Philosophical, Ideological, and Theoretical Perspectives on Education, 2nd edition

Philosophical, Ideological, and Theoretical Perspectives on Education provides a systems approach to the major schools of philosophy of education, giving you a cognitive map of the areas, as well as the ideology in relationship to educational theory.

• The book’s three-part organization helps students examine Philosophies and Education, Ideologies and Education, and Theories and Education by leading them in a cumulative and comparative manner to the next section.
• The concepts are made clear through the chapter organization, which includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationship and application to education, especially to schools, curriculum, instruction, and to teachers and students.
• Students have opportunities for further examination, research, and study through the Inquiry Projects at the end of each chapter.
• Additional opportunities for critical thinking and discussion of chapter material are provided in the Further Readers and the Discussion Questions.

As the most recent edition of two previous works by the author, Philosophical and Ideological Perspectives on Education and New Perspectives on Philosophy and Education, this book follows the content and organizational framework of the earlier editions and includes a number of new features throughout.

• Students build a sound, on-going vocabulary in philosophy of education through this edition’s new marginal explanatory and cross reference notes. The book retains the helpful pedagogical features of earlier editions, including Questions for Reflection and Discussion, Inquiry and Research Projects, Internet Resources, and Suggestions for Further Reading.
• Readers are able to relate philosophy of education to institutional programs and accreditation through the highlighted emphasis on “Constructing Your Own Philosophy of Education,” organized on the themes of reflection and creating a conceptual framework.
• In response to reviewer’s comments, the chapter on Perennialism and Education has been restored. (Ch. 13)
• The importance of going to original sources is highlighted through Chapter 2’s commentary on Plato’s Allegory of the Cave and Meno directed to teaching and learning. (Ch. 2)
• Students get contemporary insight into Aristotle through the new section on Alasdair MacIntyre’s After Virtue in Chapter 3.
• Additional insight into how a philosophy of education develops is provided in Chapter 4’s new commentary on Dewey’s early work at the Laboratory School.
• Clearer, closer relationships between Existentialism and teaching and learning is accomplished in Chapter 5’s new commentary on Maxine Greene’s Existentialist philosophy of education.
• Postmodernist themes are illustrated in Chapter 6’s discussions of discourse, knowledge, and power.
• Students get clear examples and analysis of the impact of economic class on schooling in Chapter 11’s look at resistance education and economic conditioning on schools related to Bowles and Gintis.
• Insight into how an educational theory originates and develops is provided in Chapter 15’s discussion of the origins of Progressive ideas in Rousseau.
• Students get a look at the role of the Frankfurt school in Chapter 17, Critical Theory.