A New History of Educational Philosophy

By James S. Kaminsky | Go to book overview

NOTES
1.
As Harris ( 1988) points out, this history has philosophical consequences. Bruce Raup ( 1966) noted that a study of the history of educational philosophy is part of the study of the discipline itself. Part of the purpose of this history is to construct the groundwork for a version of educational philosophy that is less self-referential and less constrained by what Richard Rorty calls "Philosophy." In this version of things history, literature, poetry, and all of the enterprises of language have an important place in the discipline. Philosophy, then, is: a search for conceptual alternatives that will provide order and power among puzzling data in a world that confounds our purposes and intentions (see Hanson, 197; Rorty, 1989, 9).
2.
In the post- World War II period major contributions to the "invisible college" of educational philosophy came from the United States of America, Britain, and Australasia. The Philosophy of Education Society of Great Britain was established in the closing days of 1964, and the Philosophy of Education Society of Australasia was established in 1970. These societies exchanged research results and became the significant reference points for the conduct of educational philosophy. In other words, while it is useful and informative to say that American philosophy of education began with the John Dewey Society, a complete account of contemporary Western educational philosophy's evolution is an account of at least three histories in common or on parallel paths.
3.
For example, George Counts proposed a theory of social action that was, essentially, a matter of education in general and schooling in particular (see, Gutek, 1983, 108-162). Harold Rugg proposed a similar theory in Culture and education ( 1931). Dewey added his support for a general theory of action that revolved around education in two books: The public and its problems and Reconstruction in philosophy.
4.
Abrams ( 1968, 45) reports that the National Association for the Promotion of Social Science was composed of over thirty-five organizations as well as chambers of commerce, societies, temperance organizations, and educational groups.
5.
After the demise of the National Association for the Promotion of Social Science the study of education lacked a historical environment that would demand an academic (university) reappraisal of education's fundamental assumptions--a traditional predicate for philosophical investigations. The social, cultural, and historical conditions necessary for the consolidation of fundamental investigations of education, that is, educational philosophy would not appear for generations.
6.
John Locke, Jeremy Bentham, James Mill, John Stuart Mill, Matthew Arnold, Sidney and Beatrice Webb, John Ruskin, and Bertrand Russell, to name only the patently obvious, directed their attention to education. The advent of the discipline certainly was not delayed for a lack of individuals with great intellectual ability devoted to its questions.

-xxiv-

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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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