Contemporary Philosophy of Education. Leading Voices from the Field. 1st ed. 2026.

Sonst. Personen	Burch, Kerry T. (Hrsg.); Sassone, Leslie A. (Hrsg.)
Titel	Contemporary Philosophy of Education. Leading Voices from the Field. 1st ed. 2026.
Quelle	Cham: Springer Nature Switzerland (2026), XXVII, 307 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	The Cultural and Social Foundations of Education
Beigaben	Illustrationen 1
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	978-3-032-10032-0; 9783032100313; 9783032100337; 9783032100344
DOI	10.1007/978-3-032-10032-0
Schlagwörter	Bildung; Bildungsphilosophie; Erziehung; Erziehungslehre; Erziehungsphilosophie; Bildungssoziologie; Erziehungssoziologie; Unterricht; Forschung; Philosophie
Abstract	This collection brings together some of the most influential contemporary voices within the intellectual tradition of philosophy of education, each a recipient of the James and Helen Merritt Award for Distinguished Service to the discipline. The book offers readers a rich tapestry of perspectives that both honors the field's intellectual heritage and charts new territories for exploration. The contributors engage with questions of global responsibility, equity, spiritual growth, democratic renewal, and technological change-all while maintaining the philosophical rigor that has characterized this intellectual tradition since its inception. As educational systems worldwide face unprecedented challenges and transformations, these essays provide essential theoretical and philosophical frameworks for examining the fundamental questions that lie at the intersection of philosophy and educational practice. Kerry T. Burch is Professor of Philosophy of Education at Northern Illinois University, USA. He is the author of Eros as the Educational Principle of Democracy, Democratic Transformations: Eight Conflicts in the Negotiation of American Identity, and Jefferson's Revolutionary Theory and the Reconstruction of Educational Purpose. He is currently co-editing a volume on select writings of George S. Counts. Leslie A. Sassone is Associate Professor Emerita of Philosophy of Education at Northern Illinois University, USA. She is the author of The Process of Becoming: A democratic Nietzschean Pedagogy for Individualization. Inhalt: Part I Situating Philosophy of Education Within The (Perennially) Perilous Present -- 1. How Do We Fight for Democracy in a Post-Truth Infosphere? -- 2. Democracy and Education in the Age of Spectacle -- 3. Liberal Education and Global Responsibility -- Part II Philosophy As Education: Inquiry, Dialogue, and the Narrative Imagination -- 4. Philosophy of Education as a Form of Inquiry -- 5. Beyond the Comfort Zone, or Sallying Forth with Don Quixote: Facing Fear with a Philosopher of Education -- 6. Considering Philosophy for Education: A Curmudgeonly Challenge to Commercialism, Reductionism, and the Quest for Certainty -- 7. A Pedagogical Imperative of Pedagogical Imperatives -- Part III The Need for Spiritual and Existential Adventures in Philosophy of Education -- 8. Compassionate, Spiritual, and Creative Listening in Teaching and Learning -- 9. The Importance of All We Do Not See -- 10. "First they came for me:". Educational Implications of AI's Instrumentarian Power and Neoslavery -- 11. Learning New Connections: Philosophy of Education, Relationality, and Educational Technology -- Part IV The Continuing Significance of John Dewey -- 12. John Dewey and the Education of Public Interest -- 13. Classrooms as Dangerous Outposts? Arendt and Dewey on the Crisis of Teacher Authority -- 14. Teaching Hope and Reviving Democracy -- Part V On Bringing the Philosophic Spirit to the Nation's Youth -- 15. Does Teaching Children Philosophy Educate Them? Some Anti-Platonic Reflections on Doing Philosophy with Young People -- 16. Maria Montessori: Education for Peace -- 17. What Youth Can Do: Philosophy and Political Action -- 18. Never Too Young for a Liberal Education: Philosophizing with Children-Past, Present, and Future.
Erfasst von	Universitätsbibliothek der Humboldt-Universität zu Berlin
Update	2026/3