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ERIC Number: EJ865845
Record Type: Journal
Publication Date: 2009-Oct
Pages: 16
Abstractor: As Provided
Reference Count: 58
ISSN: ISSN-0305-4985
Philosophy of Education in the UK: The Historical and Contemporary Tradition
Oancea, Alis; Bridges, David
Oxford Review of Education, v35 n5 p553-568 Oct 2009
Questions of a philosophical nature are central to every significant debate in the field of educational theory, policy, practice and research. Of all disciplines, philosophy is perhaps the one in which "analysis, argumentation and critique" are given most central, systematic and comprehensive attention. In addition, philosophy is connected with practice and policy through nurturing "democratic conversation" about education, and "supporting practical deliberation" at all levels and on all aspects of educational practice. In the UK, although systematically excluded from initial teacher education and much reduced in masters level programmes under the current funding regimes, the discipline has maintained considerable vitality and international reputation. Using data from the RAE and PESGB, supplemented with bibliometric data, we note that the important contributions from philosophy of education to education and education research do not, however, always reflect a thriving infrastructure. We conclude with a brief discussion of a number of key relationships which the philosophy of education community needs to develop further: with teacher education, educational research, "mainstream" philosophy and educational policy communities.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom