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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.

Tabla de contenidos provista por Syndetics

• Acknowledgments(p. xiii)
• Introduction(p. 1)
• 1 Philosophy of Education Before the Twentieth Century(p. 4)
• 2 The Philosophical and Educational Thought of John Dewey(p. 23)
• 3 Analytic Philosophy(p. 41)
• 4 Continental Philosophy(p. 58)
• 5 Logic and Critical Thinking(p. 78)
• 6 Epistemology and Education(p. 98)
• 7 Philosophy of Social Science and Educational Research(p. 121)
• 8 Ethics and Moral Education(p. 136)
• 9 Social and Political Philosophy(p. 160)
• 10 Feminism, Philosophy, and Education(p. 179)
• Epilogue(p. 198)
• Notes(p. 201)
• Bibliography(p. 216)
• About the Book and Author(p. 222)
• Index(p. 223)

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CHOICE Review

Noddings (Stanford Univ.) is a premier philosopher of education (Caring, 1984; Educating for Intelligent Belief or Unbelief, 1993). This third edition of her textbook differs only slightly from previous editions, adding a chapter on multicultural education and cosmopolitanism. (The second edition added a chapter titled "Problems of School Reform.") But her approach to the subject is unique. She introduces the branches and major topics of philosophy and shows how they are relevant to educational problems. Thus, some history of philosophizing about education is given; analytic and continental approaches to philosophy are surveyed; and the branches of philosophy (e.g., logic, epistemology, ethics, and social and political philosophy) and their bearing on education are introduced. In the final chapter, Noddings summarizes her previous discussions from a feminist perspective (a subject for which she is well known), adding "a bit," she says, to bring the latest work on "care ethics" up-to-date. Each chapter ends with "Summary Questions" and "Introduction to the Literature." As has been said in previous reviews, the text is an intelligent, insightful, and useful approach to the subject. Summing Up: Recommended. Upper-division undergraduates and graduate collections. R. R. Sherman emeritus, University of Florida

Notas de autor provistas por Syndetics

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 .