This article is a collective writing experiment undertaken by philosophers of education affiliated with the PESGB (Philosophy of Education Society of Great Britain). When asked to reflect on questions concerning the Philosophy of Education in a New Key in May 2020, it was unsurprising that the effects of the coronavirus pandemic on society and on education were foremost in our minds. We wanted to consider important philosophical and educational questions raised (...) by the pandemic, while acknowledging that, first and foremost, it is a human tragedy. With nearly a million deaths reported worldwide to date, and with everyone effected in one way or another by Covid-19, there is a degree of discomfort, and a responsibility to be sensitive, in reflecting and writing about it academically. Members of this ‘Covid Collective’ come from various countries, with perspectives from Great Britain and Ireland well represented, and we see academic practice as a globally connected enterprise, especially since the digital revolution in academic publishing. The concerns raised in this article relate to but move beyond Covid-19, reflecting the impact of neoliberalism [and other political developments] on geopolitics with educational concerns as central to our focus. (shrink)

Education has been important in the thinking of philosophers from the beginning of the Western tradition. But only in the middle of the twentieth century was philosophy of education recognised in Britain as a distinct discipline, with the establishment of a professorial chair at the Institute of Education, University of London, in 1947. Fifty years later a series of public lectures, jointly sponsored by the Institute and the Philosophy of Education Society of (...) Great Britain, marked the Anniversary. After the founding contribution of Louis Arnaud Reid, it was in the 1960s that Richard Peters and his colleague Paul Hirst set an analytical direction for philosophy of education. Here, from the standpoint of the rather different view he takes of education now, Hirst gives his own account of that development. David E. Cooper examines the influence on educational thinking of the wider philosophical and cultural climate of the time. Susan Mendus takes a political philosopher's view of the challenges facing moral education in an age of pluralism. And at a time when the value of educational research is under scrutiny, David Bridges argues that one of the weaknesses of much research is its neglect of philosophical thinking. The contributors share a sense of philosophy's capacity to contribute to the improvement of educational practice through the broader perspective that it brings to that practice. (shrink)

Although until recently Hegel’s philosophy of nature has received comparatively little attention, this area of his thought is now being widely reassessed, not only by Hegel scholars, but also by philosophers and historians of science, as well as some working scientists. In response to this growing trend, the aim of this HSGB conference was to look as some of the broader issues raised by Hegel’s treatment of nature and the natural sciences, and to add to our understanding of this (...) unduly neglected aspect of Hegel’s work. Held in conjunction with the Arbeitskreis zu Hegels Naturphilosophie, this meeting brought together scholars from Germany, Britain, Ireland, Holland, Canada, and Japan. Although proceedings were somewhat disrupted by last minute changes to the organized program, the conference proved a lively forum for the exchange and debate of ideas, in the comfortable and traditional surroundings of Pembroke College, Oxford. (shrink)

In this paper John White argues that there has been a decline in interest in and support for liberalism in British philosophy of education. He provides examples of work by leading figures in the field that demonstrates scepticism about the key liberal value of autonomy and offers an analysis of new influences in the field that have contributed to this decline. In particular he notes the increase of work from a religious perspective. Doubts are expressed about the practical (...) relevance to education of some of these avenues of thought, and the suggestion is made that they cause those within the field to be more out of touch with society at large, in which liberal values have continued to be the major source of animation. The paper is followed by short responses from four philosophers of education whose work he criticises. (shrink)

Drawing upon hitherto-unused sources and written in a lively, accessible style, this book represents a shift in the historiography of British education. At the center of the investigation is Joseph Payne, born in humble circumstances in 1808, who in 1873 was appointed to the first professorship in Britain, established by a chartered body of schoolteachers. By that date Payne had acquired a considerable reputation-as the founder of two of the most successful of Victorian private schools; a classroom practitioner (...) of rare skill; the author of bestselling textbooks; a scholar, despite no formal education; and as a leading member of such bodies as the College of Preceptors, the Scholastic Registration Association, the Girls' Public Day School Trust, the Women's Education Union, and the Social Science Association. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and (...) Sweden. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

ABSTRACT This paper examines the rise and fall of the British popular microscopy movement during the decades surrounding the turn of the twentieth century. It highlights that what is currently understood as microscopy was actually two inter-related but distinct communities and argues that the recognized collapse of microscopical societies in the closing decades of the nineteenth century was the result of amateur specialization. It finds the roots of popular microscopy in the Working Men’s College movement and highlights how microscopy adopted (...) its Christian Socialist pedagogy of equality and fraternity, resulting in a radical scientific movement that both prized and encouraged publication by its amateur adherents, who often occupied the middle and working classes. It studies the taxonomic boundaries of this popular microscopy, particularly focusing on its relationship with the study of cryptogams or ‘lower plants’. It explores how its success combined with its radical approach to publication and self-sufficiency created the conditions for its collapse, as devotees established a range of successor communities that had tighter taxonomic bounds. Finally, it shows how the philosophy and practices of popular microscopy continued in these successor communities, focusing on the British expression of mycology, the study of fungi. (shrink)

_The Record of Great Doubts_ emphasizes the role of _qi_ in achieving a life of engagement with other humans, with the larger society, and with nature as a whole. Rather than encourage transcendental escapism or quietism, Ekken articulates a philosophy of material force as a basis of living a life of commitment to the world. In this spirit, moral cultivation is not an isolated or a self-centered preoccupation, but an activity that occurs within the dynamic forces of (...) nature and amid the rigorous demands of society. In this context, a vitalism of _qi_ is an emergent force, not only providing the philosophical grounding for this vibrant interaction but also giving a basis for an investigation of the natural world that plumbs the principle within things. Ekken thus aimed to articulate a creative and dynamic milieu for moral education, political harmony, social coherence, and agricultural sustainability. _The Record of Great Doubts_ embodies Ekken's profound commitment to Confucian ideas and practices as a method for establishing an integrative ethical vision, one he hoped would guide Japan through a new period of peace and stability. A major philosophical treatise in the Japanese Neo-Confucian tradition, _The Record of Great Doubts_ illuminates a crucial chapter in East Asian intellectual history. (shrink)

_The Record of Great Doubts_ emphasizes the role of _qi_ in achieving a life of engagement with other humans, with the larger society, and with nature as a whole. Rather than encourage transcendental escapism or quietism, Ekken articulates a philosophy of material force as a basis of living a life of commitment to the world. In this spirit, moral cultivation is not an isolated or a self-centered preoccupation, but an activity that occurs within the dynamic forces of (...) nature and amid the rigorous demands of society. In this context, a vitalism of _qi_ is an emergent force, not only providing the philosophical grounding for this vibrant interaction but also giving a basis for an investigation of the natural world that plumbs the principle within things. Ekken thus aimed to articulate a creative and dynamic milieu for moral education, political harmony, social coherence, and agricultural sustainability. _The Record of Great Doubts_ embodies Ekken's profound commitment to Confucian ideas and practices as a method for establishing an integrative ethical vision, one he hoped would guide Japan through a new period of peace and stability. A major philosophical treatise in the Japanese Neo-Confucian tradition, _The Record of Great Doubts_ illuminates a crucial chapter in East Asian intellectual history. (shrink)

On the 8th and 9th of September 1994, the Hegel Society of Great Britain held its annual conference at Pembroke College, Oxford. The conference was made up of six interesting papers from leading scholars in the field, all on the issue of Hegel’s relationship with the British Idealists.

The essay offers a Jewish account of education in nonviolence by examining the first of Emmanuel Levinas' Talmudic readings ‘Toward the Other.’ I begin by exploring Levinas' unique philosophy of religious education, which nurtures responsibility for the other, as part of an alternative to enlightenment-orientated modern Jewish thought pioneered by the likes of Gershom Scholem, Martin Buber, and Franz Rosenzweig. I then consider a question raised by Yusef Waghid and Zehavit Gross at the 2012 meeting of the (...) Philosophy of Education Society of Great Britain in Oxford concerning whether one must forget in order to forgive great wrong doing such as South African Apartheid or the Holocaust of European Jewry. Through an examination of Levinas' treatment of several Talmudic passages, I argue that the Jewish tradition takes a paradoxical approach to this question. We should forget in order to remember wrong doing. The spiritual process that both perpetrators and victims must undergo in order to embrace this paradox, I contend, is a genuine education in nonviolence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Monroe RememberedAesthetics: Problems in the Philosophy of Criticism on Its Fiftieth AnniversaryPeter Kivy (bio)When I proposed this symposium for the 2008 annual meeting of the American Society for Aesthetics, the title "Monroe Remembered" already in place, it was with the intention of commemorating not just the philosopher but the man as well. All who were privileged to know him personally—particularly those, like myself, just beginning their careers (...) as philosophers of art—will always remember not only the keen-edged mind of the true philosopher but the kindness and consideration of the true teacher as well. In all the years that I knew Monroe Beardsley, he never responded in anger or annoyance to any question asked of him, no matter how stupid or silly it was. Nor did he ever fail to offer assistance to any young aspirant. He was, in the best sense of the word, a "gentleman," with emphasis on the gentle. It was one of the great experiences of my life to have known him.But the other purpose of this symposium, and the principal one, is to commemorate Monroe Beardsley's work as a philosopher of art. For it is very hard to imagine that the philosophy of art, and the American Society for Aesthetics, would have prospered, as soon and as successfully as they did, were it not for Beardsley's philosophical presence in person and in his magnum opus, which is the subject of this symposium.It is altogether appropriate, for two reasons, that the papers comprising the Beardsley symposium be published in the pages of the Journal of Aesthetic Education. First, Beardsley and his book were mainly instrumental in the education of a whole new generation of philosophers of art in the 1960s who changed the face of the discipline in America and Britain. And second, no one interested in the implications for education of art and the aesthetic can afford not to be acquainted with Beardsley's imposing contribution to our understanding of both. It is our hope that the present papers will help to make this apparent and be a fitting tribute to Beardsley—both the man and his work. [End Page 1]Peter Kivy Peter Kivy is Board of Governors Professor of Philosophy at Rutgers University and a past president of the American Society for Aesthetics.Copyright © 2010 Board of Trustees of the University of Illinois... (shrink)

Although this conference, held at Oxford on September 6–7, 1993, did not completely fulfil the ambitions of its subtitle, it nonetheless provided a stimulating forum for the presentation and exchange of ideas on various topics arising from Hegel’s Phenomenology. In the first paper, “Rupture, Closure, and Dialectic,” Joseph Flay dealt with the Phenomenology in its role as an introduction or beginning to the system. David Duquette then discussed the master/slave dialectic and the political significance of Hegel’s concept of recognition in (...) the Phenomenology. Following this, Jay Bernstein focussed on Hegel’s treatment of conscience and guilt, and related this to his views of ethical action, arguing that Hegel leaves room for moral autonomy and hence tragic suffering even within his conception of Sittlichkeit. In the fourth paper, “The Presence of Aristotle in Hegel’s Phenomenology,” Nicholas Walker analyzed the relation between Hegel and Aristotle, and the complexities of the latter’s influence on the Phenomenology. H.S. Harris then offered a sketch of his own view of the Phenomenology in “Let’s Not ‘Leave out the Ethical’: A ‘Conscientious’ Response to S.K.”, starting from a discussion of Hegel’s theory of truth and how this shapes the structure of this work. Finally, in “The ‘Unhappy Consciousness’ and Conscious Unhappiness,” Simon Jarvis examined Adorno’s critique of Hegel, and emphasized the continuing importance and value of this critique for any truly living contemporary Hegelianism. (shrink)

Although this conference, held at Oxford on September 6–7, 1993, did not completely fulfil the ambitions of its subtitle, it nonetheless provided a stimulating forum for the presentation and exchange of ideas on various topics arising from Hegel’s Phenomenology. In the first paper, “Rupture, Closure, and Dialectic,” Joseph Flay dealt with the Phenomenology in its role as an introduction or beginning to the system. David Duquette then discussed the master/slave dialectic and the political significance of Hegel’s concept of recognition in (...) the Phenomenology. Following this, Jay Bernstein focussed on Hegel’s treatment of conscience and guilt, and related this to his views of ethical action, arguing that Hegel leaves room for moral autonomy and hence tragic suffering even within his conception of Sittlichkeit. In the fourth paper, “The Presence of Aristotle in Hegel’s Phenomenology,” Nicholas Walker analyzed the relation between Hegel and Aristotle, and the complexities of the latter’s influence on the Phenomenology. H.S. Harris then offered a sketch of his own view of the Phenomenology in “Let’s Not ‘Leave out the Ethical’: A ‘Conscientious’ Response to S.K.”, starting from a discussion of Hegel’s theory of truth and how this shapes the structure of this work. Finally, in “The ‘Unhappy Consciousness’ and Conscious Unhappiness,” Simon Jarvis examined Adorno’s critique of Hegel, and emphasized the continuing importance and value of this critique for any truly living contemporary Hegelianism. (shrink)

Ludwig Wittgenstein suggests that ?A serious and good philosophical work could be written consisting entirely of jokes?. The idea for this dialogue comes from a conversation that Michael Peters and Morwenna Griffiths had at the Philosophy of Education of Great Britain annual meeting at the University of Oxford, 2011. It was sparked by an account of an assessment of a piece of work where one of the external examiners unexpectedly exclaimed ?I knew Jean-Paul Sartre?, trying to (...) trump the discussion. This conversation is a dialogue about comedy and humor as a basis for philosophy, education and pedagogy that provides an introduction to recent works and a context for ongoing research. The concluding section provides further reflection on some of the main themes, drawing attention to the significance of humor in dialogues within philosophy and education, and suggesting that it has a particular role in resisting managerialism at all levels of educational institutions. (shrink)

A Letter to A Friend is a compact compilation of thoughts that promote the reader to think in a different direction than they are probably used to. This book is a candid and uncompromising reflection of the issues we all face. It is an intimate outcry for the need to take accountability for our role in life and the outcome of our actions or lack thereof. We all have a vital part to play and we are not just victims of (...) circumstance. A Letter to a Friend explodes from the inside out the victim mentality that many of us claim at some point in our lives. At times, the words come across like a good old-fashioned thrashing when they are really just a loving reminder of raw unadulterated truth and responsibility. (shrink)

Although the title for this conference echoed the controversial article by Francis Fukuyama in the National Interest, most contributors chose not to focus on Fukuyama’s claims in detail, but instead dealt with the general question on Hegel and history, offering a high standard of interpretation, analysis, and critical comment.

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.