A New History of Educational Philosophy

By James S. Kaminsky | Go to book overview

Introduction

What is offered here is a new history of philosophy of education. 1 It is a history from the bottom up (see Stearns, 1988, 3-6). It is an international history. 2 While this is not a people's history of educational philosophy, it is at least a social history. Philosophy of education did not reach its mature form and standing in the premier research universities of America upon the shoulders of any one individual. This new international history maintains that the dialogues of educational philosophy can be best understood by reference to the broader intellectual, social, and political movements that were related to the practice of the discipline and to the individuals who were a part of or contributed to those movements than by reference to the arguments of its extended bibliographies alone. This study calls attention to the importance of the profession's "external" structures while remembering the significance of its "internal" logics. It acknowledges the profession's "inner circle," but it is also interested in the actors who were not part of the inner circle and in the relevant literature that did not flow from the inner circle. In an even more heretical tone, it claims a centrality for a literature that can only tacitly be called philosophical.

What is intellectually deceptive in contemporary and influential accounts of the discipline's prologue is the intimation that its antecedents are to be found in the internal logic of philosophy (e.g. Price, 1967, 230-243). While it must be conceded that certain comments on education share a certain literary style (turgid, prolix, and self- referential), intellectual genealogies (Greek and Roman), and doxologies (metaphysical and epistemological), upon close inspection it must also be granted that the concerns and reservoir of questions that

-xi-

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A New History of Educational Philosophy
Table of contents

Table of contents

  • Recent Titles in Contributions to the Study of Education ii
  • Title Page iii
  • Contents v
  • Preface vii
  • Introduction xi
  • Notes xxiv
  • Part I - Philosophy of Education in the United States 1
  • 1 - The 1890s Social Reform Movement in the United States 3
  • Notes 17
  • 2 - Intellectual Antecedents 19
  • Notes 45
  • 3 - The Professional Embodiment of Education 49
  • Notes 74
  • 4 - Philosophy of Education After 1945 77
  • Notes 96
  • 5 - Conclusion: The United States 99
  • Part II - Philosophy of Education in Great Britain 103
  • 6 - Genesis 105
  • Notes 141
  • 7 - Education for All 145
  • Notes 173
  • 8 - The Counterculture and Modern Times 175
  • Notes 187
  • 9 - Conclusion: Great Britain 189
  • Notes 192
  • Part III - Philosophy of Education in Australia 193
  • 10 - The Early Days in Australia 195
  • Notes 203
  • 11 - John Anderson and C. D. Hardie 205
  • Notes 213
  • 12 - The Right Climate, Australia and New Zealand 215
  • Notes 224
  • 13 - Philosophy of Education Society of Australasia 225
  • Notes 245
  • 14 - Conclusion: Australasia 247
  • Bibliography 251
  • Index 271
  • About the Author 279
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