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  1.  21
    Rethinking future uncertainty in the shadow of COVID 19: Education, change, complexity and adaptability.Tal Gilead & Gideon Dishon - 2022 - Educational Philosophy and Theory 54 (6):822-833.
    The outbreak of the COVID-19 pandemic in 2020 threw the world into an unexpected turmoil; schools were closed, exams cancelled, and educational systems were forced to react to deep and unexpected changes. In educational policy, however, the idea that we should prepare for an unknown, uncontrollable and risky future has been widely accepted long before the outbreak. Building on insights from complexity theory and the study of dynamic systems, the article critically examines how the standard educational response to future unpredictability, (...)
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  2.  33
    Adaptability and its Discontents: 21St-Century Skills and the Preparation for an Unpredictable Future.Gideon Dishon & Tal Gilead - 2021 - British Journal of Educational Studies 69 (4):393-413.
    1. At its core, education is characterized by a preoccupation with the future. Despite the notable lack of agreement concerning the aims of education (e.g., social mobility, personal development, w...
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  3.  43
    Education and the Logic of Economic Progress.Tal Gilead - 2012 - Journal of Philosophy of Education 46 (1):113-131.
    Over the last few decades, the idea that education should function to promote economic progress has played a major role in shaping educational policy. So far, however, philosophers of education have shown relatively little interest in analysing this notion and its implications. The present article critically examines, from a philosophical perspective, the link between education and the currently prevailing understanding of economic progress, which is grounded in human capital theory. A number of familiar philosophical objections to the idea that economic (...)
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  4.  24
    Intrinsic Goods and Distributive Justice in Education.Christopher Martin & Tal Gilead - 2019 - Educational Theory 69 (5):543-557.
  5.  25
    Promoting Distributive Justice in Education and the Challenge of Unpredictability.Tal Gilead - 2019 - Studies in Philosophy and Education 38 (4):439-451.
    This article examines how the existence of unpredictability should influence the quest to promote distributive justice in education. First, the article briefly discusses resource allocation in education finance policy and its relationships with existing philosophical theories of distributive justice. It then explains why unpredictability comes into play in education and how this endangers the achievements of distributive justice. It is argued that unpredictability poses a real challenge to enhancing educational justice. Second, the article examines the common policy conception that educational (...)
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  6.  46
    Rousseau, happiness, and the economic approach to education.Tal Gilead - 2012 - Educational Theory 62 (3):267-285.
    Since the 1960s, the influence of economic thought on education has been steadily increasing. Taking Jean-Jacques Rousseau's educational thought as a point of departure, Tal Gilead critically inquires into the philosophical foundations of what can be termed the economic approach to education. Gilead's focus in this essay is on happiness and the role that education should play in promoting it. The first two parts of the essay provide an introduction to Rousseau's conception of happiness, followed by an examination of the (...)
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  7.  40
    The Role of Education Redefined: 18th century British and French educational thought and the rise of the Baconian conception of the study of nature.Tal Gilead - 2011 - Educational Philosophy and Theory 43 (10):1020-1034.
    The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily assimilated by educational (...)
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  8.  22
    Conceptualizing distributive justice in education: a complexity theory perspective.Tal Gilead - 2023 - Journal of Philosophy of Education 57 (2):495-516.
    Over the last two decades, complexity theory, which is designed to deal with systems of multiple interdependent variables, has been increasingly applied to analyse and shed light on various aspects of education. So far, however, complexity theory has rarely been used, if at all, to examine questions related to educational justice. This article offers a theoretical examination of some possible links between complexity theory and distributive justice in education. It asks how accepting the premise that education is a complex dynamic (...)
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  9.  22
    Economics Imperialism and the Role of Educational Philosophy.Tal Gilead - 2015 - Educational Philosophy and Theory 47 (7):715-733.
    To date, philosophers of education have shown relatively little interest in analyzing the theoretical basis in which the economics of education is grounded. The main argument of this article is that due to the changing nature of orthodox economic theory’s influence on education, a philosophical examination of its underpinnings is required. It is maintained that as a result of economics imperialism, namely the penetration of economic modes of thinking into new domains, educational philosophers have an essential role to play in (...)
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  10.  16
    Educational Policymaking and the Methodology of Positive Economics: A Theoretical Critique.Tal Gilead - 2014 - Educational Theory 64 (4):349-368.
    By critically interrogating the methodological foundations of orthodox economic theory, Tal Gilead challenges the growing conviction in educational policymaking quarters that, being more scientific than other forms of educational investigation, inquiries grounded in orthodox economics should provide the basis for educational policymaking. He argues that the main methodological problem with accepting orthodox economic theory as a guide to educational policymaking is not, as commonly claimed, its alleged reliance on a materialistic and egoistic conception of human nature, but rather its embracement (...)
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  11.  18
    Introducing Complexity Theory to Consider Practice-Based Teacher Education for Democratic Citizenship.Aviv Cohen & Tal Gilead - 2023 - Studies in Philosophy and Education 42 (2):201-217.
    A growing body of literature focuses on practice as a central aspect of teacher education. Whereas this approach emerged mainly from teacher preparation programs in specific content areas such as math, science, and literacy studies, socially related educational fields have served as a peripheral player alone. Recently, however, scholars have suggested incorporating a practice-based approach to teacher education into the social studies. In this article, we draw on complexity theory to reexamine this proposal, evaluating the connections between teaching practices and (...)
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  12.  2
    Beyond the Limits of Control: On Education, Moral Luck, and Responsibility.Tal Gilead - 2014 - Philosophy of Education 70:54-56.
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  13.  39
    Countering the Vices: On the Neglected Side of Character Education.Tal Gilead - 2011 - Studies in Philosophy and Education 30 (3):271-284.
    Following the rise of virtue and character education, educational philosophers have recently given much attention to questions relating to virtue and the good. This, however, has not been paralleled by a similar interest in vice and evil, which, in this context, are examined only rarely. In this article, I use the work of the American philosopher John Kekes as a backdrop for discussing the role coping with vice and evil should play in virtue and character education. I show how Kekes’ (...)
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  14.  18
    Education and the Rationale of Cost–Benefit Analysis.Tal Gilead - 2014 - British Journal of Educational Studies 62 (4):373-391.
  15.  48
    Educational Insights of the Economist: Tibor Scitovsky on Education, Production and Creative Consumption.Tal Gilead - 2013 - Studies in Philosophy and Education 32 (6):623-639.
    In recent decades education is increasingly perceived as an instrument for generating economic growth and enhancing production. Unexpectedly, however, many prominent economists, throughout history, have rejected this view of education. This article examines the grounds on which Tibor Scitovsky, who was one of the leading economists of twentieth century America, objected to the spread of production oriented education. The article begins by an historical overview of the relationship between economic and educational theory. It then explains why Scitovsky held the economic (...)
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  16.  37
    Human Capital, Education and the Promotion of Social Cooperation: A Philosophical Critique.Tal Gilead - 2009 - Studies in Philosophy and Education 28 (6):555-567.
    Although since the 1960s human capital theory has played a major role in guiding educational policy, philosophical issues that stem from this development have rarely been discussed. In this article, I critically examine how the idea that human capital should serve as a guide to educational policy making stands in relation to the role assigned to education in promoting social cooperation. I begin by exploring the conception of human conduct that underlies human capital theory. I then move to examine the (...)
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  17.  2
    On the Theoretical Implications of Approaching Arts Education as an Investment.Tal Gilead - 2012 - Philosophy of Education 68:87-95.
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  18.  14
    Teachers of the People: Political Education in Rousseau, Hegel, Tocqueville, and Mill.Tal Gilead - 2018 - Educational Theory 68 (3):373-378.