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Philosophy and history of educationd...

Blount, Jackie M., (1959-)

Philosophy and history of educationdiverse perspectives on their value and relationship /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Philosophy and history of education[edited by] Antoinette Errante, Jackie Blount, and Bruce A. Kimball.
Reminder of title:	diverse perspectives on their value and relationship /
remainder title:	Diverse perspectives on their value and relationship
other author:	Errante, Antoinette,
Description:	1 online resource (171 p.)
Subject:	EducationPhilosophy
Online resource:	https://portal.igpublish.com/iglibrary/search/ROWMANB0016605.html
ISBN:	147582713X

Philosophy and history of educationdiverse perspectives on their value and relationship /
Philosophy and history of educationdiverse perspectives on their value and relationship /[electronic resource] :Diverse perspectives on their value and relationship[edited by] Antoinette Errante, Jackie Blount, and Bruce A. Kimball. - 1 online resource (171 p.)

Includes bibliographical references and index.

Philosophy and history of education: diverse perspectives on their value and relationship -- Dedication -- Contents -- Foreword: Why History? Why Philosophy? Why Both? -- Introduction -- Part I: The Relationship between Philosophical and Historical Study of Education -- Chapter One: Why Does History Matter to Philosophy? -- Chapter Two: Philosophy, Literature, and Inductive Historiography -- Chapter Three: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902 -- Chapter Four: Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene -- Chapter Five: History as Critique and Source of Ideology in Education: Tucson's Outlawed Mexican American Studies Program -- Chapter Six: A Historical Analysis of "Free-Money" Ideology and Ohio State University President George W. Rightmire, 1926-1938 -- Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice -- Chapter Seven: A Modest Plea for Collaborative History and Philosophy of Education -- Chapter Eight: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship -- Chapter Nine: The Predicament of Culture and Educational History and Philosophy as Reconciliation -- Chapter Ten: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy -- Chapter Eleven: History and Philosophy of Education as "Pre Qualitative" Educational Research -- Chapter Twelve: The Blurring and Entanglement of Philosophy and Science: A Response -- Index -- About the Editors -- About the Contributors.

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.

Mode of access: World Wide Web.

ISBN: 147582713XSubjects--Topical Terms:

288720
Education
--PhilosophyIndex Terms--Genre/Form:

214472
Electronic books.

LC Class. No.: LB14.7

Dewey Class. No.: 370.1

Philosophy and history of educationdiverse perspectives on their value and relationship /
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505 0 $a Philosophy and history of education: diverse perspectives on their value and relationship -- Dedication -- Contents -- Foreword: Why History? Why Philosophy? Why Both? -- Introduction -- Part I: The Relationship between Philosophical and Historical Study of Education -- Chapter One: Why Does History Matter to Philosophy? -- Chapter Two: Philosophy, Literature, and Inductive Historiography -- Chapter Three: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902 -- Chapter Four: Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene -- Chapter Five: History as Critique and Source of Ideology in Education: Tucson's Outlawed Mexican American Studies Program -- Chapter Six: A Historical Analysis of "Free-Money" Ideology and Ohio State University President George W. Rightmire, 1926-1938 -- Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice -- Chapter Seven: A Modest Plea for Collaborative History and Philosophy of Education -- Chapter Eight: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship -- Chapter Nine: The Predicament of Culture and Educational History and Philosophy as Reconciliation -- Chapter Ten: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy -- Chapter Eleven: History and Philosophy of Education as "Pre Qualitative" Educational Research -- Chapter Twelve: The Blurring and Entanglement of Philosophy and Science: A Response -- Index -- About the Editors -- About the Contributors.
520 3 $a 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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