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Classic and Contemporary Readings in the Philosophy of Education, by Steven M. Cahn
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Now even more affordably priced in its second edition, Classic and Contemporary Readings in the Philosophy of Education is ideal for undergraduate and graduate philosophy of education courses. Editor Steven M. Cahn, a highly respected contributor to the field, brings together writings by leading figures in the history of philosophy and notable contemporary thinkers. The first section of the book provides material from nine classic writers: Plato, Aristotle, Locke, Rousseau, Kant, Wollstonecraft, Mill, Whitehead, and Dewey. Their historically important works encourage students to view current issues and debates from broad perspectives. The second section presents twenty-one recent selections that reflect diverse approaches, including pragmatism, analytic philosophy, feminism, and multiculturalism. The readings are substantial or complete texts, not fragments.
The second edition of Classic and Contemporary Readings in the Philosophy of Education features expanded selections by Locke, Rousseau, Kant, and Dewey, along with eight new readings:
* Mary Wollstonecraft, "A Vindication of the Rights of Woman" (excerpt)
* Patricia Heidenry, "Home Is Where the School Is"
* Joseph S. Spoerl, "Justice and the Case for School Vouchers"
* Jeffrey R. Henig, "Rethinking School Choice"
* John Passmore, "The Concept of Teaching"
* Michel Foucault, "Discipline and Punish" (excerpt)
* Steven M. Cahn, "Guiding, Grading, and Guarding"
* Martha Nussbaum, "Cultivating Humanity" (excerpt)
Offering unprecedented breadth and depth of coverage, Classic and Contemporary Readings in the Philosophy of Education, Second Edition, is the most inclusive, thorough, and accessible introduction to the field.
- Sales Rank: #105510 in Books
- Published on: 2011-02-18
- Released on: 2011-02-18
- Original language: English
- Number of items: 1
- Dimensions: 7.60" h x .90" w x 9.10" l, 1.60 pounds
- Binding: Paperback
- 464 pages
Review
"The blend of classic philosophers and modern thinkers brings a continuity and diversity to the thinking on the subject. I would definitely adopt this textbook for my course. Cahn's inclusion of women writers and contemporary issues is really refreshing and not expected in such a text."--Christina Ramirez-Smith, Jacksonville University
"There is simply no compendium of primary sources on the philosophy of education in print that is more comprehensive or thoughtfully arranged than this one. I am sure that it will continue to play a key role in the preparation of educational practitioners, policy makers, and leaders in the years to come."--Hanan Alexander, University of Haifa and former Visiting Professor, University of California, Berkeley
About the Author
Steven M. Cahn is Professor of Philosophy at The City University of New York Graduate Center.
Most helpful customer reviews
2 of 2 people found the following review helpful.
Setting Education on Genuine Philosophical Foundations
By G. Pollack
Steven Cahn, one of the world's best known anthologizers of philosophical writing, has brought forth a remarkable collection on the philosophy of education. Better known, perhaps, for his anthologies in moral and political philosophy and other areas of general philosophy, he is also, arguably, the single, most important anthologizer in the field of philosophy of education. He has been doing philosophy of education anthology editing since the 1970s, when his original The Foundations of Education hit the scene. Making quite a splash, it was superseded by his Classic and Contemporary Readings in the Philosophy of Education, to the new, second edition of which the present review is devoted.
The original Classic and Contemporary Readings was a major breakthrough in its own right. It in effect defined the essential contours of philosophy of education as an academic discipline, putting it on the philosophy map, so to say. It divided the corpus of literature into two subdivisions, classic and contemporary, and went on to flesh them out with some highly judiciously chosen selections. Most notable among the classic selections were Plato's Republic, Rousseau's Emile, A.N. Whitehead's The Aims of Education, and Dewey's Democracy and Education. Yes, the latter two were also classified as classics! On the contemporary side, the classification was further subdivided into three subcategories: schools, teaching, and curriculum. And the selections were really great and meaningful.
Under School, you had, for example, Any Gutmann's Democratic Education and Israel Scheffler's seminal paper "Moral Education and the Democratic Ideal." Obviously, Gutmann's Democratic Education wasn't reproduced in its entirety: it is a 300 page book - so how could it be!? But the selection did feature the whole of the book's first chapter, which is a substantive discussion in its own right and, at the same time, very revealing of the core essence of the larger view taken in the Gutmann book. Another thing about the selection of these two pieces is that they neatly complement one another. Scheffler's is the chronologically earlier of the two, and Gutmann's thinking was largely influenced by it - something duly acknowledged in footnotes to her opus. But beyond the School heading, the Teaching and Curriculum headings also featured some very notable selections.
Under the former, you had, for example, Jacques Maritain's forays into Thomistic education, Paulo Freire's ventures into what has come to be called critical pedagogy, and Nel Nodding's feministically oriented muses on teaching, with its ubiquitous stress on caring. Under the latter were included, among others, Jane Martin's critique of a-feministic philosophy of education, Richard Rorty's postmodernistic approach (a real eye-opener!), and John Searle's objectivity based rejoinder. All in all, the book represented what was real and difference-making in ongoing philosophy of education.
Underlying the whole approach taken was a two-pronged principle. Prong one: students are best introduced to philosophy of education through direct acquaintance with samples from the literature. Historical or biographical overviews fall short. This contention already has, I should think, a lot going for it. Prong two: brief excerpts don't do the trick. To become intimate with the thought processes of a great thinker you want to dig deep and get a feel for where he or she is coming from and where he or she is headed. And unless you sample generously apportioned expanses of the thinker's writing, you are hopelessly shortchanged. In this respect, the Classic and Contemporary Readings anthology stood out: it thoughtfully carved out large swaths of material for the reader to engage with and absorb.
Now this was all fine and well as far as it went. But now a couple of problems had to be faced. a) What to do for a teacher of philosophy of education who wanted to devote an entire semester's course to classical sources, to the exclusion of contemporary ones, but also wanted to provide some contemporary perspective anchored to the classical sources themselves? b) What to do for the teacher of philosophy of education who wanted to see the contemporary coverage brought up to date and pay homage to new tendencies in educational reform, such as home schooling, use of vouchers, and having recourse to other mechanisms designed to enhance the scope of parental choice in the matter of a child's schooling? Cahn responded to both these challenges.
To the first, he responded by putting together a new collection whose coverage is confined to classical sources but whose modus operandi is to append to each classic selection an originally written piece by a scholar of contemporary or recent vintage, recognized as an expert in regard to the classical figure in question. This response is grist for the mill of another book review, not the present one. The response to the second challenge though has been to revise the originally crafted Classic and Contemporary Readings in the Philosophy of Education - the volume under review - so that it includes selections bearing not only on items pertaining to educational reform but, as well, modes of thought that have only more recently entered the portals of sustained study in philosophy of education: multiculturalism, postmodernism, critical theory, feminism, cosmopolitanism, etc. In addition, a wholly useful introductory overview has, for the first time, been graciously provided. The result is a work not beyond recognition but answering to a higher principle nonetheless. It cannot be recommended too strongly.
0 of 0 people found the following review helpful.
A good read...
By sundancer
A well-chosen and thought provoking collection of articles on education.
0 of 0 people found the following review helpful.
Great
By EMCReviews
Great
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