{"title":"History And Philosophy Of Education","description":null,"products":[{"product_id":"have-a-little-faith-book-benjamin-justice-9780226400457","title":"Have a Little Faith","description":"It isn't just in recent arguments over the teaching of intelligent design or reciting the pledge of allegiance that religion and education have butted heads: since their beginnings nearly two centuries ago, public schools have been embroiled in heated controversies over religion's place  in the education system of a pluralistic nation. In this book, Benjamin Justice and Colin Macleod take up this rich and significant history of conflict with renewed clarity and astonishing breadth. Moving from the American Revolution to the present from the common schools of the nineteenth century to the charter schools of the twenty-first they offer one of the most comprehensive assessments of religion and education in America that has ever been published. From Bible readings and school prayer to teaching evolution and cultivating religious tolerance, Justice and Macleod consider the key issues and colorful characters that have shaped the way American schools have attempted to negotiate religious pluralism in a politically legitimate fashion. While schools and educational policies have not always advanced tolerance and understanding, Justice and Macleod point to the many efforts Americans have made to find a place for religion in public schools that both acknowledges the importance of faith to so many citizens and respects democratic ideals that insist upon a reasonable separation of church and state. Finally, they apply the lessons of history and political philosophy to an analysis of three critical areas of religious controversy in public education today: student-led religious observances in extracurricular activities, the tensions between freedom of expression and the need for inclusive environments, and the shift from democratic control of schools to loosely regulated charter and voucher programs. Altogether Justice and Macleod show how the interpretation of educational history through the lens of contemporary democratic theory offers both a richer understanding of past disputes and new ways of addressing contemporary challenges.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50265737003281,"sku":"CIN022640045XVG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":51693786792209,"sku":"CIN022640045XG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/022640045X.jpg?v=1751037666"},{"product_id":"case-for-contention-book-jonathan-zimmerman-9780226456348","title":"The Case for Contention","description":"From the fights about the teaching of evolution to the details of sex education, it may seem like American schools are hotbeds of controversy. But as Jonathan Zimmerman and Emily Robertson show in this insightful book, it is precisely because such topics are so inflammatory outside school walls that they are so commonly avoided within them. And this, they argue, is a tremendous disservice to our students. Armed with a detailed history of the development of American educational policy and norms and a clear philosophical analysis of the value of contention in public discourse, they show that one of the best things American schools should do is face controversial topics dead on, right in their classrooms. Zimmerman and Robertson highlight an aspect of American politics that we know all too well: We are terrible at having informed, reasonable debates. We opt instead to hurl insults and accusations at one another or, worse, sit in silence and privately ridicule the other side. Wouldn't an educational system that focuses on how to have such debates in civil and mutually respectful ways improve our public culture and help us overcome the political impasses that plague us today? To realize such a system, the authors argue that we need to not only better prepare our educators for the teaching of hot-button issues, but also provide them the professional autonomy and legal protection to do so. And we need to know exactly what constitutes a controversy, which is itself a controversial issue. The existence of climate change, for instance, should not be subject to discussion in schools: scientists overwhelmingly agree that it exists. How we prioritize it against other needs, such as economic growth, however that is worth a debate. With clarity and common-sense wisdom, Zimmerman and Robertson show that our squeamishness over controversy in the classroom has left our students woefully underserved as future citizens. But they also show that we can fix it: if we all just agree to disagree, in an atmosphere of mutual respect.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50480517644561,"sku":"CIN022645634XVG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51000297259281,"sku":"NIN9780226456348","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":53574396150033,"sku":"CIN022645634XG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/022645634X.jpg?v=1751259433"},{"product_id":"teaching-evolution-in-a-creation-nation-book-adam-laats-9780226331300","title":"Teaching Evolution in a Creation Nation","description":"No fight over what gets taught in American classrooms is more heated than the battle over humanity’s origins. For more than a century we have argued about evolutionary theory and creationism (and its successor theory, intelligent design), yet we seem no closer to a resolution than we were in Darwin’s day. In this thoughtful examination of how we teach origins, historian Adam Laats and philosopher Harvey Siegel offer crucial new ways to think not just about the evolution debate but how science and religion can make peace in the classroom.               Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50925442302225,"sku":"CIN022633130XVG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ GOOD \/ SBYB","offer_id":51328187007249,"sku":"CIN022633130XG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/022633130X.jpg?v=1750974025"},{"product_id":"homeschooling-book-james-g-dwyer-9780226627250","title":"Homeschooling","description":"In Homeschooling: The History and Philosophy of a Controversial Practice, James G. Dwyer and Shawn F. Peters examine homeschooling's history, its methods, and the fundamental questions at the root of the heated debate over whether and how the state should oversee and regulate it. The authors trace the evolution of homeschooling and the law relating to it from before America's founding to the present day. In the process they analyze the many arguments made for and against it, and set them in the context of larger questions about school and education. They then tackle the question of regulation, and they do so within a rigorous moral framework, one that is constructed from a clear-eyed assessment of what rights and duties children, parents, and the state each possess. Viewing the question through that lens allows Dwyer and Peters to even-handedly evaluate the competing arguments and ultimately generate policy prescriptions. Homeschooling is the definitive study of a vexed question, one that ultimately affects all citizens, regardless of their educational background.","brand":"WoB","offers":[{"title":"- \/ - \/ -","offer_id":51694174273809,"sku":"","price":0.0,"currency_code":"GBP","in_stock":true},{"title":"US \/ GOOD \/ SBYB","offer_id":51694175027473,"sku":"CIN022662725XG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ VERY_GOOD \/ INTERNAL","offer_id":51713808695569,"sku":"GOR011822023","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/022662725X.jpg?v=1751356994"},{"product_id":"making-up-our-mind-book-sigal-r-ben-porath-9780226619637","title":"Making Up Our Mind","description":"If free market advocates had total control over education policy, would the shared public system of education collapse? Would school choice revitalize schooling with its innovative force? With proliferating charters and voucher schemes, would the United States finally make a dramatic break with its past and expand parental choice?   That's not only the wrong question--it's the wrong premise, argue philosopher Sigal R. Ben-Porath and historian Michael C. Johanek in Making Up Our Mind. Market-driven school choices aren't a new. They predate the republic, and for generations parents have chosen to educate their children through an evolving mix of publicly supported, private, charitable, and entrepreneurial enterprises. This process has arguably always been influenced by market forces, especially those of parental demand, and, more recently, by the impact of coordinated corporate and philanthropic influence. The question is not whether to have school choice. It is how we will regulate who has which choices in our mixed market for schooling--and what we, as a nation, hope to accomplish with that mix of choices. Making Up Our Mind looks beyond the simple divide between those who oppose government intervention and those who support public education as a way to nurture a democratic, integrated public sphere. Instead, the authors make the case for a structured landscape of choice in schooling, one that protects the interests of children and of society, while also identifying key shared values on which a broadly acceptable policy could rest.","brand":"WoB","offers":[{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":53560970084625,"sku":"CIN022661963XVG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9780226619637.jpg?v=1778796049"}],"url":"https:\/\/www.worldofbooks.com\/en-gb\/collections\/history-and-philosophy-of-education-book-series.oembed","provider":"World of Books ","version":"1.0","type":"link"}