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Back to the Rough Ground
Back to the Rough Ground is a philosophical investigation of practical knowledge, with major import for professional practice and the ethical life in modern society. Its purpose is to clarify the kind of knowledge that informs good practice in a range of disciplines such as education, psychotherapy, medicine, management, and law. Through reflection on key modern thinkers who have revived cardinal insights of Aristotle, and a sustained engagement with the Philosopher himself, it presents a radical challenge to the scientistic assumptions that have dominated how these professional domains have been conceived, practiced, and institutionalized.
The RoutledgeFalmer Reader in the Philosophy of Education
This Reader brings together a wide range of material to present an international perspective on topical issues in philosophy of education today. Focusing on the enduring trends in this field, this lively and informative Reader provides broad coverage of the field and includes crucial topics. With an emphasis on contemporary pieces that deal with issues relevant to the immediate real world, this book represents the research and views of some of the most respected authors in the field today. Wilfred Carr also provides a specially written introduction which provides a much-needed context to the role of philosophy in the current educational climate. Students of philosophy and philosophy of education will find this Reader an important route map to further reading and understanding.
The Blackwell Guide to the Philosophy of Education
In this important survey, an international group of leading philosophers chart the development of philosophy of education in the twentieth century and point to signficant questions for its future. Presents a definitive introduction to the core areas of philosophy of education. Contains 20 newly-commissioned articles, all of which are written by internationally distinguished scholars. Each chapter reviews a problem, examines the current state of the discipline with respect to the topic, and discusses possible futures of the field. Provides a solid foundation for further study.
Strategy Without Design
A unique analysis of strategy in organizations that shows how successful strategies may result without planning or design.
The Claims of Parenting
Many sociological, historical and cultural stories can be and have already been told about why it is that parents in post-industrial, western societies face an often overwhelming array of advice on how to bring up their children. At the same time, there have been several philosophical treatments of the legal, moral and political issues surrounding issues of procreation, the rights of children and the duties of parents, as well as some philosophical accounts of the shifts in our underlying conceptualization of childhood and adult-child relationships. While this book partly builds on the insights of this literature, it is significantly different in that it offers a philosophically-informed dis...
The Educated Person
Liberal education has long been a fascination for scholars in a variety of disciplines and is closely associated with the idea of the educated person. Seen at one time as a matter for colleges and universities, over the years it has become central to the debate surrounding general education in high school and even the earlier grades. Yet so many and varied are the uses of the term 'liberal education' that the question arises of whether and how the idea is any longer a useful or helpful construct. In what way might it speak helpfully to educational challenges we face today? In what ways does it still speak helpfully to educational challenges we face today? In what ways might it be a guide as we search for a better way forward? These are the central questions that are addressed in this book. In doing so, the positions of three theorists—John Henry Newman, Mortimer J. Adler, and Jane Roland Martin—who have written about liberal education in a compelling way and from different perspectives are selected for close analysis. The analysis is built upon to fashion a new ideal of the educated person and a new theory of liberal education.
Teaching and Christian Practices
In Teaching and Christian Practices several university professors describe and reflect on their efforts to allow historic Christian practices to reshape and redirect their pedagogical strategies. Whether allowing spiritually formative reading to enhance a literature course, employing table fellowship and shared meals to reinforce concepts in a pre-nursing nutrition course, or using Christian hermeneutical practices to interpret data in an economics course, these teacher-authors envision ways of teaching and learning that are rooted in the rich tradition of Christian practices, as together they reconceive classrooms and laboratories as vital arenas for faith and spiritual growth.
We Speak Because We Have First Been Spoken
This text focuses on the person and formation of the preacher, describing the kind of Christian wisdom and character that are essential to hearing and speaking the Word of God with authenticity.
Why Do We Educate?
This book reflects the editors; concerns that too many publicdiscussions of education are dominated by too few ideas, and isintended to serve as a kind of handbook for those who wish to enterthe conversation about education A work of impressive scholarship accessible to the generalreader A unique collection of essays written by internationallyrecognized and emerging thinkers from the field of education andrelated disciplines Contributors, among others, include Anthony Appiah (Princeton);Seyla Benhabib (Yale); Eamonn Callan (Stanford); Joseph Dunne (St.Patrick’s College, Ireland); Kieran Egan (Simon Fraser);Ursula Franklin (Toronto); Nel Noddings (Stanford); Martha Nussbaum(Chicago) and Diane Ravitch (New York)
