This book introduces students to the broad social, political, and philosophical questions surrounding education theory and practice. Examining five of the most influential philosophers of all time—Plato, Aristotle, Locke, Rousseau, and Dewey—the text provides insight into historical theories of education that have shaped contemporary ideas and debates. By engaging with important thinkers in the philosophical tradition, readers will be better equipped to critically evaluate the role and meanings of education in their own lives, both as students and as teachers. Written (...) in an accessible tone, Foundations of Education engages the reader and invites dialogue and reflection. Each chapter includes excerpts from philosophical writings, learning activities, and discussion questions, and the book also features a glossary of key terms. This volume is ideally suited to undergraduate courses in the philosophy of education and general education theory. (shrink)

What if philosophy, theology, and science spent a little more time together? These fields often seem at odds, butting metaphysical heads. Instead of talking at, how about talking with one another? This book engages three academic disciplines--distinct yet sharing much in common--in a slice of conversation and community in which participants have aimed at validating the other and the way the other sees the world. The result is a collection of essays united by a thread that can be hard to (...) find in academia. In bringing together a wide range of contributors on a project that at first seemed unlikely, Irreconcilable Differences? is also a testament to the spirit of cooperation and hard work--evidence that small acts and events can make a big difference, and that sometimes all you need in order to make something good happen is an idea with a little support along the way. The editors of this collection are hopeful that its contributors and readers will keep looking for ways to bridge academic, social, and political gaps. We need to forge relationships based on personal knowledge and proper confidence seeking to make meaningful claims in an increasingly complex world. (shrink)

The practical nature of all human understanding lies at the heart of Gadamer's philosophical hermeneutics, yet the stress he places on practicality and his appeal to Aristotle remain relatively neglected by the secondary literature. This neglect is due in part to a failure to see the great extent to which Gadamer relies on the Aristotelian concept of phronēsis (practical wisdom) and, to a lesser extent, on the Hegelian concept of the concrete universal. The purpose of this paper is to show (...) how the proper understanding of Aristotle's notions of practical wisdom and theoretical knowing, both of which are crucial to an appreciation of Gadamer's description of human understanding as Spiel (“game” or “play”), will help to reverse two of the recurring mischaracterizations of philosophical hermeneutics: first, that it is ultimately anti-science (against method and theory) and second, that critical reason or rationality plays only a minor role within it. (shrink)

This article explores Gadamer’s description of time(s) and situates it within his aesthetic account and hermeneutics. Bringing together all of Gadamer’s major discussions on time, I develop a consistent account which I then challenge. Whereas Heidegger famously describes transcendental temporality with an emphasis on futurity, Gadamer accentuates a historical temporal awareness and itsdiscontinuous nature. Gadamer’s notion of time is best understood, paradoxically, as a timeless temporality, when time is defined as the sequential movement along discrete points. I argue that Gadamer’s (...) unique description of temporality, which has been largely ignored by scholars, is essential to his understanding of experience and, therefore, to our understanding of his philosophical hermeneutics. (shrink)

This article explores Gadamer’s description of time(s) and situates it within his aesthetic account and hermeneutics. Bringing together all of Gadamer’s major discussions on time, I develop a consistent account which I then challenge. Whereas Heidegger famously describes transcendental temporality with an emphasis on futurity, Gadamer accentuates a historical temporal awareness and itsdiscontinuous nature. Gadamer’s notion of time is best understood, paradoxically, as a timeless temporality, when time is defined as the sequential movement along discrete points. I argue that Gadamer’s (...) unique description of temporality, which has been largely ignored by scholars, is essential to his understanding of experience and, therefore, to our understanding of his philosophical hermeneutics. (shrink)