Product Description

Philosophical Documents in Education, 3/e masterfully argues that students can better understand and practice their profession by reading, contemplating, and discussing the great philosophic tradition in education. An edited anthology of 18 primary source materials in educational philosophy, this book provides a wide range of both historical and contemporary viewpoints. Works by philosophers of numerous perspectives---including Catharine Macaulay, Hannah Arendt, Cornel West, Maxine Greene, Paulo Freire, Kieran Egan, Jane Roland Martin, and Parker J. Palmer---expose readers to philosophical views from diverse populations and convictions. With fresh perspectives, a comprehensive and contextualizing introduction, and updated pedagogy including revised timelines and new chapter questions, this revered resource is more vital than ever for today's teachers.

Product Details

• Amazon Sales Rank: #256490 in Books
• Published on: 2007-05-19
• Original language: English
• Number of items: 1
• Binding: Paperback
• 336 pages

From the Back Cover

Johnson & Reed

Philosophical Documents in Ed, 3e

ISBN: 0-205-55384-2

“Given that many of the students are encountering philosophy for the first time and find it very difficult, this book is helpful to them: clear introductions, readable selections, and helpful inquiry questions at the end of each selection.”

                                                                                     - Megan Laverty, Montclair State University

“I know of no other comparable text.”

                                                                                     -Dale W. Cannon, Western Oregon University

“The idea for this book is a great one. I quickly snapped it up the minute I became aware of it, and still use it because the notion of philosophy is so important in daily teaching and educational leadership life.”

                                                                                      - Brenda R. Beatty, Monash University

Philosophical Documents in Education, 3/e, masterfully argues that students can better understand and practice their profession by reading, contemplating, and discussing the great philosophic tradition in education. An edited anthology of 18 primary source materials in educational philosophy, this text provides a wide range of both historical and contemporary viewpoints.

Works by philosophers of numerous perspectives—including works by Catharine Macaulay, Hannah Arendt, Cornel West, Maxine Greene, Paulo Freire, Kieran Egan, Jane Roland Martin, and Parker J. Palmer—expose readers to views of women and philosophers of diverse populations and convictions.

New to this Edition:

• Three fresh perspectives have been added to provide a more balanced selection of classic and contemporary thinkers–Catharine Macaulay, whose work on education counters  Rousseau's notion that there are essential differences between the sexes and that these differences are complementary; Hannah Arendt, whose “Crisis in Education” critiques the impact of pragmatism and progressivism on American education and society;  and Parker J. Palmer, whose work offers a spiritual dimension to the discussion of what it means to be an educated individual.  These additions replace the chapters on William James, George S. Counts, and Richard Rorty. 
•  A comprehensive introduction is designed to assist the reader in placing both classical and contemporary thinkers in a philosophical context, and to help the reader to better understand the educational significance of each of the great minds included in this edition.
•  Updated pedagogy, including revised historical/biographical timelines, revised chapter introductions; and new and revised end-of-chapter questions designed to help students think critically about the material presented.

Customer Reviews

Quick survey for educators
This is a fine attempt at a survey of philosophical ideas behind Western educational systems. The editors have chosen a few exemplars of philosophers from ancient Greece through modern day constructivist American educational philosophers. Especially praiseworthy is the inclusion of women authors in the third version, although at the expense of such thinkers as Richard Rorty, Vygotsky, and Hegel.

The introductions for each philosopher are succinct, and the questions at the end of each chapter can be used in the classroom for discussion. In this regard, the book is well-suited as an introductory textbook.

Many of the excerpts, however, are exceedingly short and do not present much depth or flavor of each philosopher's thought. For readers with a background in philosophy, this is a sip of water when a glass is desired. Students of education, however, may find it adequate as a quick beginning to the topic. However, I strongly recommend additional readings be included in any serious course on the philosophy of education.