Oxford Encyclopedia of Philosophy of Education

The Oxford Encyclopedia of Philosophy of Education provides a comprehensive, global, invitational, and accessible overview of scholarship in the field of philosophy of education. It includes a wide range of topics, ideas, and diverse perspectives from around the world, and features an editorial board composed entirely of women. Each of its more than 100 chapters is an in-depth exploration of a philosophical topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. The Encyclopedia represents an important and essential guide to the complex philosophical issues informing all facets of education today.

List of contents

• Active Listening, Music Education, and Society


• Aesthetics and Education


• African Philosophies of Education


• Alain Badiou and Education


• Animal Rights Education


• Aristotelian and Kantian Virtues and Education


• Aspirations to Gender Equality in Philosophy, Political Activism, and Education


• Authenticity in Education


• Autonomy and Education


• Autonomy and Higher Education in Africa


• Bildung from Paideia to the Modern Subject


• Bildung-Centered General Didactics


• Buddhist Ethics and Moral Education


• Camus and Tragedy in Education


• Catholic Theology and Philosophy of Education


• Citizenship and Ethics


• Classroom Ethics


• Confucianism and Education


• Conversation in Education


• Cosmopolitanism and Philosophy of Education


• Cosmopolitical and Biopolitical Aesthetics as Philosophical Approaches to Art Education


• Critical Post-Humanism in Education


• Critical Whiteness Studies


• Cyberculture and Education in Latin America


• Decolonial Philosophy and Education


• Deleuze Studies in Education


• Democracy and Education in the United States


• Democracy, Education, and the Performing Arts


• Disciplinarity and Educational Research


• Earth Ethics for Education


• Ecofeminism and Education


• Ecopedagogy and Education


• Education and Cultural Navigation for Children in Refugee Resettlement Contexts


• Education and Peace


• Education as a Human Science


• Education for Global Citizenship


• Educational Biopolitics


• Educational Experience and the Neglected Landscapes of Possibility


• Ethical Issues in Higher Education Pedagogy


• Evidence-Based Educational Practice


• Exploring the Contributions of Sara Ruddick, Nel Noddings, and Ayya Khema to Care Theory and Peace Building


• Free Speech, Civility, and Censorship in Education


• Gender and Sexuality Theory and Research in Education


• Gender and Technology in Education


• Globalization and Education


• Gratitude and Education


• Gun Violence and Democratic Education in America


• Hospitality and Higher Education


• Human Flourishing as an Aim of Education


• Ideology and Education


• Imagination and Education


• Indigenous Notions of Interconnection and Formation by the World


• Intellectual Virtues in Higher Education


• Intensifying Multicultural Education through Critical Pedagogy, Antiracism, and the Need to Unschool


• Intersectionality in U.S. Educational Research


• Intuition and Education


• Islamic Pedagogy for Islamic Schools


• Justice and Education


• Lateral Thinking and Learning in Arts Education in Post-Internet Art


• Learning From Disequilibrium and Educating the Feminine Voice in Philosophy


• Liberalism in Education


• Love of Wisdom


• Malay Philosophies of Education


• Marxism and Educational Theory


• Mindfulness and 'Educational New Ageism'


• Moral and Character Education


• Moral Education and Technology


• Museum Education and the Epistemological Turn


• Neoliberalism and Education


• Open-mindedness and Education


• Parental Involvement in the United States


• Paulo Freire


• Philosophical Issues in Critical Thinking


• Philosophical Tenets of Action Research in Education


• Philosophy, Death, and Education


• Postcolonial Philosophy of Education in the Philippines


• Postdevelopmental Conceptions of Child and Childhood in Education


• Postmodernism in Education


• Practice-Based Teacher Education


• Professionalism, Education, and Ethics Codes


• Progressivism


• Public Schooling and Democracy in the United States


• Purposes of Arts Education


• Queer Pedagogy


• Relational Pedagogy


• Religion in Schools in the United States


• Roles of Educational Philosophy in Educational Research


• Tagore's Perspective on Decolonizing Education


• Teacher Activism in the U.S.


• Teachers as Conscientious Objectors


• Teaching Literature in Schools for Democratic Citizenship


• The Affective Turn in Educational Theory


• The Controversy of Muslim Women in Liberal Democracies


• The Effects of Agential Realism on Gender Research and Education


• The Four Pillars of Philosophy in Higher Education


• The Judicialization of American Education


• The Pattern of Upbringing


• The Philosophical, Anthropological, and Pedagogical Foundations of the Curriculum as a Formative Process


• The Philosophy and Ideals of Islamic Education


• The Value of Play in Education


• Theories of Tolerance in Education


• Tolerance and Education


• Wrongful Influence in Educational Contexts

About the author

Kathy Hytten is a Professor in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina Greensboro (UNCG) and Program Director for the Doctorate in Education (EdD) program. After receiving her PhD in Social Foundations of Education, specializing in Educational Philosophy, from the University of North Carolina at Chapel Hill, Kathy spent 17 years as a professor at Southern Illinois University Carbondale before moving to UNCG in 2013. Kathy teaches graduate courses in democracy and education, qualitative research, philosophy of education, sociology of education, cultural diversity, ethics and social justice, race, equity, and educational leadership. In her research, Kathy aims to make theoretically abstract ideas useful, accessible, and meaningful to prospective and practicing educators and administrators. Towards that end, she has published essays on diversity, ethics, hope, cultural studies, whiteness theory, globalization and education for

social justice and democracy. Her work has appeared in a variety of books and journals, including Democracy and Education, Educational Theory, Education and Culture, Educational Studies, Equity and Excellence in Education, Educational Foundations, International Journal of Qualitative Studies in Education, Philosophy of Education, Journal of Philosophy of Education, and the Journal of Curriculum Studies. Kathy is a Past-President of the Philosophy of Education Society (2019) and the American Educational Studies Association (2009).

Summary

The Oxford Encyclopedia of Philosophy of Education provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range of topics, ideas, and diverse perspectives from around the world, and features an editorial board composed entirely of women. Each chapter is an in-depth exploration of a philosophical topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the Encyclopedia's authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle "common sense," propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities.

The Oxford Encyclopedia of Philosophy of Education is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education. This combination of breadth and depth makes The Oxford Encyclopedia of Philosophy of Education an important and essential guide to the complex philosophical issues informing all facets of education today.

Product details

• Authors: Kathy Hytten
• Publisher: Oxford University Press
• Languages: English
• Product format: Hardback
• Released: 31.05.2022
• EAN: 9780190919726
• ISBN: 978-0-19-091972-6
• No. of pages: 1800
• Subjects: Humanities, art, music > Education > General, dictionaries; Non-fiction book > Dictionaries, reference works; EDUCATION / Philosophy, Theory & Social Aspects, EDUCATION / Reference, Reference works, Philosophy & theory of education, Philosophy and theory of education