Bøger i Journal of Philosophy of Education serien

The movement towards 'evidence based' policy and practice has raised, again, important questions about the extent to which policy can be derived from research and about the kind of evidence which should inform policy.

The relevance of expertise to professional education and practice is explored in this collection of original contributions from educationalists, philosophers and psychologists.* Discusses the increasingly prominent debates about the nature of know-how in mainstream analytical epistemology* Illuminates what is involved in professional expertise and the implications of a sound understanding of professional expertise for professional education practice, curriculum design and assessment* All contributions are philosophically grounded and reflect interdisciplinary advances in understanding expertise

Democracy and Education from Dewey to Cavell is an original interpretation of American philosophy, that explores the differences between Cavell and Deweyan pragmatism. .

Levinas, Subjectivity, Education explores how the philosophical writings of Emmanuel Levinas lead us to reassess education and reveals the possibilities of a radical new understanding of ethical and political responsibility.

Education is increasingly expected to support the flourishing of competitive industrial economies. It is held to account by means of assessment in an attempt to ensure that it delivers the goods. This book argues that assessment cannot in principle detect much of the real learning required in this scenario.

* A philosophical study of the teacher. * Bring various social, religious and political perspectives to bear upon the work that teachers do. * Introduces teachers to philosophical ways of understanding their work. * Intervenes in academic debates pertaining to the idea of the teacher.

The growing use of the internet in education and its enormous potential for the future raise important philosophical questions about, for instance, teaching and learning, equality and access, the structure of digitised knowledge or the social role of education.

This timely and challenging book asks how education should respond to environmental concerns. * A timely and challenging book, which asks how education should respond to environmental concerns. * Puts forward an innovative thesis about our relationship with nature.

This book addresses major debates about quality in education, the role of the state and the nature of accountability in the public services, in philosophical and political arenas. It engages with major philosophical discussions, drawing out the relevant policy issues.

In The Formation of Reason, philosophy professor David Bakhurst utilizes ideas from philosopher John McDowell to develop and defend a socio-historical account of the human mind.

EDUCATIONAL EXPLANATIONSEducational Explanations is a comprehensive study of the main philosophical questions that confront empirical educational researchers. The book outlines the sense in which empirical educational research pursues truth and sets out and defends an account of its task as the offering of explanations for the many educational problems that claim our attention. The book goes on to look at the criteria for high quality research, the relationship between different methodological approaches and the scope and limits of intervention studies. At all stages detailed examples are presented to make the argument clearer. A distinctive feature of the book is the presentation of four detailed case studies, over four chapters, of influential educational research programmes that not only examine what they have achieved, but emphasise the conceptual issues that researchers are confronted with as they seek to provide explanations. The book goes on to examine the impact of empirical educational research on educational practice and on the practice of teachers in particular.

WITTGENSTEIN AND EDUCATIONWittgenstein's later writings are abundant with examples, and these return repeatedly to scenes of teaching and learning. Light is cast on language, belief, imagination, perception, illusion and obsession, by asking for each how it is acquired. How do we come into the practices that make up our lives? How, beyond the biological, do we become human beings? Wittgenstein wanted not to spare others the trouble of thinking but to stimulate readers to thoughts of their own. Yet so much in education today leads students (and their teachers) along clearly-planned direct routes to achievement, to success without the trouble of thinking. Knowledge and understanding are displaced by transferrable skills and competences, with teacher education reduced to priorities of classroom management skills and curriculum 'delivery'. In this climate there is a new growth of interest in the illumination Wittgenstein provides for enquiry into education. This collection, originating in the Annual Conference of the British Wittgenstein Society in 2018, celebrates this influence and demonstrates the range of Wittgenstein's importance for education.