Review of Metaphysics 23 (2):367-367 (1969)

These readings in the philosophy of education are designed to allow issues to emerge and to allow students to see how they arise, how they can be dealt with, and how a philosophy of education might be built. Of course no gathering of disparate works can deliver on that kind of editorial promise. However, this company of contributors is distinguished, and most of their entries provocative and interesting. The first section is designed to show what is special about our age and what must be taken into account in order to think critically about modern issues in education. In this section Talcott Parsons, Cassirer, Melvin Seeman, Wm. H. Whyte, Marcuse, Jung, Sartre, and D. Bell talk about specialization, alienation, organization man, one-dimensional man, anxiety about values, and the knowledge explosion. This is the most "with-it" section and paints a fair portrait of our times. The last three sections are more conventional and more philosophical. There is a section on methodology which finds D. J. O'Conner, Dewey, and Whitehead discussing the nature of philosophy and which closes with Buber's opening pages from I and Thou. The last two sections have contributions by Plato, St. Augustine, Locke, Kant, Hegel, Dewey, Polanyi, and Maritain among others. These sections deal with questions of learning and with some "isms". All the sections have critical bibliographies which are enlightened, useful, and up-to-date. There is a glossary of technical terms. On the whole this is a strong anthology. Each of the four sections is sufficiently unified to provide a helpful context for the readings within it.--S. O. H.
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