Philosophy of Education

Front Cover
Westview Press, 1995 - Education - 226 pages
7 Reviews
Our nation’s schools have always been contested turf but perhaps never more so than in today’s volatile environment. Educational policy and educational values have never been more controversial, and the schools themselves are under attack from many different directions.The role of philosophy of education in such an environment is not to dictate answers. Rather, it must foster understanding of the philosophical issues underlying contemporary debates. In this survey, Nel Noddings provides the essential background necessary for a more sophisticated and nuanced comprehension of the issues.Philosophy of Education is designed for general students of education who need to know something about philosophical thought and its exercise in teaching, learning, research, and educational policy. It assumes no previous training in philosophy. Ranging broadly from the great historical figures through John Dewey to contemporary representatives of both analytic and Continental traditions, it is always fair-minded, generous, and undogmatic. Attractive features are the author’s nondoctrinaire feminism, her commitment to the empowerment of students, and her coverage of the most recent trends in educational thought.This is an essential book not just for teachers and for future teachers but for anyone needing a survey of contemporary trends in the philosophy of education.
 

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Review: Philosophy of Education

User Review  - Billie Pritchett - Goodreads

The first part of Nel Nodding's Philosophy of Education is pretty good. in the first part she sets up the different views on philosophy of education, sweeping through ancient to contemporary ... Read full review

Review: Philosophy of Education

User Review  - Paul - Goodreads

I am not sure I would understand the educational philosophy of Dewey without this book. I certainly would struggle with phenomenology. Noddings addresses all of the great questions of education in ... Read full review

Contents

Socrates and Plato
6
Aristotle
12
Pestalozzi Herbart and Froebel
18
Deweys Philosophical Orientation
24
Deweys Theory of Knowledge
31
Tfee Place of Subject Matter
37
Continental Philosophy
58
Logic and Critical Thinking
78
Philosophy of Social Science
121
Some Examples
131
Social and Political Philosophy
160
Feminism Philosophy and Education
179
Epilogue
198
Bibliography
216
Abowi tfze Book and Author
222
Copyright

Epistemology and Education
98

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Popular passages

Page 84 - Then you should say what you mean," the March Hare went on. "I do," Alice hastily replied; "at least— at least I mean what I say— that's the same thing, you know.
Page 163 - Social and economic inequalities are to be arranged so that they are both: (a) to the greatest benefit of the least advantaged, consistent with the just savings principle, and (b) attached to Offices and positions open to all under conditions of fair equality of opportunity.
Page 165 - What the best and wisest parent wants for his own child, that must the community want for all of its children. Any other ideal for our schools is narrow and unlovely ; acted upon, it destroys our democracy.
Page 25 - Consider what effects, that might conceivably have practical bearings, we conceive the object of our conception to have. Then, our conception of these effects is the whole of our conception of the object.
Page 162 - Each person possesses an inviolability founded on justice that even the welfare of society as a whole cannot override.
Page 61 - But what do we mean by this, if not that man has a greater dignity than a stone or table? For we mean that man first exists, that is, that man first of all is the being who hurls himself toward a future and who is conscious of imagining himself as being in the future.
Page 61 - But if existence really does precede essence, man is responsible for what he is. Thus, existentialism's first move is to make every man aware of what he is and to make the full responsibility of his existence rest on him.
Page 125 - To the extent, as significant as it is incomplete, that two scientific schools disagree about what is a problem and what a solution, they will inevitably talk through each other when debating the relative merits of their respective paradigms.
Page 28 - There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process...
Page 83 - No, no! You're a serpent; and there's no use denying it. I suppose you'll be telling me next that you never tasted an egg ! " "I have tasted eggs, certainly," said Alice, who was a very truthful child; "but little girls eat eggs quite as much as serpents do, you know." "I don't believe it," said the Pigeon; "but if they do, why then they're a kind of serpent, that's all I can say.

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About the author (1995)

Nel Noddings is Lee L. Jacks Professor of Education at Stanford University. She has taught at the elementary, junior high, senior high, and college levels and has served as acting dean of the School of Education at Stanford University. In addition to many articles and reviews on a broad range of educational issues, her works include Caring: A Feminine Approach to Ethics and Moral Education, Women and Evil, The Challenge to Care in Schools, Educating for Intelligent Belief or Unbelief, Starting at Home: Caring and Social Policy, Educating Moral People, Happiness and Education, Educating Citizens for Global Awareness, and Critical Lessons: What Our Schools Should Teach.

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