The Blackwell Guide to the Philosophy of Education
The Blackwell Guide to the Philosophy of Education
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布莱克威尔教育哲学指南
DOI：
10.1108/09504120310461554
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发表时间：
2003
影响因子：
1.9
通讯作者：
S. Hannabuss
中科院分区：
文献类型：
--
作者：
S. Hannabuss
哲学家们对教育的想法已经有很长一段时间了-我们可以追溯到柏拉图或卢梭的证据-哲学思想，关于公民或知识，道德或自治，渗透到今天的教育理论和实践中。这本书的一个部分着眼于“哲学作为教育”，询问它是更多的理论还是实践，探索教育的认识论主张和作用，想知道批判性思维是否可以创造性，反之亦然，并回到亚里士多德重新审视实践知识（实践知识）及其基于“技术”（技术理性）的程度。这是在课程可能是哲学的影响很可能是在其最务实的，和读者这本书可能会发现这一部分作为一个有用的快速更新如何哲学适用于自己的教育教区-高等教育（在后现代时代，纽曼的理想大学必须找到一个更加多元化的角色），信息和通信技术（它是否仅仅提供与资本主义有关的工具性知识？），以及职业培训和教育（国际社会对持续专业发展感兴趣的新生命）。简短的介绍抓住了时代精神：教育哲学回顾了康德和赫尔巴特，但也期待着更具包容性和国际性的角色。编辑们（布莱克（英国开放大学）、斯迈耶斯（鲁汶天主教大学）、史密斯（达勒姆大学）和斯坦迪什（邓迪大学和《教育哲学杂志》编辑））简明扼要地突出了趋势。这开辟了一个特别良好的人员配备量与来自英国，美国和欧洲的既定教育作家和研究人员的贡献，并在思想，讨论和史学方面，很好地抓住了该领域的当前时刻。社会、文化和哲学之间的联系使我们想起了重要的历史争论，这些争论一直持续到现在的教育研究、本体论和课程设计--实用主义的地位（詹姆斯和杜威），批判理论（不仅是法兰克福学派，而且是当前教育意识形态的分支），后现代主义（价值观的转变、宏大叙事的解构以及教育过程的商品化），以及女权主义重新诠释的公共空间（格林和格里菲斯之间的对话，寻求解冻传统的理解框架）。
Philosophers have had ideas about education for a very long time–we can go back to Plato or Rousseau for evidence of that–and philosophical ideas, about citizenship or knowledge, ethics or autonomy, pervade educational theory and practice to this day. One of the sections in this book looks at “philosophy as education”, asking whether it is more theoria or praxis, probing the epistemological claims and role of education, wondering whether critical thinking can be creative and vice versa, and returning to Aristotle for another look at phronesis (practical knowledge) and the extent to which it is based on “techne”(technical rationality). It is in the curriculum probably that the impact of philosophy is likely to be at its most pragmatic, and readers of this book may find that section useful as a quick update on how philosophy applies in their own educational parish–higher education (in the post‐modern age, Newman’s ideal university must find a more pluralistic role), information and communication technology (does it purvey a merely instrumental kind of knowledge linked with capitalism?), and vocational training and education (a new lease of life with international interest in CPD).A short introduction captures the Zeitgeist: the philosophy of education looks back to Kant and Herbart but also looks forward to a more inclusive and international role. The editors (Blake (Open University, UK), Smeyers (Catholic University, Leuven), Smith (University of Durham) and Standish (University of Dundee and editor of the Journal of the Philosophy of Education)) concisely highlight trends. This opens up a particularly well‐staffed volume with contributions by established educational writers and researchers from the UK and the USA and Europe, and which, in terms of the ideas, discussion, and historiography, well captures the current moment in the field. Links between society, culture and philosophy remind us of important historical debates which continue into present educational research, ontology and curriculum design–the status of pragmatism (James and Dewey), critical theory (not just the Frankfurt School but ramifications into current ideology in education), postmodernism (the problematics of shifting values, deconstructed grand narratives, and the commodification of the educational process), and the public space reinterpreted by feminism (a dialogue between Greene and Griffiths which seeks to unfreeze a traditional frame of understanding).