In this article, I suggest that the question whether the proper place for philosophy of education is in the domain of philosophy or the domain of education cannot be resolved as long as we think of the connection between philosophy and education in terms of the idea of "philosophy of education". To substantiate this point, I look into…

This article reflects on different conceptions of educational philosophy, their strengths and weaknesses. Against the backdrop of major alternatives, and the received view, delineated by RS Peters, John White's recent radically practical conception is critically assessed. Notwithstanding a pluralist answer to the question "What is, can…

This article concentrates on the necessity for teachers in just one discipline area, namely, science, having philosophical competence and using it to inform their professional life--in their classroom teaching, assessing and institutional engagements--in other words, having a philosophy of science teaching. This group of questions and issues might…

This article sketches the contours of a neo-Aristotelian account of education, justice, and the human good, organized around a sequence of three increasingly distinctive features of the Aristotelian understanding of respect for persons as rational beings. The first and second of these features bear on important aspects of educational justice,…

Beginning in the 1970s, many school US school districts reallocated their already scarce resources from local schools to specially created magnet schools. Many of these magnet schools have some sort of entrance exam, portfolio, or audition requirement that students must pass in order to gain admission. These selective magnet schools are predicated…

Education for Sustainable Development (ESD) is an initiative that dates back to the early 1990s. Whilst policy statements at this time referred to ESD as a bringing together of environmental and development education, in the UK, as in most other industrialized countries, it has been the environmental agenda that has tended to dominate. In the UK,…

This study focuses on a seminal moment in the history of the College and University Faculty Assembly (CUFA)--the founding of its voice, "Theory & Research in Social Education" ("TRSE"). This historical study uses archival documents to construct a narrative of the journal's origins. This publication was born during a…

The article describes the work of critical special education scholars and teacher educators in the field of Disability Studies who challenge the fundamental assumptions on which special education is founded, illustrating implications for all educators. A brief history of the field acknowledges the enormity of the institutionalization of special…

This article explores the relationship between gender equality, pedagogy and citizenship. It locates the analysis of education within the gender dilemmas associated with liberal democratic citizenship. Of particular concern is the tension between the promotion of equality and difference. Nancy Fraser's distinctions between redistribution and…

The purpose of this article is to analyze the sparse presence of women in social studies education and to consider the possibility of a confluence of feminism and neoliberalism within the most widely distributed National Council for the Social Studies (NCSS) publication, "Social Education." Using poststructural conceptions of discourse, the author…

There are two very different accounts of the history of educational philosophy and ideas presently available. One account is the work of historical scholars and classicists, and is based on thorough historical research. The other account is the work of educationists and philosophers, and is generally based on little or no historical research in…

Arthur E. Morgan and other self-made business leaders opened Moraine Park School in 1917 to provide a form of character training that they feared had ended in the United States. These men believed that young people gained the best social education when they had to run their own companies because such opportunities enabled students to acquire the…

Home geography was the principal means by which primary students in the United States learned about the social world from the 1890s through the 1920s. This subject was rooted in the German subject of Heimatkunde, and it reflected the changing nature of the academic discipline of geography in the late nineteenth century. Its content focused on…

This document-based historical study explores the nature of the Jewish social studies curriculum in American Jewish schools in the early 20th century (c.1910-1940), a period of significant growth and reform in the modern American Jewish education enterprise. "Jewish social studies" refers to school programs in which Jewish history, Jewish…

This historical investigation explores how teachers, students, and education officials viewed the social studies curriculum in the local context of Atlanta, and the broader state of Georgia, during the post-Civil Rights era, when integration was a court-ordered reality in the public schools. During the desegregation era, Atlanta schools were led…