Philosophical, Ideological, and Theoretical Perspectives on Education

Description

• PART 1 Philosophies and Education
• Chapter 1 Philosophy and Education
• Chapter 2 Idealism and Education
• Chapter 3 Realism and Education
• Chapter 4 Pragmatism and Education
• Chapter 5 Existentialism and Education
• Chapter 6 Postmodernism and Education
• PART 2 Ideologies and Education
• Chapter 7 Ideology and Education
• Chapter 8 Nationalism, American Exceptionalism, Ethnonationalism, and Education
• Chapter 9 Liberalism and Education
• Chapter 10 Conservatism and Education
• Chapter 11 Marxism and Education
• PART 3 Theories and Education
• Chapter 12 Theory and Education
• Chapter 13 Essentialism and Education
• Chapter 14 Perennialism and Education
• Chapter 15 Progressivism and Education
• Chapter 16 Social Reconstructionism and Education
• Chapter 17 Critical Theory and Education

Gerald Gutek’s Philosophical, Ideological, and Theoretical Perspectives on Education uses a systems approach to help readers examine the major schools of philosophy of education; consider the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyze the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. The concepts are made clear through the book’s helpful chapter organization, which includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationship and application to education, especially to schools, curriculum, instruction, and to teachers and students.

Gerald Lee Gutek is a professor emeritus of educational policy studies at Loyola University of Chicago.  He enjoyed a long teaching career at Loyola University and is a former dean of its School of Education. He earned his Ph.D.at the University of Illinois (Urbana).  His academic specialization is the history and philosophy of education.  Among his books are: Historical and Philosophical Foundations of Education: A Biographical Introduction (Pearson) and An Historical Introduction to American Education (Waveland),  With his wife, Patricia, Gutek has written several historical travel guides, the most recent is Pathways to the Presidency (South Carolina University Press). Gutek is a member of the Philosophy of Education Society, the History of Education Society, and the Organization of Educational Historians.

As the most recent edition of two previous works by the author, Philosophical and Ideological Perspectives on Education and New Perspectives on Philosophy and Education, this book follows the content and organizational framework of the earlier editions and includes a number of new features throughout.

• Students build a sound, on-going vocabulary in philosophy of education through this edition’s new marginal explanatory and cross reference notes. The book retains the helpful pedagogical features of earlier editions, including Questions for Reflection and Discussion, Inquiry and Research Projects, Internet Resources, and Suggestions for Further Reading.
• Readers are able to relate philosophy of education to institutional programs and accreditation through the highlighted emphasis on “Constructing Your Own Philosophy of Education,” organized on the themes of reflection and creating a conceptual framework.
• In response to reviewer’s comments, the chapter on Perennialism and Education has been restored. (Ch. 13)
• The importance of going to original sources is highlighted through Chapter 2’s commentary on Plato’s Allegory of the Cave and Meno directed to teaching and learning. (Ch. 2)
• Students get contemporary insight into Aristotle through the new section on Alasdair MacIntyre’s After Virtue in Chapter 3.
• Additional insight into how a philosophy of education develops is provided in Chapter 4’s new commentary on Dewey’s early work at the Laboratory School.
• Clearer, closer relationships between Existentialism and teaching and learning is accomplished in Chapter 5’s new commentary on Maxine Greene’s Existentialist philosophy of education.
• Postmodernist themes are illustrated in Chapter 6’s discussions of discourse, knowledge, and power.
• Students get clear examples and analysis of the impact of economic class on schooling in Chapter 11’s look at resistance education and economic conditioning on schools related to Bowles and Gintis.
• Insight into how an educational theory originates and develops is provided in Chapter 15’s discussion of the origins of Progressive ideas in Rousseau.
• Students get a look at the role of the Frankfurt school in Chapter 17, Critical Theory.

For courses in teacher education and professional education programs at the undergraduate or beginning graduate levels.

A systems approach to the major schools of philosophy of education that gives readers a cognitive map of the areas, as well as the ideology in relationship to educational theory.

Using a systems approach, this book examines the major schools of philosophy of education; considers the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyzes the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. Previously published as Philosophical and Ideological Perspectives on Education, and as New Perspectives on Philosophy and Education, this new version follows the content and organizational framework of these earlier editions. For each chapter it includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationships and application to education, especially to schools, curriculum instruction, and to teachers and students.

This systems approach to the major schools of philosophy of education gives readers a cognitive map of the areas, as well as the ideology in relationship to educational theory. It carefully examines the major schools of philosophy of education; considers the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyzes the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. Previously published as Philosophical and Ideological Perspectives on Education, and as New Perspectives on Philosophy and Education, this new version follows the content and organizational framework of these earlier editions. Each chapter includes:

• Definitions of terms;
• Historical contributors and antecedents;
• A general discussion of the particular philosophy, ideology, or theory; and
• Relationships and application to education, especially to schools, curriculum instruction, and to teachers and students.

While retaining the helpful pedagogical aids that made the previous editions so popular— Questions for Reflection and Discussion, Inquiry and Research Projects, Internet Resources, and Suggestions for Further Reading—this edition includes new marginal explanatory and cross reference notes and consistent updating throughout.

Also from Gerald L. Gutek:

          0205594336 – New Perspectives on Philosophy and Education, 1/e – ©2009

          0205360181 – Philosophical and Ideological Voices in Education, 1/e – ©2004

          0130122335 – Historical and Philosophical Foundations of Education: Selected Readings, 1/e – ©2001

          020526106X – Philosophical and Ideological Perspectives on Education, 2/e – ©1997

          0205132030 – Education and Schooling in America, 3/e – ©1997

• The book’s three-part organization helps students examine Philosophies and Education, Ideologies and Education, and Theories and Education by leading them in a cumulative and comparative manner to the next section.
• The concepts are made clear through the chapter organization, which includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationship and application to education, especially to schools, curriculum, instruction, and to teachers and students.
• Students have opportunities for further examination, research, and study through the Inquiry Projects at the end of each chapter.
• Additional opportunities for critical thinking and discussion of chapter material are provided in the Further Readers and the Discussion Questions.