Deutsche Gegenwartspadagogik

First published in 1998. This is Volume VII of twenty-eight in the Sociology of Education series. Written in 1948, this book gives a concise and critical assessment of education in modern Germany. The authors have concentrated on those most integrally bound up with the significant trends in German life with each chapter, except the last dealing with the situation in post-Hitler Germany, extends to the close of the Nazi regime. Considering this as a break potentially more radical than any that has occurred in German history, they have written of the situation preceding it always in the past tense, even when discussing features that have survived it.

For two reasons, we are particularly proud to include Wolfgang Brezinka's Philosophy of Educational Knowledge in this series of books on Philosophy of Education. Thefirst is the philosophicalinterestoftheworkitself-its remarkablescholarship and the importance ofthe philosophical positionswill beobvious to allreaders. The secondisthat it brings to the English-speaking world a wonderful example ofeducational philosophy as now being practiced in the German-speaking world. All too often philosophers in the Anglo-American tradition have not seen the sort of perspective on educational thinking that infuses this work. And since this book has been widely read in its original version, it has had a considerable impactupon philosophy ofeducational research and science in the German-speaking countries. An understanding of this may help in the development of evenmore cooperativerelations amongstudentsofeducationin all countries. C. 1. B. Macmillan D. C. Phillips PREFACE TO THE ENGLISH EDmON '1 am not unmindful how little can be done... in a mere treatise on Logic, or howvague and unsatisfactory all precepts of Method must necessarily appear, when not practically exemplified in the establishment of a body of doctrine. Doubtless, the most effectual mode of showing how the sciences... maybe constructed,would be to construct them". JOHNSTUARTMILL (1843)1 Parents have a duty to educate their children, teachers to educate their pupils. For this reason there is widespread interest in education. Knowledge of education has long beenoffered under names like"pedagogics", "pedagogy"or"educational theory". Originally this meant practical knowledge based on common sense. Since the Enlightenment, however, attempts have been made to acquire scientific knowledge of education.

An examination of educational reform and change throughout the world, focusing on how issues of power and governance within states affect school practice and policy-making.

The papers in this book have emerged from a conference which was organized in Zurich in 2003 by the Pestalozzianum Research Institute for the History of Education and the Educational Institute of the University of Zurich. The conference was organized in light of the increasing internationalization of educational discussion within the last ten to twenty years and the topic was the relation between pragmatism and educational theory.

Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

This book gives a comprehensive account of methods in philosophy of education, it also examines their application of education in the 'real world'. It will therefore be of interest to philosophers and educationalists alike.