Philosophy for Children in Transition presents a diverse collection of perspectives on the worldwide educational movement of philosophy for children. Educators and philosophers establish the relationship between philosophy and the child, and clarify the significance of that relationship for teaching and learning today. The papers present a diverse range of perspectives, problems and tentative prospects concerning the theory and practice of Philosophy for Children today The collection familiarises an actual educational practice that is steadily gaining importance in the field of academic philosophy Opens up discussion on the notion of the relationship between philosophy and the child
Researching Education Through Actor-Network Theory offers a new take on educational research, demonstrating the ways in which actor-network theory can expand the understanding of educational change. An international collaboration exploring diverse manifestations of educational change Illustrates the impact of actor-network theory on educational research Positions education as a key area where actor-network theory can add value, as it has been shown to do in other social sciences A valuable resource for anyone interested in the sociology and philosophy of education
This Companion brings together a team of leading figures in contemporary philosophy to provide an in-depth exposition and analysis of Quine’s extensive influence across philosophy’s many subfields, highlighting the breadth of his work, and revealing his continued significance today. Provides an in-depth account and analysis of W.V.O. Quine’s contribution to American Philosophy, and his position as one of the late twentieth-century’s most influential analytic philosophers Brings together newly-commissioned essays by leading figures within contemporary philosophy Covers Quine’s work across philosophy of logic, philosophy of language, ontology and metaphysics, epistemology, and more Explores his work in relation to the origins of analytic philosophy in America, and to the history of philosophy more broadly Highlights the breadth of Quine’s work across the discipline, and demonstrates the continuing influence of his work within the philosophical community
Rancière, Public Education and the Taming of Democracy introduces the political and educational ideas of Jacques Rancière, a leading philosopher increasingly important in educational theory. In light of his ideas, the volume explores the current concern for democracy and equality in relation to education. The book introduces and discusses the works of Jacques Rancière, a leading philosopher increasingly important in the field of educational theory and philosophy The volume will have a broad appeal to those in the field of education theory and philosophy, and those concerned with democracy, equal opportunities and pedagogy Balanced in its introduction of the political and educational ideas of this author and in its exploration in line with his work of some important issues in education and policy today Contributors from diverse countries and intellectual and cultural backgrounds, including the UK, US, Belgium, Sweden, Spain, France, Canada
Putting Information First focuses on Luciano Floridi’s contributions to the philosophy of information. Respected scholars stimulate the debate on the most distinctive and controversial views he defended, and present the philosophy of information as a specific way of doing philosophy. Contains eight essays by leading scholars, a reply by Luciano Floridi, and an epilogue by Terrell W. Bynum Explains the importance of philosophy of information as a specific way of doing philosophy Focuses directly on the work of Luciano Floridi in the area of philosophy of information, but also connects to contemporary concerns in philosophy more generally Illustrates several debates that arise from core themes in the philosophy of information
This book clearly articulates the foundations of an educational vision that is distinctively supported by eportfolio use, drawing on work in philosophy, sociology, higher and adult education, and elearning research. It is academically rigorous and accessible not only to scholars in a range of disciplines who might study or use eportfolios. It surveys the state-of-the-art of international eportfolio practice and suggests future directions for higher educational institutions in terms of curriculum, assessment, and technology. This resource is written for scholars, support staff, instructional technologists, academic administrators, and policy makers.