J.D. Marshall - Böcker

Many books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area. There have been several articles in scholarly education journals, but the special cachet of this collection is that the contributors come from six countries. The collection has been edited by Paul Smeyers and Jim Marshall, philosophers of education who live in Belgium and New Zealand, respectively. Each of the chapters represents an original study of Wittgenstein, commissioned by the editors from colleagues they know to have written well on Wittgenstein and the implications of his ideas for education. Audience: Teachers, students and academics in the field of philosophy and education. Especially interesting to advanced students in these areas.

This monograph addresses Foucault's influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the writings of Foucault, and also considers Foucault's own educational practices.

This book provides an historical and a conceptual background to post-structuralism, and in part to post-modernism, for readers entering the discussions on post-structuralism. It does not attempt to be at the cutting edge of these debates nor to be advancing research in these areas. It does however look at the educational implications of the ideas discussed. The intention behind this collection was to provide a sound introduction to the key positions of a number of French poststructuralist thinkers who are being increasingly referred to, used as support, and even embraced by theorists in educational discourse. The editor and contributors to this volume are concerned that these thinkers have been misappropriated on occasions. That is why this volume concentrates on the historical and intellectual background of these philosophers. Each of the authors of the chapters in this collection deals with 'their' philosopher in the areas of: brief biographical details; key philosophical ideas; and the applications in, or implications of their work for education.

Many books have been written about Wittgenstein's philosophy, but this collection of articles on Wittgenstein and education is the first study in book form in this area.

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault.