This paper is both a response to the four reviewers in a special symposium on my book Adam Smith's Pluralism and a substantive discussion of philosophy of education. In it, I introduce what I call "the educative critique," a mode of analysis similar to Marxist, feminist, or postcolonial critiques, but focusing on the educative role of a…

Educational action is a species of praxis in both an Aristotelian sense and a post-Marxian sense: in the first, it involves the morally informed and committed action of the individual practitioners who practise education; in the second, it helps to shape social formations and conditions for collectivities of people. In this paper, it is argued…

In this essay, Scott Ellison examines a line of critical thought in educational theory that has unapologetically sought transcendence in the face contemporary social and political conditions. Under the banner of critical pedagogy, Peter McLaren sees this current period of globalization as representing a worldwide historical crisis requiring a…

The author argues for a restrictive conception of ideology which is rationally tenable within a broader framework of Marxist educational studies. (MT)

The author discusses how the Marxist tradition bridges the fact-value dichotomy in curriculum studies and how the bridging affects explanatory and prescriptive analysis. (MT)

This article analyzes Dale's attempt to reconstruct a classical version of Marxist ideology and finds its onesided. Dale replies in an immediately following article. (MT)

After a brief explanation of historical materialism, this article discusses implications for the role of the school in capitalist society. Marxist analysis explaining the school's role in social reproduction is criticized. Ways in which the insights of historical materialism can be put to use by educational scholars are suggested. (MT)

In this article, the author presents his views on Mike Cole's and Heather Mendick's comments on his book titled "Education and Society: Issues and Explanations in the Sociology of Education." In his review, Cole stated that the author's critical realism is seen as an advance on Marxism, of which the author is dismissive. The author refutes that…

Considers the influence of rationalism on educational research and philosophy, highlighting the theories of Imre Lakatos and Karl Popper. Discusses the concept of methodological falsification, Lakatos's appraisal of the growth of knowledge, the consequences of the rationalists' proselytizing of scientific methodology, and Lakatos's appeal for…

This article discusses the value of applying Marxist analysis to classroom practice, the philosophy of education, and progressive education. It criticizes Arnstine's position, which sees Marxist analysis as endangering devotion to personal autonomy. (IAH)

Examines how four major versions of neo-Marxism (i.e., Hegelian, Phenomenological, Structuralist Marxism, and the Frankfurt School) attempt to overcome the base-superstructure thesis of the political economists of education. Considers the implicit social ontological and epistemological assumptions and the related theory of education of each.…

The theories of various neo-Marxist philosophers are examined for insight into their views of human nature that underlie educational proposals. Important education and social policy issues are explored by Marxist theorists. (DF)

The field of educational administration has a major credibility problem in academe because it is seen to lack a convincing theoretical base. In the practical world of politics, management, and teaching, it appears that educational values are easily rendered marginal in policy making and that team and institutional leaders lack a sophisticated…

The critical examination of society's circumstances, institutions, and cultural predispositions and values can help detect problems and injustices and can suggest opportunities for improvement. Neo-Marxist critical theorists of the Frankfurt school are committed to work of this kind, but their perspective is informed by Marxian precepts, and their…

Suggests that neomarxism, the dominant form of radical reconstructionism, provides a less internally coherent concept of educational progress than do other major educational philosophies. Outlines epistemological differences between traditional Marxism and neomarxism. Includes 37 references. (SV)