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Philosophical Documents in Education, 3/E
Tony W. Johnson, The Citadel: The Military College of South Carolina
Ronald F. Reed, (Late), Texas Wesleyan University

ISBN-10: 0205553842
ISBN-13: 9780205553846

Publisher: Merrill
Copyright: 2008
Format: Paper; 336 pp
Published: 05/09/2007

Suggested retail price: $66.67
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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–exposes readers to views of women and philosophers of diverse populations and convictions.

  • 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 complimentary; 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 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.

Preface

Acknowledgments

 

Introduction

1. Socrates and Plato

    Time Line for Socrates

    Time Line for Plato

    Introduction

    Note

From Plato's Apology (ca. 399 BC)

From Plato's The Republic (ca. 366 BC)

    Book V1

    Book V11

    Questions


2. Aristotle.

    Time Line for Aristotle

    Time Line for His Writings

    Introduction

    Notes

From Nichomachean Ethics (ca. 330 BC)

    Book 1

    Book 11

    Book X

    Questions


3. St. Augustine

    Time Line for St. Augustine

    Introduction

From Confessions (ca. 400)

    Book 1

    Book III

From Concerning the Teacher (ca. 389)

    Internal Light, Internal Truth

    Words Do Not Always Have the Power Even to Reveal the Mind of the Speaker

    Christ Teaches within the Mind. Man’s Words are External and Serve Only to Give Reminders

    Questions


4. Erasmus

    Time Line for Erasmus

    Introduction

    Notes

From The Praise of Folly (1509)

Letter from Erasmus to Ulrich von Hutten (1516)

From “On the Right Method of Instruction” (1518)

    1. Thought and Expression Form the Two-Fold Material of Instruction

    2. Expression Claims the First Place in Point of Time. Both the Greek and Latin Languages Needful to the Educated Man

    3. The Right Method of Acquiring Grammar Rests upon Reading and Not upon Definitions and Rules

    Questions


5. John Locke

    Time Line for Locke

    Introduction

    Notes

From Some Thoughts Concerning Education (1693)

    Questions


6. Jean-Jacques Rousseau.

    Time Line for Rousseau

    Introduction

From Emile (1762)

    Questions

7. Catharine Macaulay

    Time Line for Macaulay

    Introduction

    Notes

From Letters on Education (1790)

    “No Characteristic Difference in Sex”

    “Coquettry”

    “Benevolence”

    Questions

 

8. John Dewey.

    Time Line for Dewey.

    Introduction

    Notes

“My Pedagogic Creed” (1897)

    Article I- What Education Is

    Article II- What the School Is

    Article III- The Subject-Matter of Education

    Article IV- The Nature of Method

    Article V- The School and Social Progress

From Democracy and Education (1916)

From Experience and Education (1938)

    Questions

9. Hannah Arendt

    Time Line for Arendt

    Introduction

    Notes

From Between Past and Present

    “The Crisis in Education”

        Part I

        Part II

        Part III

        Part IV

    Questions


10. Maxine Greene

    Time Line for Greene

    Introduction

    Notes

From The Dialectic of Freedom (1988)

    Questions


11. Jane Roland Martin

    Time Line for Martin

    Introduction

    Note

From Reclaiming a Conversation: The Ideal of the Educated Woman (1985)

    Redefining the Educational Realm

    Educating Our Sons

    Toward a Gender-Sensitive Ideal

    Questions

12. Cornel West

    Time Line for West

    Introduction

    Notes

From Prophetic Thought in Postmodern Times (1993)

    The Value of the Age of Europe  

    The End of the Age of Europe and the Rise of the United States

    The Decolonization of the Third World

    Economic and Social Decline

    The Ravages of the Culture of Consumption

    Questions


13. Paulo Freire

    Time Line for Freire

    Introduction

    Notes

From Pedagogy of the Oppressed (1972)

    Questions


14. Nel Noddings

    Time Line for Noddings

    Introduction

    Notes

From The Challenge to Care in Schools:  An Alternative Approach to Education (1992)

    “The Debate in Ethics”

    Questions

 

15. Kieran Egan

    Time Line for Egan

    Introduction

    Notes

From Teaching as Story Telling (1986)

    Introduction

    Story Rhythm

    Binary Opposites

    Affective Meaning

    Metaphors, Analogs, and Objectives

    Conclusion

    Questions

 

16. Matthew Lipman

    Time Line for Lipman

    Introduction

    Notes

“Do Elementary School Children Need Philosophy?” (1994)

From Philosophy Goes to School (1988)

    Did Plato Condemn Philosophy for the Young?

    Philosophical Inquiry as the Model of Education

    What Is It to Be Fully Educated?

    Converting Classrooms into Communities of Inquiry

From Philosophy in the Classroom (1977)

    Guiding a Classroom Discussion

    The Role of Ideas in a Philosophical Dialogue

    Questions

 

17. Gareth Matthews

    Time Line for Matthews

    Introduction

From The Philosophy of Childhood (1994)

    A Philosopher’s View of Childhood

From Philosophy and the Young Child (1980)

    Puzzlement

Review of Arnold Lobel’s Frog and Toad Together (1985)

    Questions

 

18. Parker J. Palmer

    Time Line for Palmer

    Introduction

    Notes

From The Courage to Teach (1998)

    The Hidden Wholeness:  Paradox in Teaching and Learning

    Thinking the World Together

    When Things Fall Apart

    The Limits and Potentials of Self

    Paradox and Pedagogical Design

    Practicing Paradox in the Classroom

    Holding the Tensions of Opposites

    Questions

                                                 

 Index                              

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.

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