Argues for a procedure for moral education that begins by categorizing the meaning of moral, establishing what counts as good performance, framing assessment methods, and devising experiments in methods for moral education that result in practical recommendations. Explains that it must be decided what counts as moral reasoning. (CMK)

Explores the differences between educational and socio-political values. Maintains that the task of education is not wholly exhausted by the demands of government or prevailing society. Proceeds to consider the aims of multicultural education from a purely rational, culture-free, perspective. (JDH)

Discusses ways to establish the credibility of educational studies. Those engaged in educational studies or research should receive interdisciplinary training and should engage in more dialectic than they now do. (RM)

Challenges the assertion that education is necessarily political. Suggests that discussion of education often focuses on its trappings, rather than the overall subject. Argues that education neither produces good workers and enterprising citizens nor autonomous, free thinking students who love learning. Concludes that such goals are best achieved…

Examines the role of the philosopher in the educational system. Discusses contributors to philosophical thought in education and analyzes current educational trends and needs in the United Kingdom. (KC)

Urges a rethinking of equality regarding education. Emphasizes that equal access to education will not provide equality of ability. Suggests that educational administration somehow must select and foster excellence in those of ability while promoting fraternity and maintenance of dignity among everyone. Recommends cooperation between philosophers…

Explores the meaning of de-intellectualization relative to teacher education. Suggests that education is not yet properly understood either in philosophical or empirical terms. Notes that it is bound up with values and concepts as well as a number of practical and institutional difficulties and thus susceptible to fantasy and prejudice. (KO)