Methods in philosophy of education / / edited by Frieda Heyting, Dieter Lenzen, and John White

• Record Nr.: UNINA9910456039103321
• Pubbl/distr/stampa: London ; ; New York : , : Routledge, , 2001
• ISBN: 1-134-54674-2; 0-415-75844-0; 1-280-40435-3; 0-585-46114-7
• Descrizione fisica: 1 online resource (198 p.)
• Collana: Routledge international studies in the philosophy of education ; ; 13
• Altri autori (Persone): HeytingFrieda; LenzenDieter; WhiteJohn <1934 Nov. 7->
• Disciplina: 370.1; 370/.1
• Soggetti: Education - Philosophy; Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Book Cover; Title; Contents; Notes on contributors; Preface; Methodological traditions in philosophy of education: introduction; An analytical perspective on education and children's rights; Reflective equilibrium as a method of philosophy of education: justifying an ethical conception of children's sexual rights; An analytic approach in philosophy of education: the case of children's rights; The problematic employment of Reason in philosophy of Bildung and education; Philosophy of education as foundational analysis and critique: conflicting liberal views on the right to an education for autonomyOn the structuralist philosophy of education: an analysis of the rights of the child; Antifoundationalist foundational research: analysing discourse on children's rights to decide; How can philosophy of education be critical? How critical can philosophy of education be? Deconstructive reflections on children's rights; Children's rights and education: a hermeneutic approach; Rights of children and future adults: a cultural educational perspective; Index
• Sommario/riassunto: This important new book presents a 'dual strand' argument: Firstly, it gives a comprehensive account of methods in philosophy of education, with leading international figures in the field of writing from a variety of methodological and epistemological perspectives. Secondly, it examines their application in the 'real world' of education, using the topical area of children's rights as a basis for investigation. It will therefore be of interest to philosophers and educationalists alike.