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 largely agrees with John White's characterizations of the relationships among philosophy of education, philosophy more generally, and the conventional world. It then extends what White identifies as the fundamental problem that should now be occupying philosophy of education--the irreconcilable opposition between education for…

This essay takes up John White's argument for an engagement and collaboration of philosophy of education with other disciplines, and in particular with other forms of educational research. It examines the benefits and risks of "situated" or "embedded" philosophy as well as Hannah Arendt's claims about the separation…

John White offers a provocative characterization of philosophy of education. In this brief reaction, I evaluate the characterization and urge the maintenance of a strong connection between philosophy of education and philosophy.

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…

Philosophers of education regularly undertake the challenging task of defining their field and what it is they do. John White and Harvey Siegel are no exception: Siegel categorizes philosophy of education as a branch of philosophy, and White responds that philosophers of education would do better to adopt a Deweyan perspective. White claims that…

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,…

This article focuses on the turn towards the philosopher Emmanuel Levinas's (1906-1995) ethical perspective in educational philosophy, which many theorists promise can promote an educational practice that is more sensitive of the diversity of teaching and learning, and the uniqueness of students and teachers. I call this into question by…

Matthew Clayton claims that "comprehensive enrolment"--raising one's children in accordance with one's own conception of the good--is illegitimate. In his argument against comprehensive enrolment, Clayton refers to Rawls's idea of public reason. In a recent response to Clayton, Christina Cameron not only rejects…

In 2009 Harvey Siegel edited "The Oxford Handbook of Philosophy of Education." This article develops a theme, prompted by reflection on several essays in that volume, about the nature of philosophy of education and its relation to philosophy. Siegel's view that philosophy of education is a "branch" of philosophy is put to…

Thomas Wartenberg offers his book as a guide that will provide elementary school teachers what they need to facilitate philosophical discussions with children. My concerns are centered on the nature and role of philosophical discussion, the level of philosophical acumen needed for facilitating such discussion, and the role of character development…

This short commentary offers praise for Tom Wartenberg's book "Big Ideas for Little Kids" and raises questions about who is best qualified to lead a philosophy discussion with children, and how we are to assess the benefits of doing philosophy with children.

This article is a response to criticism of my book "Big Ideas for Little Kids." The main topics addressed are: Who is the audience for the book? Can people without formal philosophical training can be good facilitators of elementary school philosophy discussions? Is it important to assess attempts to teach philosophy in elementary school? Should…

Moral particularism, defined as the view that moral judgment does not require moral principles, has become prominent both in moral philosophy and in philosophy of education. This article re-examines Nussbaum's case for particularism, based on Sophocles' "Antigone", because her stress on sensitive appreciation of circumstantial specifics is…