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157 books about Philosophy, Theory & Social Aspects and 17
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157 books about Philosophy, Theory & Social Aspects and 17
157 books about Philosophy, Theory & Social Aspects
17 start with E start with E
17 start with E start with E
The Early Works of John Dewey, Volume 1, 1882 - 1898
Early Essays and Leibniz's New Essays, 1882-1888
John Dewey. Edited by Jo Ann Boydston
Southern Illinois University Press, 2008
Volume 1 of “The Early Works of John Dewey, 1882–1898” is entitled “Early Essays and Leibniz’s New Essays Concerning the Human Understanding, 1882–1888.” Included here are all Dewey’s earliest writings, from his first published article through his book on Leibniz.
The materials in this volume provide a chronological record of Dewey’s early development—beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and closing with his widely-acclaimed work on Leibniz in the Grigg’s Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years between 1882 and 1888, Dewey’s life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique.
None of the articles collected in this volume was reprinted during the author’s lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals.
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The Early Works of John Dewey, Volume 3, 1882 - 1898
Essays and Outlines of a Critical Theory of Ethics, 1889-1892
John Dewey. Edited by Jo Ann Boydston
Southern Illinois University Press, 2008
This third volume in the definitive edition of Dewey’s early work opens with his tribute to George Sylvester Morris, the former teacher who had brought Dewey to the University of Michigan. Morris’s death in 1889 left vacant the Department of Philosophy chairmanship and led to Dewey’s returning to fill that post after a year’s stay at Minnesota.
Appearing here, among all his writings from 1889 through 1892, are Dewey’s earliest comprehensive statements on logic and his first book on ethics. Dewey’s marked copy of the galley-proof for his important article “The Present Position of Logical Theory,” recently discovered among the papers of the Open Court Publishing Company, is used as the basis for the text, making available for the first time his final changes and corrections.
The textual studies that make The Early Works unique among American philosophical editions are reported in detail. One of these, “A Note on Applied Psychology,” documents the fact that Dewey did not co-author this book frequently attributed to him. Six brief unsigned articles written in 1891 for a University of Michigan student publication, the Inlander, have been identified as Dewey’s and are also included in this volume. In both style and content, these articles reflect Dewey’s conviction that philosophy should be used as a means of illuminating the contemporary scene; thus they add a new dimension to present knowledge of his early writing.
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The Early Works of John Dewey, Volume 4, 1882 - 1898
Early Essays and The Study of Ethics, A Syllabus, 1893-1894
John Dewey. Edited by Jo Ann Boydston
Southern Illinois University Press, 2008
Volume 4 of’ “The Early Works” series covers the period of Dewey’s last year and one-half at the University of Michigan and his first half-year at the University of Chicago. In addition to sixteen articles the present volume contains Dewey’s reviews of six books and three articles, verbatim reports of three oral statements made by Dewey, and a full-length book, The Study of Ethics.
Like its predecessors in this series, this volume presents a “clear text,” free of interpretive or reference material. Apparatus, including references, corrections, and emendations, is confined to appendix material. Fredson Bowers, the Consulting Textual Editor, has provided an essay on the textual principles and procedures, and Wayne A. R. Leys, Professor of Philosophy at Southern Illinois University, has written an Introduction discussing the relationship between Dewey’s writings of this period and his later work. That Dewey’s scholarship and writing was at an especially high level during 1893 and 1894 may be considered an index to the significance of this two-year period.
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The Early Works of John Dewey, Volume 5, 1882 - 1898
Early Essays, 1895-1898
John Dewey. Edited by Jo Ann Boydston
Southern Illinois University Press, 2008
This fifth and concluding volume of “The Early Works of John Dewey” is the only one of the series made up entirely of essays. The appearance during the four-year period, 1895–98, of thirty-eight items amply indicates that Dewey continued to maintain a high level of published output. These were the years of Dewey’s most extensive work and involvement at the University of Chicago.
Like its predecessors in this series, this volume presents a “clear text,” free of interpretive or reference material. Apparatus, including references, corrections, and emendations, is confined to appendix material. Fredson Bowers, the Consulting Textual Editor, has provided an essay on the textual principles and procedures, and William P. McKenzie, Professor of Philosophy and Education at Southern Illinois University, has written an introduction identifying the thread connecting the apparently diffuse material in the many articles of this volume—Dewey’s attempt to unite philosophy with psychology and sociology and with education.
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The Educated Underclass
Students and the False Promise of Social Mobility
Gary Roth
Pluto Press, 2019
"The waste of human capacity Roth describes is phenomenal. But his major point is that it is not new. The millennials are feeling the worst of it, perhaps, but only the worst so far."—Inside High Ed
The dream of social mobility is dying. Where previous generations routinely expected to surpass their parents' level of economic success, prospects for today's young people are increasingly bleak. What role does higher education play in the process? An essential and frightening one, according to author Gary Roth.
The Educated Underclass reveals the structural problems that are helping to create this problem. Gary Roth shows how universities—touted as the best way up the economic ladder for young people—actually reproduce traditional class hierarchies. And as more graduates emerge every year into economies that are no longer creating a steady stream of stable jobs, the odds of landing one decrease—and over-educated people end up scrapping for poorly compensated positions for which they're overqualified. Chapters include:
*Higher education and class
*The overproduction of intelligence
*Class in transition: historical background
*Underemployment through the decades
*Class status and economic instability
*And more!
Roth writes in his Introduction, “Education has become an intermediary institution between a social system that habitually sputters and declines while ever-greater amounts of consumer products are dangled in front of the system’s workforce. The result: a dynamic fraught with all sort of negative possibilities, both socially and psychotically.”
A broadside against the failures of our education system and our economy, Gary Roth’s The Educated Underclass aims to startle us out of our complacency and wake us up to action.
The dream of social mobility is dying. Where previous generations routinely expected to surpass their parents' level of economic success, prospects for today's young people are increasingly bleak. What role does higher education play in the process? An essential and frightening one, according to author Gary Roth.
The Educated Underclass reveals the structural problems that are helping to create this problem. Gary Roth shows how universities—touted as the best way up the economic ladder for young people—actually reproduce traditional class hierarchies. And as more graduates emerge every year into economies that are no longer creating a steady stream of stable jobs, the odds of landing one decrease—and over-educated people end up scrapping for poorly compensated positions for which they're overqualified. Chapters include:
*Higher education and class
*The overproduction of intelligence
*Class in transition: historical background
*Underemployment through the decades
*Class status and economic instability
*And more!
Roth writes in his Introduction, “Education has become an intermediary institution between a social system that habitually sputters and declines while ever-greater amounts of consumer products are dangled in front of the system’s workforce. The result: a dynamic fraught with all sort of negative possibilities, both socially and psychotically.”
A broadside against the failures of our education system and our economy, Gary Roth’s The Educated Underclass aims to startle us out of our complacency and wake us up to action.
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Educating Angels
Teaching for the Pursuit of Happiness
Tony Armstrong, Ph.D
Parkhurst Brothers, Inc., 2013
School reform and accountability tests have been hotly debated for decades, but the goal of reform and accountability has not. Most agree that the main problem with contemporary education is that it fails to adequately prepare students with the “21st century skills” needed to find jobs and promote national competitiveness in the global economy. Tony Armstrong challenges both the morality and the consequences of pushing this purpose of education. He says it is immoral because it neglects our children’s deepest aspiration—happiness—and treats them as mere cogs in the economic machine. Dr. Armstrong shows how methods of well-being based on happiness research—mindfulness, gratitude, perspective—can greatly improve kids’ chances to feel better in the present and to live happier lives in the future. And the kindergarten-through-college “happiness pedagogy” he presents would also be a superior way to teach those “21st century skills.”
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Educating for Virtue
Joseph Baldacchino
American Philanthropic, 1988
In Educating for Virtue, five scholars address one of the most pressing issues of our time: the relationship between education and the development of moral character. With essays by Claes G. Ryn, Russell Kirk, Paul Gottfried, Peter J. Stanlis, Solveig Eggerz.
From the Foreword:
“If there is a single thread that runs through these essays, it is the recognition of a universal order that transcends the flux of human life and gives meaning to it. Insofar as men act in accordance with this order, they experience true happiness and are brought into community with others who are similarly motivated. But men are afflicted with contrary impulses that are destructive of universal order. When acted upon, these impulses bring suffering and a sense of meaninglessness and despair; the result is disintegration and conflict--within both the personality and society at large. Yet so tempting are the attactions of these impulses that they frequently prevail and must be taken into account in any realistic assessment of human affairs. This tension within the person between competing desires--the conflict between what Plato called the One and the Many--is the ultimate reality of human experience. To apprehend this reality, and to act in the light of the transcendent purpose with appropriate reverence and restraint, is the essence of wisdom; and to help deepen and strengthen this apprehension--through philosophy, history, literature, and the arts and sciences--is the overarching purpose of any education worthy of the name.”
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Educating Intuition
Robin M. Hogarth
University of Chicago Press, 2001
Every day we make intuitive decisions—from the mundane choice of what clothes to wear to more important issues such as which new car "feels right" or which person would be "good" for a particular job. To varying degrees, logic plays a role in these decisions, but at a certain point all of us rely on intuition, our sixth sense. Is this the right way to decide? Should we trust our gut feelings? When intuition conflicts with logic, what should we do?
In Educating Intuition, Robin M. Hogarth lays bare this mysterious process so fundamental to daily life by offering the first comprehensive overview of what the science of psychology can tell us about intuition—where it comes from, how it works, whether we can trust it. From this literature and his own research, Hogarth finds that intuition is a normal and important component of thought that has its roots in processes of tacit learning. Environment, attention, experience, expertise, and the success of the scientific method all form part of Hogarth's perspective on intuition, leading him to the surprising—but natural—conclusion that we can educate our sixth sense. To this end he offers concrete suggestions and exercises to help readers develop their intuitive skills and habits for learning the "right" lessons from experience.
Artfully and accessibly combining cognitive science, the latest research in psychology, and Hogarth's own observations, Educating Intuition eschews the vague approach to the topic that has become commonplace and provides instead a wholly engaging and practical guide to enhancing our intuitive skills.
In Educating Intuition, Robin M. Hogarth lays bare this mysterious process so fundamental to daily life by offering the first comprehensive overview of what the science of psychology can tell us about intuition—where it comes from, how it works, whether we can trust it. From this literature and his own research, Hogarth finds that intuition is a normal and important component of thought that has its roots in processes of tacit learning. Environment, attention, experience, expertise, and the success of the scientific method all form part of Hogarth's perspective on intuition, leading him to the surprising—but natural—conclusion that we can educate our sixth sense. To this end he offers concrete suggestions and exercises to help readers develop their intuitive skills and habits for learning the "right" lessons from experience.
Artfully and accessibly combining cognitive science, the latest research in psychology, and Hogarth's own observations, Educating Intuition eschews the vague approach to the topic that has become commonplace and provides instead a wholly engaging and practical guide to enhancing our intuitive skills.
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Education and Equality
Danielle Allen
University of Chicago Press, 2016
American education as we know it today—guaranteed by the state to serve every child in the country—is still less than a hundred years old. It’s no wonder we haven’t agreed yet as to exactly what role education should play in our society. In these Tanner Lectures, Danielle Allen brings us much closer, examining the ideological impasse between vocational and humanistic approaches that has plagued educational discourse, offering a compelling proposal to finally resolve the dispute.
Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education’s trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education’s trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities.
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Education and the Creative Potential
E. Torrance
University of Minnesota Press, 1963
Education and the Creative Potential was first published in 1963. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.Modern School Practices Series, Number 5How can we identify creative children? What makes them different from other youngsters, and what happens to them in today’s schools? How can we improve our schools to make the most of our creative potential? Dr. Torrance, a leading educational psychologist, discussed such challenging questions and proposes challenges in the schools which will give children a better chance to learn and think creatively. He summarizes much of what is known about the conditions which nurture or inhibit creative growth and reports on a series of original, exploratory studies concerned with the problems of testing creative ability or potentiality and the influence of various factors on the development of creativity.This book is recommended by the National Council of Teachers of English as a standard reference for high school English classrooms and departments.
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Education and the Cult of Efficiency
Raymond E. Callahan
University of Chicago Press, 1964
Raymond Callahan's lively study exposes the alarming lengths to which school administrators went, particularly in the period from 1910 to 1930, in sacrificing educational goals to the demands of business procedures. He suggests that even today the question still asked is: "How can we operate our schools?" Society has not yet learned to ask: "How can we provide an excellent education for our children?"
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Education as Politics
Colonial Schooling and Political Debate in Senegal, 1850s–1914
Kelly M. Duke Bryant
University of Wisconsin Press, 2015
In 1914, Blaise Diagne was elected as Senegal’s first black African representative to the National Assembly in France. Education as Politics reinterprets the origins and significance of this momentous election, showing how colonial schools had helped reshape African power and politics during the preceding decades and how they prepared the way for Diagne’s victory.
Kelly M. Duke Bryant demonstrates the critical impact of colonial schooling on Senegalese politics by examining the response to it by Africans from a variety of backgrounds and statuses—including rural chiefs, Islamic teachers, and educated young urbanites. For those Africans who chose to engage with them, the French schools in Senegal provided a new source of patronage, a potentially beneficial connection to the bureaucratizing colonial state, a basis for claims to authority or power, or an arena in which to debate pressing issues like the future of Qur’anic schooling and the increasing racism of urban society under colonial rule.
Based on evidence from archives in Senegal and France, and on interviews Duke Bryant conducted in Senegal, she demonstrates that colonial schooling remade African politics during this period of transition to French rule, creating political spaces that were at once African and colonial, and ultimately allowing Diagne to claim election victory.
Kelly M. Duke Bryant demonstrates the critical impact of colonial schooling on Senegalese politics by examining the response to it by Africans from a variety of backgrounds and statuses—including rural chiefs, Islamic teachers, and educated young urbanites. For those Africans who chose to engage with them, the French schools in Senegal provided a new source of patronage, a potentially beneficial connection to the bureaucratizing colonial state, a basis for claims to authority or power, or an arena in which to debate pressing issues like the future of Qur’anic schooling and the increasing racism of urban society under colonial rule.
Based on evidence from archives in Senegal and France, and on interviews Duke Bryant conducted in Senegal, she demonstrates that colonial schooling remade African politics during this period of transition to French rule, creating political spaces that were at once African and colonial, and ultimately allowing Diagne to claim election victory.
[more]
Education in a New Society
Renewing the Sociology of Education
Edited by Jal Mehta and Scott Davies
University of Chicago Press, 2018
In recent decades, sociology of education has been dominated by quantitative analyses of race, class, and gender gaps in educational achievement. And while there’s no question that such work is important, it leaves a lot of other fruitful areas of inquiry unstudied. This book takes that problem seriously, considering the way the field has developed since the 1960s and arguing powerfully for its renewal.
The sociology of education, the contributors show, largely works with themes, concepts, and theories that were generated decades ago, even as both the actual world of education and the discipline of sociology have changed considerably. The moment has come, they argue, to break free of the past and begin asking new questions and developing new programs of empirical study. Both rallying cry and road map, Education in a New Society will galvanize the field.
The sociology of education, the contributors show, largely works with themes, concepts, and theories that were generated decades ago, even as both the actual world of education and the discipline of sociology have changed considerably. The moment has come, they argue, to break free of the past and begin asking new questions and developing new programs of empirical study. Both rallying cry and road map, Education in a New Society will galvanize the field.
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Education, Justice, and Democracy
Edited by Danielle Allen and Rob Reich
University of Chicago Press, 2013
Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines.
The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.
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The Education of Teachers
Edited by Gary A. Griffin
University of Chicago Press, 1999
This volume addresses persistent issues in the preservice and continuing education of teachers. Attention is focused upon perspectives on teacher education that differ significantly from those that have characterized views of this field in the past. Among developments that provide the current context for teacher education are the movement for standards, the emphasis upon inquiry in the classroom, increased expectations for teachers' participation in curriculum development, constructivism and the cognitive revolution, and professional development schools. These and other matters receive the attention of a distinguished group of scholars and practitioners in the field.
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Educational Goods
Values, Evidence, and Decision-Making
Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift
University of Chicago Press, 2018
We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education—what exactly should those who make decisions be trying to achieve?
In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.
In Educational Goods, two philosophers and two social scientists address this very question. They begin by broadening the language for talking about educational policy: “educational goods” are the knowledge, skills, and attitudes that children develop for their own benefit and that of others; “childhood goods” are the valuable experiences and freedoms that make childhood a distinct phase of life. Balancing those, and understanding that not all of them can be measured through traditional methods, is a key first step. From there, they show how to think clearly about how those goods are distributed and propose a method for combining values and evidence to reach decisions. They conclude by showing the method in action, offering detailed accounts of how it might be applied in school finance, accountability, and choice. The result is a reimagining of our decision making about schools, one that will sharpen our thinking on familiar debates and push us toward better outcomes.
[more]
Empowering Education
Critical Teaching for Social Change
Ira Shor
University of Chicago Press, 1992
Ira Shor is a pioneer in the field of critical education who for over twenty years has been experimenting with learning methods. His work creatively adapts the ideas of Brazilian educator Paulo Freire for North American classrooms. In Empowering Education Shor offers a comprehensive theory and practice for critical pedagogy.
For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens.
Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.
For Shor, empowering education is a student-centered, critical and democratic pedagogy for studying any subject matter and for self and social change. It takes shape as a dialogue in which teachers and students mutually investigate everyday themes, social issues, and academic knowledge. Through dialogue and problem-posing, students become active agents of their learning. This book shows how students can develop as critical thinkers, inspired learners, skilled workers, and involved citizens.
Shor carefully analyzes obstacles to and resources for empowering education, suggesting ways for teachers to transform traditional approaches into critical and democratic ones. He offers many examples and applications for the elementary grades through college and adult education.
[more]
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