This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

Educational Theory, Volume 72, Issue 1, Page 109-117, February 2022.

This essay is a review of Peter McLaren's most recent work, Capitalists and Conquerors: A Critical Pedagogy Against Empire. The essay situates McLaren's work in the philosophical tradition of Marxist Humanism, with reference specifically to Raya Dunayevskaya and Paulo Freire. Despite invoking the work of Dunayevskaya as a foundation for his own project, McLaren does not offer a robust explication of this important thinker, nor of the Hegelian‐Marxist discourse she embraced. Here, as in much of McLaren's work, the reader is (...) not offered rigorous analysis of his philosophical assumptions. The dearth of such analysis, this essay argues, compromises the critical thrust of McLaren's work. In turn, the essay sketches a framework for unpacking the Marxist Humanist paradigm, and, thereby, rethinking the philosophical foundations of contemporary critical pedagogy. (shrink)

This paper contributes to those analyses that have discussed Hegel'sinfluence on Freire, and Freire's rethinking of Hegel. Yet, my narrative of the dialectic of conscientizacion, which I presenthere, is a novel attempt to read both thinkers simultaneously.Thus, in this paper I am exploring, and not didactically proving Gadotti's (1994) important, yet unqualified,claim that Hegel's dialectic ``can be considered the principaltheoretical framework of (Freire's) Pedagogy of the Oppressed.It could be said that the whole of his theory of conscientization has its roots (...) in Hegel'' (p. 74). And in thisexploration, I am not demonstrating Freire's ``expansion'' ofHegel's dialectic (Schutte, 1990), nor taking a positionon whether or not the dialectic of Freire's Pedagogy of theOppressed supersedes the Hegelian dialectic (Torres, 1976). Nor am I offering a ``comparison'' of the two dialectics(Torres, 1994). (Of course, having made these claims,I am, as it were, taunting the reader to deconstruct mypiece.) My aim here is to immerse, or insert, myself intothe Freirean/Hegelian dialectic itself. I attempt to situatemyself within that peculiar position of the dialecticianwho ``braids'' ideas through synthetic textual analysis.I use a third person descriptive perspective thatincorporates the ``voices'' of Freire and Hegel, and, thereby, weave a ``new'' synthesized account of theemergence of critical consciousness within the formaleducational setting. (shrink)