ERIC Number: ED520586
Record Type: Non-Journal
Publication Date: 2011
Reference Count: 0
Regenerating the Philosophy of Education: What Happened to Soul? Counterpoints: Studies in the Postmodern Theory of Education, Volume 352
Kincheloe, Joe L., Ed.; Hewitt, Randall, Ed.
Peter Lang New York
In this volume, Joe L. Kincheloe and Randall Hewitt have gathered an impressive and scholarly group of authors who argue for the continuing importance of the philosophy of education. Reviving the notion that philosophy is an essential foundation in the study and research of education, contributors to this volume directly confront the evisceration of the topic by those who are interested in commercializing learning. Contrary to the current shift away from foundations courses, this volume proves that pre-service teachers need an intense awareness of the subjects that comprise the core of their knowledge. Philosophy of education is central to this concept. This volume is an excellent classroom resource, and is essential reading for all undergraduate and graduate students in schools of education. Contents of this book include: (1) A Preface (Randall Hewitt); (2) The Philosophical Soul: Where Did It Come From? Where Did It Go? (Shirley R. Steinberg); (3) Eyes of the Education Faculty: Derrida, Philosophy, and Teacher Education in the Postmodern University (Dennis Carlson); (4) Lost Soul: The Eradication of Philosophy from Colleges of Education (Robert V. Bullough, Jr. and Craig Kridel); (5) "It's Just the Way Things Are:" The Lamentable Erosion of Philosophy in Teacher Education (Paul Theobald and Clifton S. Tanabe); (6) The Practitioner Has No Clothes: Resisting Practice Divorced from Philosophy in Teacher Education and the Classroom (P. L. Thomas and Ed Weichel); (7) After Socrates: Community of Philosophical Inquiry and the New World Order (David Kennedy); (8) (Re)placing: Foundations in Education: Politics of Survival in Conservative Times (John E. Petrovic and Aaron M. Kunz); (9) Vocational Education and the Continuing Struggle for Critical Democratic Pedagogy (James H. Adams and Natalie G. Adams); (10) Indigenous Knowledge and the Challenge for Rethinking Conventional Educational Philosophy: A Ghanaian Case Study (George J. Sefa Dei and Marlon Simmons); (11) No Room for Wonder (Clar Doyle and John Hoben); (12) Philosophy Applied to Education, Revisited (Barbara J. Thayer-Bacon); (13) Cultivating Unique Potential in Schools: Revisioning Democratic Teacher Education (Craig A. Cunningham); (14) Pluralism and Praxis: Philosophy of Education for Teachers (David A. Granger and Jane Fowler Morse); (15) Taking Teacher Education into Alien Terrain: The Future of Educational Theorizing (Susan Schramm-Pate); (16) On the Importance of Philosophy to the Study of Teachers (Greg Seals); (17) Philosophy of Education: Looking Back to the Crossroads and Forward to the Possibilities (Douglas J. Simpson and Lee S. Duemer); (18) Education, Philosophy, and the Cultivation of Humanity (William B. Stanley); (19) A Critical Complex Epistemology of Practice (Joe L. Kincheloe);(20) Appendix 1: The Southern Epistemology (Joe L. Kincheloe); and (21) Appendix 2: Soul (Joe L. Kincheloe).
Descriptors: Educational Philosophy, Postmodernism, Teacher Educators, Teacher Education, Resistance (Psychology), Foundations of Education, Inquiry, Politics of Education, Vocational Education, Indigenous Knowledge, Foreign Countries, Critical Theory, Case Studies, Educational Theories, Epistemology
Peter Lang New York. 29 Broadway 18th Floor, New York, NY 10006. Tel: 800-770-5264; Tel: 212-647-7706; Fax: 212-647-7707; e-mail: firstname.lastname@example.org; Web site: http://www.peterlang.com
Publication Type: Books; Collected Works - General; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: Students; Teachers
Authoring Institution: N/A