The Journal of Philosophy of Education Book Series
The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.
Titles in the series include:
Education and Expertise
Edited by Mark Addis and Christopher Winch
Teachers' Know-How: A Philosophical Investigation
Christopher Winch
Citizenship for the Learning Society: Europe, Subjectivity, and Educational Research
Naomi Hodgson
The Ways We Think: From the Straits of Reason to the Possibilities of Thought
Emma Williams
Philosophy East/West: Exploring Intersections between Educational and Contemplative Practices
Edited by Oren Ergas and Sharon Todd
The Ways We Think: From the Straits of Reason to the Possibilities of Thought
Emma Williams
Philosophical Perspectives on Teacher Education
Edited by Ruth Heilbronn and Lorraine Forman-Peck
Re-Imagining Relationships in Education: Ethics, Politics And Practices
Edited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter
Education and the Growth of Knowledge: Perspectives from Social and Virtue Epistemology
Edited by Ben Kotzee
Vygotsky, Philosophy and Education
Jan Derry
Education Policy: Philosophical Critique
Edited by Richard Smith
Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility
Anna Strhan
Philosophy for Children in Transition: Problems and Prospects
Edited by Nancy Vansieleghem and David Kennedy
Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education
Edited by Stefaan E. Cuypers and Christopher Martin
The Good Life of Teaching: An Ethics of Professional Practice
Chris Higgins
The Formation of Reason
David Bakhurst
What do Philosophers of Education do? (And how do they do it?)
Edited by Claudia Ruitenberg
Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?
Edited by David Bridges, Paul Smeyers and Richard Smith
New Philosophies of Learning
Edited by Ruth Cigman and Andrew Davis
The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary Essays
Edited by Mark Halstead and Graham Haydon
Philosophy, Methodology and Educational Research
Edited by David Bridges and Richard D Smith
Philosophy of the Teacher
By Nigel Tubbs
Conformism and Critique in Liberal Society
Edited by Frieda Heyting and Christopher Winch
Retrieving Nature: Education for a Post-Humanist Age
By Michael Bonnett
Education and Practice: Upholding the Integrity of Teaching and Learning
Edited by Joseph Dunne and Pádraig Hogan
Educating Humanity: Bildung in Postmodernity
Edited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo
The Ethics of Educational Research
Edited by Michael Mcnamee and David Bridges
In Defence of High Culture
Edited by John Gingell and Ed Brandon
Enquiries at the Interface: Philosophical Problems of On-Line Education
Edited by Paul Standish and Nigel Blake
The Limits of Educational Assessment
Edited by Andrew Davis
Illusory Freedoms: Liberalism, Education and the Market
Edited by Ruth Jonathan
Quality and Education
Edited by Christopher Winch
This edition first published 2019
Originally published as Volume 51, Issue 3 of The Journal of Philosophy of Education
Chapters and editorial organization © 2019 Philosophy of Education Society of Great Britain
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The rights of Mark Addis and Christopher Winch to be identified as the authors of the editorial material in this work has been asserted in accordance with law.
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Mark Addis, Centre for Philosophy of Natural and Social Science, London School of Economics and Political Science, 7 Portugal Street, London WC2A 2HJ, United Kingdom.
Irene Bucelli, Centre for Analysis of Social Exclusion, London School of Economics and Political Science, Houghton Street, London WC2A 2AE, United Kingdom.
Fernand Gobet, Department of Psychological Sciences, University of Liverpool, Liverpool, L69 7ZA, United Kingdom.
Machiel Keestra, Institute for Interdisciplinary Studies, University of Amsterdam, Science Park 904, 1098 XH Amsterdam, Netherlands.
Ben Kotzee, University of Birmingham, School of Education, University of Birmingham, Edgbaston, Birmingham, B15 2TT, United Kingdom.
JP Smit, Department of Philosophy, Stellenbosch University, Private Bag X1, Matieland, 7602, South Africa.
Gerard Lum, School of Education, Communication and Society, King's College London, Waterloo Bridge Wing, Waterloo Bridge Road, London SE1 9NH, United Kingdom.
Christopher Winch, School of Education, Communication and Society, King's College London, Waterloo Bridge Wing, Waterloo Bridge Road, London SE1 9NH, United Kingdom.