This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past andthe present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so.

Contributing Editors:
Section 1: V oices from the Present and the Past: Nuraan Davids
Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe
Section 3: RevisitingEnduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson
Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

Autorentext

Ann Chinnery is Associate Professor and Director of Undergraduate Programs in the Faculty of Education at Simon Fraser University, Canada. Her research is located at the intersection of philosophy of education and teacher education, drawing primarily on continental philosophy to address ethical issues in education. Specific areas of interest include the cultivation of moral and social responsibility, educating for critical historical consciousness, and the complexities of classroom dialogue in pluralist societies. Her recent work has appeared in the Philosophy of Education Society Yearbooks, and journals such as Educational Theory, Teaching and Teacher Education, Ethics and Education, and the Journal of Educational Controversy . Her current research focuses on the pedagogical potential of critical historical consciousness as a framework for taking collective responsibility for collective harm regardless of one's individual role in committing the harm. This work includes, but is not limited to, educational initiatives intended to address the Calls to Action of the Truth and Reconciliation Commission of Canada, and preparing K-12 teachers to take up that work in their classroom practice.

Nuraan Davids is an Associate Professor of Philosophy of Education, and the Chairperson of the Department of Education Policy Studies in the Faculty of Education at Stellenbosch University. Her research interests include democratic citizenship education; Islamic education; educational leadership inquiry. She is an Associate Editor of the South African Journal of Higher Education, and an Editorial Board Member of Ethics and Education. She is the author of Women, cosmopolitanism, and Islamic education: On the virtues of education and belonging (New York & London: Peter Lang Publishing, 2013); and the co-author with Yusef Waghid, of: Citizenship education and violence in schools: On disrupted potentialities andbecoming (Rotterdam/Boston/Taipei: Sense Publishers, 2013); Ethical dimensions of Muslim education (New York & London: Palgrave Macmilllan, 2016); Educational leadership-in-becoming: On the potential of leadership in action (New York & London: Routledge, 2017); Education, assessment and the desire for dissonance (New York & London: Peter Lang, 2017); Philosophy and education as action: Implications for Teacher Education (Lanham, MD (US): Rowman & Littlefield Lexington Series, 2017); and Education and the Polemic of Tolerance: Towards Dissent in Educational Encounters (New York & London: Palgrave Macmilllan, 2017).

Naomi Hodgson is Lecturer in Education Studies at Liverpool Hope University, UK, and Visiting Researcher in the Laboratory for Education, Culture, and Society, KU Leuven. Her research, situated in the field of educational philosophy, focuses on the relationship between education, governance, and subjectivity, particularly in relation to the figures of the researcher and the parent. Her current research project, funded by the British Academy/Leverhulme Trust, is entitled 'The researcher disposition as today's mode of subjectivation: the case of parenting', and she is currently completing the manuscript of Philosophical Presentations of Raising Children - The Grammar of Upbringing , co-authored with Stefan Ramaekers (KU Leuven) and due to be published in early 2018. She has recently collaborated with Joris Vlieghe (Aberdeen) and Piotr Zamojski (Gdansk) to write a 'Manifesto for a Post-Critical Pedagogy' (Punctum, 2017). Naomi is author of Philosophy and Theory in Education: Writing in the Margin (co-authored with Amanda Fulford; Routledge, 2016), Citizenship for the Learning Society: Europe, Subjectivity, and Educational Research (Wiley, 2016), and numerous journal articles and book chapters in the field of philosophy of education. She is Managing Editor of the PES Yearbook and Reviews Editor for the Journal of Philosophy of Education.

Kai Horsthemke teaches philosophy of education at KU Eichstätt-Ingolstadt in Germany. He is also a visiting professor in the School of Education at the University of the Witwatersrand, South Africa, and a fellow at the Oxford Centre for Animal Ethics, UK. He has published extensively since 2004, on African philosophy, indigenous knowledge systems and animal ethics. Additional research interests include social epistemology and environmental education. He is the author of two monographs, The Moral Status and Rights of Animals (Porcupine Press, 2010) and Animals and African Ethics (Palgrave MacMillan, 2015), and, together with Peggy Siyakwazi, Elizabeth Walton and Charl Wolhuter, the co-editor of the first two editions of Education Studies (Oxford University Press Southern Africa, 2013 and 2016, respectively).

Viktor Johansson gained his PhD in Educational Sciences at Stockholm University in Sweden. He is currently Senior Lecturer at the School of Humanities, Education, and Social Sciences at Örebro University. His expertise and research interests range from philosophy of learning, early childhood education, philosophy with children, children's literature, philosophy of literature. He is the author of Dissonant Voices (2013), and of several articles in the field of philosophy of education, including most recently, Killing the Buddha: Towards a heretical philosophy of learning (2017), Unserious but Serious Pilgrimages: What Educational Philosophy can learn about Fiction and Reality from Children's Artful Play (2017), and Questions from the Rough Ground: Teaching, Autobiography, and the Cosmopolitan 'I' (2015). He is the co-editor of the special issues, Perfectionism and Education: Kant and Cavell on Ethics and Aesthetics in Society (2014) and Bildung , Self-Cultivation, and the Challenge of Democracy: Ralph Waldo E…