Philosophy of Education

Randall Curren is Professor and Chair of the Philosophy Department and Professor of Education at the University of Rochester, NY. He has published in philosophy of education, law, ethics, and history of philosophy, including Aristotle on the Necessity of Public Education (2000). He is the editor of A Companion to the Philosophy of Education (Blackwell, 2003) and of the journal Theory and Research in Education.

"Philosophy of Education: An Anthology is a major contribution to philosophy of education. There are now quite a few large volumes on the subject. All have their virtues, but none of them lend themselves easily to introductory and mid-level courses in philosophy of education. This new anthology, edited with wisdom, judgment and deep knowledge of the field by Randall Curren, is perfect for this purpose. In virtue of its excellent content, range, accessibility, and flexibility, it will quickly become the standard anthology for the field."—Harvey Siegel, University of Miami

• Preface. Acknowledgements.A Note to Instructors on the Classics.General Introduction..Part I: The Nature and Aims of Education.Introduction..What is Education?.1. Turning the Psyche (Plato).2. Knowing How to Rule and be Ruled as Justice Demands (Plato).3. An Educated Person Can Speak Well and Persuade (Isocrates).4. The Exercise of Reason (John Locke).5. The Education of Nature (Jean-Jacques Rousseau).6. The Democratic Conception of Education (John Dewey).7. Education as Initiation (R. S. Peters).8. Banking v. Problem-solving Models of Education (Paulo Freire).Liberal Education and the Relationship between Education and Work.9. Liberal v. "Mechanical" Education (Aristotle).10. Learning the Value of Work (Jean-Jacques Rousseau).11. Education for Labor and Leisure (John Dewey).12. Education and Standards of Living (Amartya Sen).13. The Liberal Studies in a Global World (Otfried Höffe).Autonomy and Exit Rights.14. The Child’s Right to an Open Future (Joel Feinberg).15. Justice, Autonomy, and the Good (Eamonn Callan).16. "Mistresses of their Own Destiny": Group Rights, Gender, and Realistic Rights of Exit (Susan Moller Okin).Part II: Educational Authority.Introduction..The Boundaries of Educational Authority.17. Education and the Limits of Stata Authority (John Stuart Mill).18. Democracy and Democratic Education (Amy Gutmann).19. Justice, Inequality, and Home Schooling (Charles L. Howell).20. Is Teaching a Profession: How Would We Know? (Kenneth A. Strike).21. The Crisis in Education (Hannah Arendt).The Commercialization of Schooling.22. The Role of Government in Education (Milton Friedman).23. Commercialization or Citizenship: The Case of Education (Colin Crouch).24. Channel One, the Anti-Commercial Principle, and the Discontinuous Ethos (Harry Brighouse).Part III: Educational Responsibilities.Introduction..Educational Adequacy and Equality.25. The Law of Zero-correlation (Thomas Green).26. Interpreting Equal Educational Opportunity (Amy Gutmann).27. Whom Must We Treat Equally for Educational Opportunity to be Equal?: (Christopher Jencks).Diversity and Nondiscrimination.28. Culture, Subculture, Multiculturalism: Educational Options (K. Anthony Appiah).29. The Promise of Racial Integration in a Multicultural Age (Lawrence Blum).30. "Getting Religion": Religion, Diversity, and Community in Public and Private Schools (Meira Levinson and Sanford Levinson).Impairment, Disability, and Excellence.31. The Myths of Learning Disabilities (G. E. Zuriff).32. A Capability Perspective on Impairment, Disability, and Special Needs (Lorella Terzi).33. Educating Gifted Children (Laura Purdy).34. Perfectionism and Educational Policy (Joel Kupperman).Part IV: Teaching and Learning.Teaching.35. Real Teaching (Philip W. Jackson).36. The Teacher’s Grasp of Subject-Matter (Israel Scheffler).37. Understanding Students (David T. Hansen).38. Beyond the Reflective Teacher (Terence H. McLaughlin).Discipline and Care.39. Social Control (John Dewey).40. The One-Caring as Teacher (Nel Noddings).41. School Sexual Harassment Policies: The Need for Both Justice and Care (Elizabeth Chamberlain and Barbara Houston).Inquiry, Understanding, and Constructivism.42. Learning by Discovery (Jean-Jacques Rousseau).43. The Good, the Bad, and the Ugly: The Many Faces of Constructivism (D.C. Phillips).44. Constructivisms and Objectivity (Richard E. Grandy).45. Education and the Advancement of Understanding (Catherine Z. Elgin).Critical Thinking and Reasoning.46. Reasoning with Children (John Locke).47. Against Reasoning with Children (Jean-Jacques Rousseau).48. Education for Critical Thinking (Matthew Lipman).49. The Reasons Conception of Critical Thinking (Harvey Siegel).50. The Value of Reason (Emily Robertson).Grading and Testing.51. A Discourse on Grading (Robert Paul Wolff).52. Coercion and the Ethics of Grading and Testing (Randall Curren).53. What is at Stake in Knowing the Content and Capabilities of Children’s Minds? A Case for Basing High Stakes Tests on Cognitive Models (Stephen P. Norris, Jacqueline P. Leighton, and Linda M. Phillips).Part V: Curriculum and the Content of Schooling.Introduction..Moral Education.54. Moral Conventions and Moral Lessons (Robert K. Fullinwider).55. Cultivating the Moral and Intellectual Virtues (Randall Curren).56. Motivation by Ideal (J. David Velleman).Curricular Controversies.57. Should We Teach Patriotic History? (Harry Brighouse).58. Should Creationism be taught in the Public Schools? (Robert T. Pennock).59. Conflicting Philosophies of School Sex Education (Michael J. Reiss).60. The Artistic–Aesthetic Curriculum (Maxine Greene).Index.