What Do Philosophers Of Education Do (And How Do They Do It)?
May 2010, Wiley-Blackwell
- Offers a clear picture of what philosophers do when they study education
- Brings together a series of essays from an international cast of contributors from Canada, UK, Finland, and Cyprus
- Examines a range of new and established philosophical methods which can be used in educational research
- Demonstrates how philosophy of education can be understood methodologically
- Draws from both Continental and Analytical traditions
- Fills a gap in the research methods literature in education and the social sciences
1. Introduction: The Question of Method in Philosophy of Education (Claudia Ruitenberg).
2. The Strict Analysis and the Open Discussion (Katariina Holma).
3. 'Anything You Can Do I Can Do Better': Dialectical Argument in Philosophy of Education (Daniel Vokey).
4. Education and Selfhood: A Phenomenological Investigation (Michael Bonnett).
5. Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein) (Andrew Davis).
6. Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters (Gert Biesta).
7. Under the Name of Method: On Jacques Rancière's Presumptive Tautology (Charles Bingham).
8. Distance and Defamiliarisation: Translation as Philosophical Method (Claudia Ruitenberg).
9. Between the Lines: Philosophy, Text and Conversation (Richard Smith).
10. Method, Philosophy of Education and the Sphere of the Practico-Inert (Marianna Papastephanou).