{"title":"Routledge International Studies In The Philosophy Of Education","description":"\u003cp\u003eExplore key debates and thinkers in educational philosophy with this Routledge series. Delve into critical perspectives shaping pedagogy, policy and practice worldwide. Essential reading for academics and practitioners.\u003c\/p\u003e","products":[{"product_id":"education-professionalism-and-the-quest-for-accountability-book-jane-green-9780415855242","title":"Education, Professionalism, and the Quest for Accountability","description":"This book focuses on education and its relation to professional accountability as viewed from two different, but not unrelated, perspectives. 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These different perspectives represent two sides of the same problem: that whatever one’s métier – whether a teacher, nurse, social worker, community officer, librarian, civil servant, etc – all who now work in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a \"performance\" management model of accountability which encourages a rigid bureaucracy, one which translates regulation and monitoring procedures, guidelines and advice into inflexible and obligatory compliance. 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It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty.  The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. 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Education, Autonomy and Critical Thinking analyzes their relationship to each other and to education, explores their roles in mortality and politics, and examines the part critical thinking has to play in fulfilling the educational aim of preparing young people for autonomy.  Assessing the significance of the concern with critical rationality as a key intellectual component for a worthwhile life involving autonomy, this book also examines important views about what critical thinking is and how it can be cultivated.   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New nations emerge out of the collapse of old empires; new democracies struggle out of old structures of oppression. Driven on by the fierce competitiveness of the ‘tiger economies’ of the east, old social welfare[1]based democracies are transformed into new market led enterprise societies. The essays in this international collection are a response from twenty-two educators to these changes and to the reassessment that they provoke of some of the fundamental principles which shape educational thought and practice. They focus in particular on four key clusters of issues to do with the role of education in cultivating: • national identity Authors from political settings as culturally distant as Lithuania and Taiwan consider what role, if any, nationalistic education might play in the context of a democratic liberal education. • market principles Contributors offer different perspectives on the internationally pervasive application of the principles of the market economy to education and the consequent ‘commodification’ of learning. • personal autonomy Different dimensions of the contested notion of autonomy are examined along with the related discourses of ‘edification’ and ‘empowerment’. • democratic citizenship From post-Soviet Russia to the new South Africa, in schools and in the context of professional training, educators examine what education for democratic citizenship might mean in practice and tease out some of the conflicts of principle which are raised in its implementation. 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Though interest in Platonic education may have waned due to a perceived view of Platonic scholarship as wholly impractical, this volume addresses common misunderstandings of Plato’s work and highlights the contemporary relevance of Plato’s ideas to contemporary moral education. Building on philosophical interpretations, the book argues persuasively that educators might employ Platonic themes and dialogue in the classroom. Split into two parts, the book looks first to contextualise Plato’s theory of moral education within political, ethical, and educational frameworks. Equipped with this knowledge, part two then offers contemporary educators the strategies needed for implementing Plato’s educational theory within the pluralistic, democratic classroom setting.   A Platonic Theory of Moral Education will be of interest to academics, researchers, and post-graduate students in the fields of: ethics; Plato scholarship; moral psychology; educational foundations; and the philosophy of education. This book would also benefit graduate students and scholars in teacher education.  Mark E. Jonas is Professor of Education and Professor of Philosophy (by courtesy) at Wheaton College, US.  Yoshiaki Nakazawa is Assistant Professor of Education at University of Dallas, US.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":50350830747921,"sku":"CIN0367556529G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51093831352593,"sku":"NIN9780367556525","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52135185219857,"sku":"NLS9780367556525","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0367556529.jpg?v=1751390132"},{"product_id":"habermas-critical-theory-and-education-book-mark-murphy-9780415536592","title":"Habermas, Critical Theory and Education","description":"The sociologist and philosopher Jürgen Habermas has had a wide-ranging and significant impact on understandings of social change and social conflict. 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Confucian Philosophy for Contemporary Education answers the above questions and more by presenting a Confucian model of education. The author proposes a Confucian school where Dao – a shared vision of human excellence – is realised through a mindful, learning-centred, action-oriented and ultimately humanising form of education.  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