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Philosophical and Ideological Voices in Education,9780205360185
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Philosophical and Ideological Voices in Education

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Edition:
1st
ISBN13:

9780205360185

ISBN10:
0205360181
Format:
Paperback
Pub. Date:
10/2/2003
Publisher(s):
Pearson
List Price: $97.40

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Summary

Philosophical and Ideological Voices in Educationcontains clearly-written analyses of the major philosophies, ideologies, and theories of education and includes a primary source selection representative of each topic treated in the book. The book is divided into three major parts: (1) philosophies of education; (2) ideologies of education: (3) theories of education. Each chapter examines the nature, principles, and applications of each philosophy, ideology and theory to education, schooling, and curriculum and instruction.

Table of Contents

Preface xix
PART I PHILOSOPHIES OF EDUCATION
CHAPTER ONE Philosophy and Education
1(14)
WHAT IS EDUCATION?
3(7)
JOHN DEWEY, "THE FUTURE OF PHILOSOPHY"
10(3)
CONCLUSION
13(1)
DISCUSSION QUESTIONS
13(1)
INQUIRY AND RESEARCH PROJECTS
13(1)
INTERNET RESOURCES
14(1)
SUGGESTIONS FOR FURTHER READING
14(1)
NOTES
14(1)
CHAPTER TWO Idealism
15(20)
DEFINING IDEALISM
15(1)
SITUATING IDEALISM
16(4)
WHY STUDY IDEALISM?
20(1)
IDEALISM AS A PHILOSOPHY OF EDUCATION
21(2)
IDEALISM'S EDUCATIONAL IMPLICATIONS
23(4)
PLATO, A TRUE VISION OF REALITY
27(5)
CONCLUSION
32(1)
DISCUSSION QUESTIONS
32(1)
INQUIRY AND RESEARCH PROJECTS
32(1)
INTERNET RESOURCES
33(1)
SUGGESTIONS FOR FURTHER READING
33(1)
NOTES
34(1)
CHAPTER THREE Realism
35(18)
DEFINING REALISM
35(1)
SITUATING REALISM
36
WHY STUDY REALISM?
31(7)
REALISM AS A PHILOSOPHY OF EDUCATION
38(3)
REALISM'S EDUCATIONAL IMPLICATIONS
41(4)
HARRY S. BROUDY, "FUNCTIONS OF THE SCHOOL" AND "CRITERIA OF MORAL EDUCATION AND DEVELOPMENT"
45(5)
CONCLUSION
50(1)
DISCUSSION QUESTIONS
51(1)
INQUIRY AND RESEARCH PROJECTS
51(1)
INTERNET RESOURCES
51(1)
SUGGESTIONS FOR FURTHER READING
51(1)
NOTES
52(1)
CHAPTER FOUR Theistic Realism (Thomism)
53(17)
DEFINING THEISTIC REALISM
53(1)
SITUATING THEISTIC REALISM IN WESTERN THOUGHT
54(2)
WHY STUDY THEISTIC REALISM?
56(1)
THEISTIC REALISM AS A PHILOSOPHY OF EDUCATION
56(3)
THEISTIC REALISM'S EDUCATIONAL IMPLICATIONS
59(3)
JACQUES MARITAIN, INTEGRAL HUMANISM
62(6)
CONCLUSION
68(1)
DISCUSSION QUESTIONS
68(1)
INQUIRY AND RESEARCH PROJECTS
68(1)
INTERNET RESOURCES
68(1)
SUGGESTIONS FOR FURTHER READING
69(1)
NOTES
69(1)
CHAPTER FIVE Pragmatism
70(16)
DEFINING PRAGMATISM
70(1)
SITUATING PRAGMATISM
70(1)
WHY STUDY PRAGMATISM?
71(1)
PRAGMATISM AS A PHILOSOPHY OF EDUCATION
72(4)
PRAGMATISM'S EDUCATIONAL IMPLICATIONS
76(2)
JOHN DEWEY, THE COMPLETE ACT OF THOUGHT
78(5)
CONCLUSION
83(1)
DISCUSSION QUESTIONS
83(1)
INQUIRY AND RESEARCH PROJECTS
83(1)
INTERNET RESOURCES
83(1)
SUGGESTIONS FOR FURTHER READING
84(1)
NOTES
84(2)
CHAPTER SIX Existentialism
86(21)
DEFINING EXISTENTIALISM
86(1)
SITUATING EXISTENTIALISM
87(2)
WHY STUDY EXISTENTIALISM?
89(1)
EXISTENTIALISM AS A PHILOSOPHY OF EDUCATION
89(3)
EXISTENTIALISM'S EDUCATIONAL IMPLICATIONS
92(4)
VAN CLEVE MORRIS, "THE CURRICULUM OF A FREE EXISTENT" AND "AN EXISTENTIALIST PEDAGOGY"
96(8)
CONCLUSION
104(1)
DISCUSSION QUESTIONS
104(1)
INQUIRY AND RESEARCH PROJECTS
104(1)
INTERNET RESOURCES
105(1)
SUGGESTIONS FOR FURTHER READING
105(1)
NOTES
105(2)
CHAPTER SEVEN Philosophical Analysis
107(14)
DEFINING PHILOSOPHICAL ANALYSIS
101(7)
SITUATING PHILOSOPHICAL ANALYSIS
108(2)
WHY STUDY PHILOSOPHICAL ANALYSIS?
110(1)
PHILOSOPHICAL ANALYSIS AS A PHILOSOPHY OF EDUCATION
110(3)
PHILOSOPHICAL ANALYSIS'S EDUCATIONAL IMPLICATIONS
113(3)
GEORGE F. KNELLER, "THE TASK OF CLARIFICATION"
116(2)
CONCLUSION
118(1)
DISCUSSION QUESTIONS
118(1)
INQUIRY RESEARCH PROJECTS
118(1)
INTERNET RESOURCES
118(1)
SUGGESTIONS FOR FURTHER READING
119(1)
NOTES
119(2)
CHAPTER EIGHT Postmodernism
121(21)
DEFINING POSTMODERNISM
121(3)
SITUATING POSTMODERNISM
124(5)
WHY STUDY POSTMODERNISM?
129(1)
POSTMODERNISM AS A PHILOSOPHY OF EDUCATION
129(4)
POSTMODERNISM'S EDUCATIONAL IMPLICATIONS
133(3)
CRITICS OF POSTMODERNISM
136(1)
JACQUES DERRIDA, POSTMODERN PHILOSOPHY
137(2)
CONCLUSION
139(1)
DISCUSSION QUESTIONS
139(1)
INQUIRY AND RESEARCH PROJECTS
140(1)
INTERNET RESOURCES
140(1)
SUGGESTIONS FOR FURTHER READING
140(1)
NOTES
141(1)
PART II IDEOLOGIES AND EDUCATION
CHAPTER NINE Ideology and Education
142(16)
DEFINING IDEOLOGY
142(1)
SITUATING IDEOLOGY
143(1)
WHY STUDY IDEOLOGY?
144(1)
COMPONENTS OF AN IDEOLOGY
145(3)
THE PUBLIC SCHOOL IDEOLOGY
148(4)
PAULO FREIRE, EDUCATION AS A FORM OF INTERVENTION IN THE WORLD
152(3)
CONCLUSION
155(1)
DISCUSSION QUESTIONS
155(1)
INQUIRY AND RESEARCH PROJECTS
155(1)
INTERNET RESOURCES
156(1)
SUGGESTIONS FOR FURTHER READING
156(1)
NOTES
157(1)
CHAPTER TEN Nationalism, American Exceptionalism, and Ethnonationalism
158(16)
DEFINING NATIONALISM
158(1)
SITUATING THE NATION-STATE AND NATIONALISM
159(5)
AMERICAN EXCEPTIONALISM
164(2)
ETHNONATIONALISM
166(2)
LOOKING TO THE FUTURE
168(1)
NOAH WEBSTER, AN EDUCATION FOR AMERICANS
169(3)
CONCLUSION
172(1)
DISCUSSION QUESTIONS
172(1)
INQUIRY AND RESEARCH PROJECTS
172(1)
INTERNET RESOURCES
172(1)
SUGGESTIONS FOR FURTHER READING
173(1)
NOTES
173(1)
CHAPTER ELEVEN Liberalism
174(23)
DEFINING LIBERALISM
174(1)
WHY STUDY LIBERALISM?
174(1)
SITUATING LIBERALISM
175(7)
MODERN LIBERALISM'S CORE BELIEFS
182(6)
LIBERALISM'S EDUCATIONAL IMPLICATIONS
188(2)
JOHN STUART MILL, ON LIBERTY
190(4)
CONCLUSION
194(1)
DISCUSSION QUESTIONS
194(1)
INQUIRY AND RESEARCH PROJECTS
194(1)
INTERNET RESOURCES
195(1)
SUGGESTIONS FOR FURTHER READING
195(1)
NOTES
196(1)
CHAPTER TWELVE Conservatism
197(18)
DEFINING CONSERVATISM
197(1)
WHY STUDY CONSERVATISM?
198(1)
SITUATING CONSERVATISM
198(1)
GENERAL CONSERVATNE PRINCIPLES
199(3)
CONTEMPORARY AMERICAN CONSERVATISM
202(4)
CONSERVATISM'S EDUCATIONAL IMPLICATIONS
206(2)
WILLIAM J. BENNETT, THE CONSERVATNE CASE IN THE CULTURE WARS
208(4)
CONCLUSION
212(1)
DISCUSSION QUESTIONS
213(1)
INQUIRY AND RESEARCH PROJECTS
213(1)
INTERNET RESOURCES
213(1)
SUGGESTIONS FOR FURTHER READING
213(1)
NOTES
214(1)
CHAPTER THIRTEEN Marxism
215(21)
DEFINING MARXISM
215(1)
SITUATING MARXISM
215(2)
WHY STUDY MARXISM?
217(1)
MARXISM'S BASIC DOCTRINES
217(7)
MARXISM'S EDUCATIONAL IMPLICATIONS
224(3)
SAMUEL BOWLES AND HERBERT GINTIS, A MARXIST ANALYSIS OF SCHOOLING IN A CAPITALIST SOCIETY
227(6)
CONCLUSION
233(1)
DISCUSSION QUESTIONS
233(1)
INQUIRY AND RESEARCH PROJECTS
234(1)
INTERNET RESOURCES
234(1)
SUGGESTIONS FOR FURTHER READING
234(1)
NOTES
235(1)
CHAPTER FOURTEEN Liberation Pedagogy
236(17)
DEFINING LIBERATION PEDAGOGY
236(1)
SITUATING LIBERATION PEDAGOGY
237(1)
WHY STUDY LIBERATION PEDAGOGY?
238(1)
LIBERATION PEDAGOGY AS AN IDEOLOGY
238(2)
PHILOSOPHICAL AND IDEOLOGICAL RELATIONSHIPS
240(1)
PHILOSOPHICAL IMPLICATIONS
241(2)
LIBERATION PEDAGOGY'S EDUCATIONAL IMPLICATIONS
243(2)
PAULO FREIRE, PEDAGOGY OF THE OPPRESSED
245(5)
CONCLUSION
250(1)
DISCUSSION QUESTIONS
251(1)
INQUIRY AND RESEARCH PROJECTS
251(1)
INTERNET RESOURCES
251(1)
SUGGESTIONS FOR FURTHER READING
251(1)
NOTES
252(1)
PART III THEORIES OF EDUCATION
CHAPTER FIFTEEN Theory and Education
253(10)
DEFINING THEORY
253(2)
WHY STUDY THEORY AND WHY THEORIZE?
255(1)
THEORY AS A BRIDGE BETWEEN PHILOSOPHY AND IDEOLOGY AND PRACTICE
255(1)
THEORYAS DERIVATION
256(1)
THEORY AS A RESPONSE
257(1)
THEORY ARISING FROM PRACTICE
258
JOHN DEWEY, EXPERIENCE IN RELATION TO THEORY AND PRACTICE
257(4)
CONCLUSION
261(1)
DISCUSSION QUESTIONS
261(1)
INQUIRY AND RESEARCH PROJECTS
262(1)
INTERNET RESOURCES
262(1)
SUGGESTIONS FOR FURTHER READING
262(1)
NOTES
262(1)
CHAPTER SIXTEEN Essentialism, Basic Education, and Standards
263(16)
DEFINING ESSENTIALISM
263(1)
SITUATING ESSENTIALISM
264(3)
ESSENTIALISM'S PHILOSOPHICAL AND IDEOLOGICAL RELATIONSHIPS
267(3)
WHY STUDY ESSENTIALISM?
270(1)
ESSENTIALISM AS AN EDUCATIONAL THEORY
270(3)
DIANE RAVITCH, THE ACADEMIC CURRICULUM AND SCHOOLS
273(4)
CONCLUSION
277(1)
DISCUSSION QUESTIONS
277(1)
INQUIRY AND RESEARCH PROJECTS
277(1)
INTERNET RESOURCES
277(1)
SUGGESTIONS FOR FURTHER READING
278(1)
NOTES
278(1)
CHAPTER SEVENTEEN Perennialism
279(15)
DEFINING PERENNIALISM
279(1)
SITUATING PERENNIALISM
280(1)
WHY STUDY PERENNIALISM?
281(1)
PERENNIALISM'S PHILOSOPHICAL AND IDEOLOGICAL RELATIONSHIPS
281(1)
PERENNIALISM AS A THEORY OF EDUCATION
282(3)
PERENNIALISM'S CRITIQUE OF MODERN EDUCATION
285(1)
THE NEED FOR A STABLE CULTURAL CORE
286(1)
ROBERT M. HUTCHINS, GENERAL EDUCATION
287(5)
CONCLUSION
292(1)
DISCUSSION QUESTIONS
292(1)
INQUIRY AND RESEARCH PROJECTS
292(1)
INTERNET RESOURCES
292(1)
SUGGESTIONS FOR FURTHER READING
292(1)
NOTES
293(1)
CHAPTER EIGHTEEN Progressivism
294(15)
DEFINING PROGRESSIVISM
294(1)
SITUATING PROGRESSNISM
295(3)
PROGRESSNISM'S PHILOSOPHICAL AND IDEOLOGICAL RELATIONSHIPS
298(1)
WHY STUDY PROGRESSNISM?
299(1)
PROGRESSIVE PRINCIPLES OF EDUCATION
299(1)
PROGRESSIVISM AS A THEORY OF EDUCATION
300(1)
MARIETTA JOHNSON, CHILD-CENTERED PROGRESSNE EDUCATION
301(5)
CONCLUSION
306(1)
DISCUSSION QUESTIONS
306(1)
INQUIRY AND RESEARCH PROJECTS
306(1)
INTERNET RESOURCES
307(1)
SUGGESTIONS FOR FURTHER READING
307(1)
NOTES
307(2)
CHAPTER NINETEEN Critical Theory
309(20)
DEFINING CRITICAL THEORY
309(1)
THE CRITICAL THEORIST STRATEGY
310(2)
SITUATING CRITICAL THEORY
312(2)
CRITICAL THEORY'S PHILOSOPHICAL AND IDEOLOGICAL RELATIONSHIPS
314(2)
THE CHALLENGE OF EDUCATIONAL THEORY
316(1)
CRITICAL THEORY AND EDUCATION AND SCHOOLING
316(4)
HENRY A. GIROUX, SCHOOLING AND CULTURAL POLITICS
320(6)
CONCLUSION
326(1)
DISCUSSION QUESTIONS
326(1)
INQUIRY AND RESEARCH PROJECTS
327(1)
INTERNET RESOURCES
327(1)
SUGGESTIONS FOR FURTHER READING
327(1)
NOTES
328(1)
Index 329


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