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ERIC Number: EJ1075061
Record Type: Journal
Publication Date: 2015-Aug
Pages: 16
Abstractor: As Provided
Reference Count: 27
ISSN: ISSN-0309-8249
Recovering the Lost "Métier" of Philosophy of Education? Reflections on Educational Thought, Policy and Practice in the UK and Farther Afield
Hogan, Pádraig
Journal of Philosophy of Education, v49 n3 p366-381 Aug 2015
A Special Issue of the "Journal of Philosophy of Education" in November 2012 explored key aspects of the relationship between philosophy of education and educational policy in the UK. The contributions were generally critical of policy developments in recent decades, highlighting important shortcomings and arguing for more philosophically coherent approaches to educational policy-making. This article begins by focusing on what the contributions to the Special Issue--particularly two of them--have to say about the relationship between philosophy of education and educational policymaking. It then goes on to argue that this relationship can best be understood through an exploration of education as a practice in its own right (as distinct from a subordinate practice). Such an exploration seeks to shed light on the proper "métier" of philosophy of education. In the course of the exploration the kind of thinking predominant in recent international patterns in educational policy is contrasted with a different kind of thinking which has yielded rich gains in Finland. Important distinctions are drawn between the inherent and extrinsic benefits of educational practice and between the internal and external politics of practice. These contribute to the articulation of philosophy of education as a distinctive discipline of thought and action which is necessary to the work of practitioners and policymakers alike.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland; United Kingdom