In this article a humble attempt is made to bridge the gap between the history of education and the philosophy of education with reference to what has been called Disability Studies since the 1980s. After outlining some of the internal tensions within New Disability History concerning "critique", "power" and "history" the suggestion is made to…

The starting point of our research is the recent discussion within history of education about the aim and scope of historical educational research. More specifically, it deals with the relationship between the past and the future and is characterized by two clashing paradigms. The recent discussion within history of education is from the…

The main goal of this work is to place the Regional History of Education into the broader context of general history and to create a theoretical structure that includes its main approaches and characteristics while avoiding the frequent confusions and oversights with which it is often associated. Our outline of regional history alludes to its…

In South Africa there is widespread recognition amongst university educators that the new outcomes-based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal…

This article turns one of most cited philosopher's John Dewey's title, "How We Think" (1933/1998) back upon itself to consider how "thought" or "reason" are cultural practices that historically order and generate principles for reflection and action. The discussion proceeds thusly: (1) Schooling is about changing people; (2) Changing people…

Introduces a collection of papers that examine the past, present, and future of the journal, Educational Theory, and the field of educational theory, highlighting the 1950s-90s. The essays focus on: being and doing; memory and forgetfulness; diversity and divergence; and deconstruction and reconstruction. Several recurrent themes evident…

Examines writing on educational theory in the 1950s, a time of presumed consensus, where essentialisms were taken for granted and homeostasis and homogeneity were held up as social aims, noting that the surface civility of the field hid underlying exclusions and tensions and that questions were not being asked about the lack of attention to…

Examines writings on educational theory and philosophy in the 1960s, discussing the dynamism, turmoil, and conflict of this era, when educational philosophy came into its own as a vital discipline. The paper notes that both the analytical and existentialist trends of this era shared an emphasis on doing philosophy rather than on philosophical or…

Examines writings on educational theory and philosophy from the 1970s, providing four accounts of these writings. During this time, educational philosophy was considered the paragon of educational theorizing, though this was not necessarily a time of hegemony for analytical philosophy of education. The paper argues that the most active scholars…

Examines writings on educational theory from the 1980s, highlighting differences between and among educational theory, educational philosophy, and educational foundations; providing a historical context for the discussion; offering a descriptive overview of the journal, "Educational Theory"; looking at transitions and new directions for the…

Examines writings on educational theory and philosophy from the 1990s, tracing interlocking themes of tragedy and pastiche as they intersect with the role of listening in educational theory. The paper examines the absolution of tragedy, highlighting differences and similarities in the accounts of pragmatism and postmodernism in how conflict is…

Examines the writings of several authors who are not convinced of the irreversible demise or disorientation of the women's movement at the turn of this century, especially as it affects teaching and learning, discussing the extent to which the authors reflect and represent the present developmental stage of feminism and looking at the roles that…

Examines what values and virtues schools should cultivate in students as part of a program of moral or citizenship education, noting how these values and virtues differ based on historical and political contexts. The article focuses on four recent volumes on moral and citizenship education. (SM)

Discusses prevailing remembrance practices related to a massacre at one Montreal university, addressing what has contributed to their normative form, problems resulting from those formations, and potential new memorials. The article proposes an argument for understanding the event not only as the killings, but also as the memorial formations that…

It is essential for higher education to interpret its institutional goals. This essay facilitates that task by clarifying the intellectual rationale of the postmodern challenge, highlighting the success of that rationale, and arguing that the interrelated critiques of rationalism, realism, and foundationalism show that the modern university…