Philosophical and Ideological Voices in Education

by Gutek, Gerald L.

• ISBN13: 9780205360185
• ISBN10: 0205360181
• Edition: 1st
• Format: Paperback
• Copyright: 2019-05-07
• Publisher: Pearson

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