplinary Engagement Antoinette Errante Chapter 10: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy Wayne J. Urban and Sarah E. Wever Chapter 11: History and Philosophy as “Pre Qualitative” Educational Research Samuel D. Rocha Chapter 12: The Blurring and Entanglement of Philosophy and Science: A Response Patti Lather About the Editors About the Contributors Index
