Handbook of Philosophy of Education

Description

The Handbook of Philosophy of Education is a comprehensive guide to the most important questions about education that are being addressed by philosophers today. Authored by an international team of distinguished philosophers, its thirty-five chapters address fundamental, timely, and controversial questions about educational aims, justice, policy, and practices. Part I (Fundamental Questions) addresses the aims of education, authority to educate, the roles of values and evidence in guiding educational choices, and fundamental questions about human cognition, learning, well-being, and identity. Part II (Virtues of Mind and Character) is concerned with the educational formation of personal attributes that are often seen as essential to flourishing individuals and societies. This section includes chapters on the cultivation of intellectual and character virtues, the nature and formation of expertise, Stoic virtues, and intellectual vices. Part III (Education and Justice) addresses fundamental and emerging issues of educational justice, from equal educational opportunity, racial domination, and linguistic justice in education, to educational problems of mass migration, global educational justice, the education of working children around the world, and the costs of higher education and upward mobility. Part IV (Educational Practices) addresses controversial aspects of contemporary education – pedagogical, curricular, and managerial practices – that deserve careful examination. These include controversies surrounding free speech and instruction in controversial issues; anti-racist, sustainability, and sex education; and the unfulfilled promises and demoralizing impact of high-stakes accountability schemes. The format and jargon-free writing in this volume ensure that topics are interesting and accessible, helping facilitate the work of advanced students and professionals in Education. Cover Half Title Title Page Copyright Page Contents Acknowledgements Contributors Introduction Part I: Fundamental Questions Part II: Virtues of Mind and Character Part III: Education and Justice Part IV: Educational Practices Notes References Part I: Fundamental Questions 1. Education for a Challenging World The Wrong Problems Global Competition The Real Problems Doubts about Democracy Deepening Democracy Revisiting the Doubts Skepticism Renewed Really Relevant Education Notes References 2. Civic Learning for the 21st Century: Disentangling the "Thin" and "Thick" Elements of Civic Identity to Support Civic Education Deeper Civic Learning The Civic Role and Civic Identity Civic Identity Development Adolescence as a Period of Exploration Connecting Eriksonian Models of Identity Development with Sociocultural Approaches Authentic Activation of Civic Identity A Sociocultural Understanding of Civic Identity The Relationship Between Ethnic and Racial Identity Formation, Hard Histories, and Civic Identity Core Attitudes and Dispositions of Civic Identity: Efficacy, Equitability, and Self-Protection Shared Identity Elements Connected to Civic Role Civic Efficacy Equitability Self-Protection Conclusion Notes References 3. Enabling Everyone to Live Well Well-Being, Happiness, and Flourishing The Ethical Significance of Students' Present Well-Being Well-Being, Needs, and Learning Why Flourishing? Justifying Educational Aims A Constructivist Alternative How Can Education Promote Flourishing? Conclusion Notes References 4. Mind, Reason, and Knowledge Preliminaries A Familiar Picture Transcending The Familiar Picture Lessons for Education Conclusion: Knowledge, Reason and The Ends of Education References 5. Understanding as an Educational Objective Understanding a Topic Beyond the Information Given Reflective Endorsement Conclusion Note References 6. Values and Evidence in Educational Decision-Making Some Cases Value-Led and Data-Informed A Model Identify the Main Values in Play Identify the Key Decisions Relevant to Those Values Assess the Options in Light of the Values and Evidence Establish What Is the Best Policy Overall in the Circumstances Conclusion Note References 7. How Should Evidence Inform Education Policy? Evidence-based Policy Decisions What Kind of Premises Are Relevant to Policy Arguments? What Makes These Premises Trustworthy? Evidence for Policy Predictions The Standard EBE Strategy for Supporting Predictions Education RCTs Using RCT Results to Support Policy Predictions Strategy 1: Comparing Causal Pathways and Support Factors Strategy 2: Assessing External Validity Strategy 3: Determining "What Works" in General Evidence for Feasibility Assessments and Implementation Planning Conclusion Notes References 8. Who Should Make Decisions About Children's Education? What Should Children Learn? Capacity for Economic Productivity Capacity for Personal Autonomy Capacity for Democratic Competence Capacity to Treat Others as Moral Equals Capacity for Healthy Personal Relationships Capacity for Personal Fulfillment How Should Resources Supporting Learning be Distributed Among Children? Adequacy Equality Benefitting the Less Advantaged A Consequentialist Framework Non-Consequentialist Considerations Conclusion Notes References 9. Theorizing Educational Justice Rocky Choices: One Dilemma of Educational Justice Theorizing Educational Justice: Necessary Presuppositions and Features Children Are Appropriately Non-compliant, Sometimes Because They're Also Unreasonable and/or Irrational Corrective and Distributive Justice Need to Be Theorized Simultaneously Educational Justice Even in a "Well-ordered School" Is Neither Stable nor Closed Educational Justice Is Recursive and Plastic, as Are "Natural" and "Socially Constructed" Differences Educational Justice Must Address Justice Across (and Within) a Lifespan Educational Justice Must Address Both the Aims and the Practices of Education Some Final Thoughts about Epistemology, Methodology, and Completeness Notes References Part II: Virtues of Mind and Character 10. Cultivating Intellectual Virtues Introductory Remarks The Overarching Epistemic Goal of Education Good Intellectual Character Objections Concluding Remarks Notes References 11. Intellectual Character Education: Some Lessons from Vice Epistemology The Standard Approach and Standard Objections A. The Standard Approach B. Standard Objections Lessons from Vice Epistemology The Need for Ameliorative Strategies The Need for Systemic Change Open Questions Notes References 12. The Formation of Expertise Introduction Cognitive Accounts of Expertise Skills-Based Accounts The Concept of Expertise in the Philosophy of Education Educating For Expertise Notes References 13. Stoic Lessons for an Uncertain Future External Goods become Indifferents Assent to Impressions Pre-rehearsal of Bads Hedges and Reservations Resilience and the Social Fabric Notes References 14. Character Education The Nature, Importance, and Current State of Character Education Some Key Concepts and Unique Features of Character Education Different Approaches to Character Education US-style Character Education in the 1980s-1990s Confucian Character Education Positive Education Aristotelian Character Education Why is Character Education Controversial? How to Teach Character Education How to Evaluate Character Education Does Character Education Work and Where Is It Headed? References Part III: Education and Justice 15. Equal Educational Opportunity: What Should It Mean? 15.1. How Demandingly Egalitarian? 15.2. In Defense of Radical Educational Equality 15.3. Opportunities For What? 15.4. Equal Opportunity Through Education 15.5. The Ideal to Realize and The Way to Realize It Note References 16. Non-Preparatory Dimensions of Educational Justice Introduction Dimensions of Educational Justice Conceptions of Childhood and Education Developmental Objectives of Education Measuring Educational Quality Beyond Preparation: The Goods of Childhood Education and Access to Goods of Childhood Some Implications Notes References 17. Child Work and Education, a Global Perspective Introduction Core Definitions Basic Data What Is Wrong with Child Labor? How Does Education Fit into The Equation? The Incompatibility View Issues with Compulsion-And-Ban Diversity and Intersectionality Causality of Harm Work and Need Formal Schooling and Inclusivity Notes References 18. Educational Problems of Mass Migration Introduction Citizenship Education and Migration Equality of Opportunity and Migration The Funding of Education and Migration Conclusion Notes References 19. The Political Ethics of Bilingual Education I II III IV V Notes References 20. Global Democratic Educational Justice Introduction The Cosmopolitan Plateau of Global Justice Theorizing The Domestic Focus of Theories of Educational Justice A Democratic Conception of Global Justice Global Democratic Educational Justice Conclusion Notes References 21. Neoliberalism and Education Origins of Neoliberal Thought Neoliberalism and Education Neoliberalism, Freedom, and Grounding Values Neoliberalism, The Market, and Monopoly Power Education Charter Schools as Private of Public Individual Threads within Neoliberalism Competition Consumerism Choice Equality Comparing Charter and Traditional Public Schools Neoliberalism, Inequality, and Wealthy Foundation Funding Charter Schools, Race, and Inequality Neoliberalism, School Closings, Race, and Community Challenges to Neoliberalism from the Right and Left Notes References 22. Racial Domination in Education What Is Racial Domination? Race as a Social Construct Race and Social-Historical Context Race and Misrecognition Race and Domination Three Misconceptions about Racial Justice in Education Multicultural Education Is the Key to Racial Justice in and through Education Equal Educational Opportunity Is the Key to Racial Justice in and through Education Integrating Schools Is the Key to Racial Justice in and through Education Racial Domination Within Education: A Critical Approach Educating for Racial Justice Structuring Education for Racial Justice Conclusion Notes References 23. The Costs of Upward Mobility The Knowledge Aim The Ethical and Health Costs of Upward Mobility for Strivers The Costs to Community Conclusion Note References 24. Who Should Pay for Higher Education? An Educational Aims Perspective Introduction Why Educational Aims? Aims of Higher Education: Benefits and Burdens of Socioeconomic Mobility Cooperative Schemes, Educational Goods, and Justice Aims of Higher Education: Benefits and Burdens of Personal Autonomy Full Public Funding for Higher Education and Distributive Fairness Conclusion Notes References 25. Toward a Post-Pandemic Higher Education System Three Tensions Elite Education and Equality through Access Free Speech and Safe Spaces Ivory Tower versus Shared Social Institution Conclusion Notes References Part IV: Educational Practices 26. Free Speech and Education The Value of Free Speech in Education Epistemic Value of Free Speech in Education Academic Freedom and the Epistemic Value of Free Speech The Civic Value of Free Speech in Education The Educational Boundaries of Speech Boundaries of Speech in K-12 Schools Boundaries of Speech in Higher Education Conclusion Note References 27. Democratic Education and the Controversy over Controversial Issues Introduction The Aims of Democratic Education Political Classrooms in Context The Controversy Over Controversial Issues The Criterion of Political Authenticity The Epistemic Criterion An Alternative Framework Objection Conclusion Notes References 28. College Teaching, Indoctrination, and Trust The Conventional Debate Trust and Knowledge College and the Engineering of Trust Networks Indoctrination, Revisited Notes References 29. Climate, Science, and Sustainability Education Introduction The Humean Diagnosis The State of Climate and Sustainability Education The Epistemic Aims of Science Education and Framing Problems for the Humean Diagnosis Conclusion Notes References 30. Is "Sex Education" an Intelligible Concept? "Two Great Procedures for Producing the Truth About Sex" Let's (Not) Talk About Sex Sex, Para-Sex, and Meta-Sex Education Beyond the Liberal Debates AOUME vs. CSE Whose Job is It? Value Neutrality Conclusion: What's in a Name? Notes References 31. Racial Identity Formation and Antiracist Education Contextualizing Race Historical Context Conceptual Context Race as a Subject of Instruction? Teaching Racial Identity Learning to be Racialized Potential Problems with Teaching Racial Identity Further Complications of Race and Power Case 1: Up/Up Case 2: Up/Down Case 3: Down/Up Case 4: Down/Down Antiracist Education Conceptual Distinctions Categories of Arguments in Support Categories of Arguments in Opposition Coherence, Racial Identity Formation, and Antiracist Education Anti-ARE/Pro-RIF Anti-ARE/Anti-RIF Pro-ARE/Pro-RIF Pro-ARE/Anti-RIF Conclusion Notes References 32. Discipline and Punishment in Schools The Nature of Punishment Is Punishment Justified in Schools? Problematic Areas of Punishment Punishment and Educational Aims Conclusion References 33. Ability and Ability Grouping Introduction The Debate Concerning Ability Grouping A Conception of Ability for Student Assignment Current Performative Ability Ability as a Property of an Agent Conclusion Note References 34. Malignant Accountability, False Promises, and the Future of Education Preface The Damage of High-Risk Tests Meet the Minister of International Education OECD and Non-OECD 1960-2000 Results from the Eckstein, Sarid, Tamir Study Inclusive Growth Notes References 35. Burnout, Demoralization, and Racialized Failures to Recognize Teachers as Moral Subjects Demoralization Is Not Simply Dissatisfaction The Significance of Moral Recognition Demoralization and Moral Disqualification The Need for Moral Communities Conclusion Notes References Index