We appreciate and respond to Cokelet's thoughtful criticisms of our book. First, he points to deliberative forms of practical wisdom as objectionable to anti-rationalist's. In response, we point to non-conscious (yet complex) forms of deliberation that occur as individuals automatically process and respond to virtue-relevant stimuli. Second,…

Samuel Bowles and Herbert Gintis's "Schooling in Capitalist America," a classic book in the field of education, has become more influential in the last twenty years than it was during the first several years following its publication. Interestingly, however, there are some widespread misconceptions about the book. In this paper, Jianguo…

Indoctrination is an ongoing concern in education, especially in debates about moral education. One approach to this issue is to come up with a rational procedure that can robustly justify potential items of moral education content. I call this the 'rationalistic justification project'. Michael Hand's recent book, "A Theory of Moral…

In his 1980 book "Against Empiricism: On Education, Epistemology and Value," British philosopher R. F. Holland (1923-2013) exposes the inadequacies of a philosophy of education originating from an empiricist worldview. By following Plato's view that the issue of what qualifies as knowledge has to be understood with reference to whether…

Prompted by the centenary of the founding of Summerhill, in my contribution to this JOPE Suite on Democratic Education, I briefly explore both the admiring reciprocity and the subsidiary but significant differences of praxis between A.S. Neill and Alex Bloom, two remarkable pioneers of education in and for participatory democracy as a way of life.…

Proposed by Ivan Illich in the 1970s, the deschooling society was one of the most contentious and radical thoughts in education in terms of its critics against compulsory education around the globe and proposals in the name of networks in which everyone in need of learning and teaching can participate to learn and teach anywhere and anytime…

This paper outlines aspects and dimensions of my "relationship" with Richard Peters from 1966 onward. The underlying suggestion is that, while Peters' contribution to philosophy of education was undeniably of major proportions, both that contribution and his legacy are institutional rather than substantive. (Contains 15 notes.)

The only available English translation of Makiguchi Tsunesaburo's most characteristic work, "Soka Kyoikugaku Taikei" ("The System of Value-Creating Pedagogy"; 1930-1934), was published as "Education for Creative Living" in 1989 with Alfred Birnbaum as the translator and Dayle M. Bethel as the editor. "Education for Creative Living", not…

In 1951, William F. Buckley, Jr. was a recent alumnus of Yale University and former editor of the "Yale Daily News" when his first major work, "God and Man at Yale: The Superstitions of 'Academic Freedom'," became a controversial polemic that attracted national attention. In his work, Buckley claimed Yale's faculty advanced…

This article provides a reconsideration of the intellectual altercation between John Dewey and Lewis Mumford in the 1920s, and a sketch of some educational implications that follow this reconsideration. Although past scholarship has tended to focus on ways in which the altercation obscured similarities in their thought, we consider whether…

The Blackwell Companion and Blackwell Guide to the philosophy of education, edited respectively by Randall Curren and by Nigel Blake, Paul Smeyers, Richard Smith and Paul Standish, are potentially field-defining volumes. The present essay moves back and forth between the two books to assess the overall impression they provide of the "state of the…

Examines the role of "The Horn Book Magazine" in reviewing and promoting children's literature in the past 50 years. (RB)

Discusses the importance of introducing literature to children at an early age and provides a rationale for doing so. (RB)

In the years following Paulo Freire's death in May 1997, there has been no shortage of published material on his work. From brief tributes and biographical accounts to full-length critiques in academic journals and books, much has been written about this influential scholar and activist. Part of the explanation for this ongoing interest lies in…

Whatever the meaning of the "post" these days, it is pervasive, elusive and marked by a proliferation of conflicting definitions that refuse to settle into meaning. Efforts to accommodate/incorporate the "post" in educational research have not been easy. In the pages of the "Educational Researcher" alone, McLaren and Farahmandpur (2000) warn…