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Philosophy and History of Education

Diverse Perspectives on Their Value and Relationship

Antoinette Errante; Jackie Blount and Bruce A. Kimball

The studies of philosophy and history of education are under siege. These studies do not attract large grant funds and, to many, do not seem useful, even while much of educational research is dismissed as inconsequential or self-evident and the crisis in American education deepens.
Philosophy and history of education have therefore been pushed to the margin--or beyond--in colleges and schools of education, commensurate with the "decline of the humanities" in higher education generally.
Philosophy and History of Education examines the complex relationship between these studies, and the value of these related studies for improving educational knowledge, policy, and practice. From diverse perspectives, the philosophers and historians in this volume explore how bringing these disciplines together yields insights about unacknowledged or occult aspects of education problems that neither could achieve on their own.
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Rowman & Littlefield Publishers
Pages: 170 • Trim: 6½ x 9½
978-1-4758-2711-8 • Hardback • February 2017 • $66.00 • (£51.00)
978-1-4758-2712-5 • Paperback • February 2017 • $34.00 • (£25.00)
978-1-4758-2713-2 • eBook • February 2017 • $32.00 • (£25.00)
Subjects: Education / History, Education / Professional Development
Antoinette Errante is Associate Professor of Educational Studies at Ohio State University. She has published on oral history methodology; lusophone colonial educational history; and trauma, healing and conflict transformation as cultural practices.

Bruce Kimball is Professor of Educational Studies at Ohio State University and a former Guggenheim Fellow. His latest book is On the Battlefield of Merit: Harvard Law School, the First Century (2015), co-authored with Daniel Coquillette.

Jackie M. Blount is Professor of Educational Studies at Ohio State University. She has written Destined to Rule the Schools: Women and the Superintendency, 1873-1995 (SUNY Press, 1998), Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century (SUNY Press, 2005), and co-authored Radicalizing Educational Leadership: The Dimensions of Social Justice (SensePublishing, 2008). Her work has been published in such journals as Harvard Educational Review, Educational Administration Quarterly, and Review of Educational Research. Currently, she is President-Elect of the History of Education Society.
Foreword: Why History? Why Philosophy? Why Both?
Jonathan Zimmerman, Professor, New York University

Introduction

Part I: The Relationship between Philosophical and Historical Study of Education

Chapter 1: Why Does History Matter to Philosophy?
Bryan Warnick

Chapter 2: Philosophy, Literature, and Inductive Historiography
Bruce Kimball

Chapter 3: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902
Jackie Blount

Chapter 4 : Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene
Joseph Watras

Chapter 5: History as Critique and Source of Ideology in Education: Tucson’s Outlawed Mexican American Studies Program
Thomas M. Falk

Chapter 6: A Historical Analysis of “Free Money Ideology” and Ohio State University President George W. Rightmire, 1926-1938
Benjamin A. Johnson

Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice

Chapter 7: A Modest Plea for Collaborative History and Philosophy of Education
Randall Curren and Charles Dorn

Chapter 8: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship
Winston C. Thompson

Chapter 9: The Predicament of Culture and Educational History and Philosophy as Reconciliation: Seeking out “The Disappeared” through Trans-disciplinary Engagement
Antoinette Errante

Chapter 10: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy
Wayne J. Urban and Sarah E. Wever

Chapter 11: History and Philosophy as “Pre Qualitative” Educational Research
Samuel D. Rocha

Chapter 12: The Blurring and Entanglement of Philosophy and Science: A Response
Patti Lather

About the Editors

About the Contributors

Index
Whilst a relatively short book (147 pages), this is not a book meant for a quick read. Instead, it is a book to return to again and again, with little intellectual treats and bon mots found in unexpected places. . . there is much in this book to recommend it, not only to those engaged in either of these fields of study, but also to postgraduates and undergraduates looking to justify theoretical studies for dissertations.
— History of Education: Journal of the History of Education Society


In Philosophy and History of Education: Diverse Perspectives on Their Value and Relationship historians and philosophers of education tend the bond between their fields of study. The work reminds readers of fundamental issues at the core of education that remain essential for our time. This important volume includes essays by some of the most innovative and critical thinkers navigating the social foundations of education today. Educational practitioners and students of the liberal arts, alike, will read it with interest.
— Karen Graves, Professor of Education, Denison University


Philosophy needs history to provide the context that helps explain the rise and development of certain ideas. History needs philosophy to reveal the normative underpinnings of any theory of historical explanation. This important collection brings these two disciplines into a much-needed conversation: some of the chapters make the case for their complementarity, while others actually show what that conversation can yield. Together they represent an outstanding example of cross-disciplinary collaboration.
— Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor, Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign


Philosophy and History of Education

Diverse Perspectives on Their Value and Relationship

Cover Image
Hardback
Paperback
eBook
Summary
Summary
  • The studies of philosophy and history of education are under siege. These studies do not attract large grant funds and, to many, do not seem useful, even while much of educational research is dismissed as inconsequential or self-evident and the crisis in American education deepens.
    Philosophy and history of education have therefore been pushed to the margin--or beyond--in colleges and schools of education, commensurate with the "decline of the humanities" in higher education generally.
    Philosophy and History of Education examines the complex relationship between these studies, and the value of these related studies for improving educational knowledge, policy, and practice. From diverse perspectives, the philosophers and historians in this volume explore how bringing these disciplines together yields insights about unacknowledged or occult aspects of education problems that neither could achieve on their own.
Details
Details
  • Rowman & Littlefield Publishers
    Pages: 170 • Trim: 6½ x 9½
    978-1-4758-2711-8 • Hardback • February 2017 • $66.00 • (£51.00)
    978-1-4758-2712-5 • Paperback • February 2017 • $34.00 • (£25.00)
    978-1-4758-2713-2 • eBook • February 2017 • $32.00 • (£25.00)
    Subjects: Education / History, Education / Professional Development
Author
Author
  • Antoinette Errante is Associate Professor of Educational Studies at Ohio State University. She has published on oral history methodology; lusophone colonial educational history; and trauma, healing and conflict transformation as cultural practices.

    Bruce Kimball is Professor of Educational Studies at Ohio State University and a former Guggenheim Fellow. His latest book is On the Battlefield of Merit: Harvard Law School, the First Century (2015), co-authored with Daniel Coquillette.

    Jackie M. Blount is Professor of Educational Studies at Ohio State University. She has written Destined to Rule the Schools: Women and the Superintendency, 1873-1995 (SUNY Press, 1998), Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century (SUNY Press, 2005), and co-authored Radicalizing Educational Leadership: The Dimensions of Social Justice (SensePublishing, 2008). Her work has been published in such journals as Harvard Educational Review, Educational Administration Quarterly, and Review of Educational Research. Currently, she is President-Elect of the History of Education Society.
Table of Contents
Table of Contents
  • Foreword: Why History? Why Philosophy? Why Both?
    Jonathan Zimmerman, Professor, New York University

    Introduction

    Part I: The Relationship between Philosophical and Historical Study of Education

    Chapter 1: Why Does History Matter to Philosophy?
    Bryan Warnick

    Chapter 2: Philosophy, Literature, and Inductive Historiography
    Bruce Kimball

    Chapter 3: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902
    Jackie Blount

    Chapter 4 : Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene
    Joseph Watras

    Chapter 5: History as Critique and Source of Ideology in Education: Tucson’s Outlawed Mexican American Studies Program
    Thomas M. Falk

    Chapter 6: A Historical Analysis of “Free Money Ideology” and Ohio State University President George W. Rightmire, 1926-1938
    Benjamin A. Johnson

    Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice

    Chapter 7: A Modest Plea for Collaborative History and Philosophy of Education
    Randall Curren and Charles Dorn

    Chapter 8: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship
    Winston C. Thompson

    Chapter 9: The Predicament of Culture and Educational History and Philosophy as Reconciliation: Seeking out “The Disappeared” through Trans-disciplinary Engagement
    Antoinette Errante

    Chapter 10: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy
    Wayne J. Urban and Sarah E. Wever

    Chapter 11: History and Philosophy as “Pre Qualitative” Educational Research
    Samuel D. Rocha

    Chapter 12: The Blurring and Entanglement of Philosophy and Science: A Response
    Patti Lather

    About the Editors

    About the Contributors

    Index
Reviews
Reviews
  • Whilst a relatively short book (147 pages), this is not a book meant for a quick read. Instead, it is a book to return to again and again, with little intellectual treats and bon mots found in unexpected places. . . there is much in this book to recommend it, not only to those engaged in either of these fields of study, but also to postgraduates and undergraduates looking to justify theoretical studies for dissertations.
    — History of Education: Journal of the History of Education Society


    In Philosophy and History of Education: Diverse Perspectives on Their Value and Relationship historians and philosophers of education tend the bond between their fields of study. The work reminds readers of fundamental issues at the core of education that remain essential for our time. This important volume includes essays by some of the most innovative and critical thinkers navigating the social foundations of education today. Educational practitioners and students of the liberal arts, alike, will read it with interest.
    — Karen Graves, Professor of Education, Denison University


    Philosophy needs history to provide the context that helps explain the rise and development of certain ideas. History needs philosophy to reveal the normative underpinnings of any theory of historical explanation. This important collection brings these two disciplines into a much-needed conversation: some of the chapters make the case for their complementarity, while others actually show what that conversation can yield. Together they represent an outstanding example of cross-disciplinary collaboration.
    — Nicholas C. Burbules, Edward William and Jane Marr Gutgsell Professor, Department of Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign


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