A History Of Western Philosophy Of Education In Antiquity

This volume traces the history of Western philosophy of education in the contemporary landscape (1914-2020). The volume covers the Cuban Revolution in 1959, the events of May 1968 in Paris, the Zapatista Revolution in 1994, and the Arab Spring revolutions from 2010 to 2012. It also covers the two World Wars, the Cold War, the fall of the Berlin Wall, and the triumph of science and technology until the hegemony of post-liberal societies. The philosophical problems covered include justice, freedom, critical thought, equity, philosophy for children, decolonialism, liberal education, feminism, and plurality. These problems are discussed in relation to the key philosophers and pedagogues of the period including Jacques Derrida, Paulo Freire, Simone De Beauvoir, Judith Butler, R.S. Peters, bell hooks, Martha Nussbaum, Matthew Lipman, Giorgio Agamben, Maxine Greene, and Simone Weil, among others. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

This volume traces the history of Western philosophy of education through the Age of Enlightenment. The period between 1650 and 1850 was one of rapid intellectual development that revolutionized how education is viewed. Even the most progressive thinkers of the start of this period would have found the educational ideas expressed at its end odd, alien, and even dangerous. Shaped by broad intellectual movements, such as the Enlightenment, the counter-enlightenment and romanticism, as well as by the work of exceptional individuals including John Locke, Jean-Jacques Rousseau, Hélvetius, Mary Wollstonecraft, Pestalozzi, Fröbel and Emerson, the educational philosophy of this period has laid the foundations of how we think of and conduct education today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

'A History of Western Philosophy of Education' is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject. Each volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

This volume traces the history of Western philosophy of education through the Modern Era. The period between 1850 and 1914 was a time of struggle for justice and opportunity, during which influential thinkers – among them, John Dewey, Maria Montessori, and W.E.B. Du Bois – addressed how education is fundamentally connected to questions of what it means to be human. Readers will find a provocative collection of educational theories and concepts that point to the inherent value of the diversity of human experience and background. Each chapter illuminates how the ideas of the modern era hold promise for a meaningful re-envisioning of educational practice and policy today. About A History of Western Philosophy of Education: An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.

A History of Western Philosophy of Education comprises five volumes which traces the development of philosophy of education through Western culture and history. The historical periods covered are:Antiquity (500BCE-500CE)The Middle Ages and Renaissance (1000-1600)The Age of Enlightenment (1700-1850)The Modern Era (1850-1914)The Contemporary Landscape (1914-present)Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.About Volume 4: A History of Western Philosophy of Education in the Modern EraThis volume traces the history of Western philosophy of education through the Modern Era. The period between 1850 and 1914 was a time of struggle for justice and opportunity, during which influential thinkers - among them, John Dewey, Maria Montessori, and W.E.B. Du Bois - addressed how education is fundamentally connected to questions of what it means to be human. Readers will find a provocative collection of educational theories and concepts that point to the inherent value of the diversity of human experience and background. Each chapter illuminates how the ideas of the modern era hold promise for a meaningful re-envisioning of educational practice and policy today.