Over 450 entries
The Dictionary of Early American Philosophers, which contains over 450 entries by nearly 300 authors, provides an account of philosophical thought in the United ...
Over 450 entries
The Dictionary of Early American Philosophers, which contains over 450 entries by nearly 300 authors, provides an account of philosophical thought in the United States and Canada between 1600 and 1860. The label of "philosopher" has been broadly applied in this Dictionary to intellectuals who have made philosophical contributions regardless of academic career or professional title. Most figures were not academic philosophers, as few such positions existed then, but they did work on philosophical issues and explored philosophical questions involved in such fields as pedagogy, rhetoric, the arts, history, politics, economics, sociology, psychology, medicine, anthropology, religion, metaphysics, and the natural sciences.
Each entry begins with biographical and career information, and continues with a discussion of the subject's writings, teaching, and thought. A cross-referencing system refers the reader to other entries. The concluding bibliography lists significant publications by the subject, posthumous editions and collected works, and further reading about the subject.
This edited collection provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It ...
This edited collection provides a comprehensive, global, invitational, and accessible overview of contemporary issues in the field of philosophy of education. It includes a wide range topics, ideas, and diverse perspectives from around the world. Each chapter is an in-depth exploration of a philosophic topic or issue relevant to teaching, education, pedagogy, and/or schooling. Authors include well-known and emerging scholars who write in invitational ways to a non-specialist audience. Taken together, the chapter authors illuminate the kinds of questions that philosophers ask about education and schooling, and the tools and resources they bring to bear on these questions. They show the ways in which educational philosophers uncover fundamental assumptions, describe relationships among ideas, analyze concepts, unpack taken-for-granted claims, connect disparate viewpoints, identify the validity and consistency of claims, unsettle commonsense, propose hypothetical experiments, provide critical commentary on ideas, render givens as contingent, explore the interactions of ideas and experience, and offer alternative possibilities.
The volume is organized into ten sections: philosophical traditions and explorations in education; non-Western, indigenous, and post/decolonial philosophies of education; race, gender, sexuality, and marginalized perspectives; globalization, democracy, and citizenship education; ethics, justice, morality, and character education; philosophical issues in research and educational practice; philosophical issues and controversies in K-12 education; philosophy of childhood, parenting, upbringing, and formation; philosophical issues in arts and aesthetics in education; and contemporary topics and issues in philosophy of education.