ERIC Number: EJ1453376
Record Type: Journal
Publication Date: 2024
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2369-8659
EISSN: N/A
Philosophy of Education after the Golden Years
Liz Jackson
Philosophical Inquiry in Education, v31 n3 p244-254 2024
Philosophy of education's relevance to schooling and value to society have always been contested within the field. When reading about the state of the field, one often gets the sense that philosophy of education is losing its cache, given the prevalence of data-oriented views about research. But the solution to this crisis is often difficult to identify. In this context, this essay investigates the prevalence of "golden years" thinking in the history of philosophy of education and what it would mean to think differently and go beyond this view. It explores how philosophy of education is framed as peripheral to mainstream educational research today and why students might not choose to study it. Then I examine precarity as a common discourse in history of the field. I scrutinize whether and how we are "in danger," who "we" are, and the history of this imaginary. I conclude with reflections on moving on from these discourses in the future.
Descriptors: Educational Philosophy, Educational History, Relevance (Education), Decision Making, Majors (Students), Futures (of Society), Social Change
Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A