Read more
This introductory text, now in its fifth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests, and learning by discovery. Updates to this edition include new chapters on religious education and moral education, as well as questions for reflection at the end of each chapter.
List of contents
1 On reading this book.; 2 Thinking about the educational system.; 3 What is it to be human?; 4 Do we need schools?; 5 Needs and interests.; 6 The concept of education.; 7 Knowledge: what is worth studying?; 8 Curriculum theory.; 9 Religion and religious education.; 10 Morality and moral education.; 11 Indoctrination.; 12 Rationality.; 13 Critical thinking and other skills.; 14 Freedom and autonomy.; 15 Relativism: the challenge to reason.; 16 Creativity.; 17 Multiculturalism and racism.; 18 Culture.; 19 Research into teaching.; 20 Conclusion: theory and practice.
About the author
Robin Barrow was previously Reader in Philosophy of Education at the University of Leicester, UK, before moving to Simon Fraser University, Canada, as Professor of Philosophy of Education where for ten years he was also Dean of Education. He was elected a Fellow of the Royal Society of Canada in 1996. He became Emeritus Professor in 2019.
Ronald Woods was Senior Lecturer in Philosophy of Education at the University of Leicester until his retirement in 1980.
Summary
This introductory text, now in its fifth edition, shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. Updates include new chapters on religious education and moral education, as well as questions for reflection at the end of each chapter.
