Philosophy and History of Education: Diverse Perspectives on Their Value and Relationship

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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.

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

Author Bio

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.