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)
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