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Revised and updated with 25 new essays, the fourth edition of this bestselling collection brings together more than 30 leaders in the field of educational theory. An engaging exploration of the ideas and trends shaping education in today’s classrooms, Philosophy of Education includes topics on high-stakes testing, consumerism in education, and social justice issues in the classroom.

How can we teach students moral values while avoiding indoctrination? How should a teacher deal with controversial issues in the classroom? What role should standards play in education, and who develops those standards? And why is the link between theory and practice in the classroom important in the first place?

Philosophy of Education provides students, teachers, and administrators with a lively and accessible introduction to the central debates and issues in education today.

Table of Contents

Part I: Philosophy, Theory, and Practice
1. The relationship between educational theory and practice: A new look, Harold Entwistle
2. Empirical research in education: Why philosophy matters, Robin Barrow
3. Philosophy for education: Toward human agency, Heesoon Bai
4. The place of ideals in teaching, David T. Hansen
Part II: Classroom Discussions and Controversial Issues
5. Listening as a teacher: Educative listening, interruptions and reflective practice, Andrea R. English
6. Discussing ethical issues in the classroom: Leveraging pedagogical moments that may otherwise undermine important discussions, Douglas J. Simpson and William J. Hull, Jr.
7. “That's just your opinion!” - American Idol and the confusion between pluralism and relativism, Claudia W. Ruitenberg
8. Sensitive controversy in teaching to be critical, Michelle Forrest
9. What's wrong with the "Teach the controversy" slogan?, Eugenie C. Scott
Part III: Democratic Education and Social Justice
10. The case for critical democracy, Laura Elizabeth Pinto
11. Philosophy and the art of teaching for social justice, Kathy Hytten
12. Post neo-liberalism, education, and the principles of democratic learning, Emery J. Hyslop-Margison and Samuel LeBlanc
13. Schooling for democracy, Nel Noddings
14. Strangers in our midst: From tolerance to hospitality, Trudy Conway
Part IV: Efficiency, Standards, and Measurement
15. Standardization and equity in education, John P. Portelli and Ann B. Vibert
16. The end of efficiency: Implications for democratic education, Francine Menashy
17. Arendt, Freire, and the pedagogy of possession, Trevor Norris
18. High stakes testing, educational aims and ideals, and responsible assessment, Harvey Siegel
19. The idiocy of policy: The antidemocratic curriculum of high-stakes testing, Wayne Au
Part V: Rights, Freedoms, and Conflicts in Education
20. An unwarranted fear of religious schooling, Frances M. Kroeker and Stephen P. Norris
21. Parental rights and the aims of education: Teaching religion, human sexuality, and sexual orientation in schools, Dianne Gereluk
22. Crossing the line: Homophobic speech and public school teachers, Paul Clarke and Bruce MacDougall
23. Propaganda in the classroom: The Keegstra case, William Hare
24. Moral education within difference: Impediments to appreciating the moral other, Dwight Boyd
Part VI: Conceptions of Education and Teaching
25. Literacy for what?, Maxine Greene
26. Reading the world and reading the word: An interview with Paulo Freire, Paulo Freire
27. Education writ large, Jane Roland Martin
28. Teacher education for educational wisdom, Gert Biesta

…Hare and Portelli have done a fine job in selecting and organizing recent work that concisely engages many of the central social, political, and pedagogical issues facing education today.

Teachers College Record

[This book] is the strongest undergraduate anthology with which I am familiar.

Paideusis: Journal of the Canadian Philosophy of Education Society

William Hare

William Hare, PhD, is Professor Emeritus in the Faculty of Education at Mount Saint Vincent University. He received his PhD from the University of Toronto. Dr. Hare has served as the editor of Paideusis, the journal of the Canadian Philosophy of Education Society, and in 2005 the CPES awarded him the Distinguished Service Award.

John P. Portelli

John P. Portelli, PhD, is a professor of education and co-director of the Centre for Leadership and Diversity at the Ontario Institute for Studies in Education, University of Toronto. He received his PhD from McGill University. Frequently invited to give keynote addresses and do workshops both nationally and internationally, Professor Portelli is also actively involved in higher-education policy work in Europe.