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Freakley, Mark & Burgh, Gilbert, Engaging with ethics: Ethical inquiry for teachers, (Social Science Press: Katoomba) 2000

This book adopts a unique approach to the teaching of professional ethics in general and to ethics for schoolteachers in particular. It addresses ethics by inviting the reader to engage with the ethical dimensions of practices pertaining to their profession through the method of the community of philosophical inquiry. This approach to ethics education is designed to help students bridge the gap between theories about ethics and their practical experiences as beginning professionals. The text does not assume that students, or instructors who use it with students, have any formal background in philosophy. Instead, it can be used successfully by anyone prepared to follow the suggestions about how to guide a philosophical discussion. The first part of the book articulates the framework for the approach taken while the second part provides a series of fictional ethical vignettes the main characters of which are schoolteachers and their students. This book should make a valuable resource for teaching about professional ethics at undergraduate and graduate levels, as well as for use in seminars, workshops, and professional development programs for teachers in ethics and philosophy in the classroom. It may also be a source of ideas and teaching material for use with high school students studying ethics.

Burgh, Gilbert; Thornton, Simone, Teaching democracy in an age of uncertainty: Place-responsive learning, (Routledge: Abingdon; New York) 2021

The strength of democracy lies in its ability to self-correct, to solve problems and adapt to new challenges. However, increased volatility, resulting from multiple crises on multiple fronts – humanitarian, financial, and environmental – is testing this ability. By offering a new framework for democratic education, Teaching Democracy in an Age of Uncertainty begins a dialogue with education professionals towards the reconstruction of education and by extension our social, cultural and political institutions.

This book is the first monograph on philosophy with children to focus on democratic education. The book examines the ways in which education can either perpetuate or disrupt harmful social and political practices and narratives at the classroom level. It is a rethinking of civics and citizenship education as place-responsive learning aimed at understanding and improving human-environment relations to not only face an uncertain world, but also to face the inevitable challenges of democratic disagreement beyond merely promoting pluralism, tolerance and agreement.

When viewed as a way of life democracy becomes both a goal and a teaching method for developing civic literacy to enable students to articulate and apprehend more than just the predominant political narrative, but to reshape it. This book will be of interest to scholars of philosophy, political science, education, democratic theory, civics and citizenship studies, and peace education research.

Laverty, Megan J. and Hansen, David T., A History of Western Philosophy of Education, (Bloomsbury: London) 2021

"A History of Western Philosophy of Education" is the first comprehensive overview of philosophy of education from ancient times to the present day. With five volumes covering 2500 years of history, this is the definitive reference work on the subject, comprising:

Volume 1. A History of Western Philosophy of Education in Antiquity (500BCE-500CE)
Edited by Avi. I. Mintz

Volume 2. A History of Western Philosophy of Education in The Middle Ages and Renaissance (500-1550)
Edited by Kevin H. Gary

Volume 3. A History of Western Philosophy of Education in The Age of Enlightenment (1550-1850)
Edited by Tal Gilead

Volume 4. A History of Western Philosophy of Education in The Modern Era (1850-1914)
Edited by Andrea R. English

Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present)
Edited by Anna Pages

Each volume covers the major thinkers and schools of thought for each historical period and pays particular attention to the following themes: philosophical anthropology; ethics; social and political philosophy; epistemology; aesthetics; pedagogy, schooling and education; philosophy of psychology and the social sciences. The volumes also include timelines showing the major historical events of the period including educational initiatives and the publication of noteworthy philosophical works.

Gregory, Maughn Rollins and Laverty, Megan Jane, Gareth B. Matthews, The Child's Philosopher, (Routledge: London) 2021

"Gareth B. Matthews, The Child’s Philosopher" brings together groundbreaking essays by renowned American philosopher Gareth B. Matthews in three fields he helped to initiate: philosophy in children’s literature, philosophy for children, and philosophy of childhood. In addition, contemporary scholars critically assess Matthews’ pioneering efforts and his legacy.

Gareth B. Matthews (1929-2011) was a specialist in ancient and medieval philosophy who had conversations with young children, discovering that they delight in philosophical puzzlement and that their philosophical thinking often enriched his own understanding. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which this book features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship, showing where he broke new ground and identifying developments and debates in the fields he helped to initiate. They take up pressing challenges, including biased idealizations of childhood in children’s literature, the tensions between teaching philosophy to, and doing philosophy with young people, the merits of theorizing childhood without theorizing children, and how professional philosophy at once desires and resists a return to childhood.

This book is an important resource for philosophers, educators, and anyone interested in children’s philosophical thinking, developmental psychology, what it means to philosophize with children, the nature of childhood, and how children’s literature goes philosophical. It will guide and inspire those who share Matthews’ conviction that the impulse to philosophize begins in early childhood.

Contributors (in addition to Gareth B. Matthews): Stephanie Burdick-Shepherd, Cristina Cammarano, Claire Cassidy, Stanley Cavell, Jennifer Glaser, Maughn Rollins Gregory, Walter Omar Kohan, Megan Jane Laverty, Jana Mohr Lone, Karin Murris, and Peter Shea.

Barnett, R., & Bengtsen, S. S. E., Knowledge and the University: Re-claiming Life, (Routledge) 2020

For hundreds of years, knowledge has been central in understanding the university. Over recent decades, however, it is the economic value of knowledge that has come to the fore. Now, in a post-truth world, knowledge is also treated with suspicion and has become a vehicle for ideologies. Knowledge and the University combats all these ways of thinking. Its central claim is that knowledge is of value because of its connection with life. Knowledge is of life, from life, in life and for life.

With an engaging philosophical discussion, and with a consideration of the evolution of higher education institutions, this book:

- Examines ways in which research, teaching and learning are bound up with life;
- Looks to breathe new life into the university itself;
- Widens the idea of the knowledge ecology to embrace the whole world;
- Suggests new roles for the university towards culture and the public sphere.

Knowledge and the University is a radical text that looks to engender nothing less than a new spirit of the university. It offers a fascinating read for policy makers, institutional leaders, academics and all interested in the future of universities.

Masamichi Ueno, Yasunori Kashiwagi, Kayo Fujii, Tomoya Saito, Taku Murayama, Manabi and Japanese Schooling: Beyond Learning in the Era of Globalisation, (Routledge) 2020

Masamichi Ueno, School Reform and Democracy in East Asia, (Routledge) 2021

Masamichi Ueno, Democratic Education and the Public Sphere Towards John Dewey’s theory of aesthetic experience, (Routledge) 2017

Jackson, Liz, Beyond Virtue: The Politics of Educating Emotion, (Cambridge University Press: Cambridge) 2020

Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear.

Kahembe, Joyce, and Jackson, Liz, Educational Assessment in Tanzania A Sociocultural Perspective, (Springer: Dordrecht) 2020

This book examines teachers’ conceptions and practices of assessment in Tanzania. Adopting a sociocultural perspective, it reveals how Tanzanian teachers understand the role of assessment in relation to their classroom practices, community and other factors. The book determines that although teachers in Tanzania generally consider assessment to be useful for evaluating and monitoring learning, improving student performance and for accountability, their assessment practices are rarely seen as directly supporting student learning; it is not that teachers do not know how to implement the mandated assessment reforms. Instead, they are reluctant to adopt and embrace the reforms because they consider them to be contradictory to their teaching roles, and overly burdensome, if not implausible, given the physical, economic and cultural contexts of teaching and learning.
This book argues that improving traditional assessments, rather than radically transforming them, can be more effective for cultivating practices that suit the physical, political, economic and cultural contexts of Tanzanian schools. Highlighting the significance of sociocultural factors in educators’ professional practices, while also illustrating the major challenges in implementing global reform agendas in diverse contexts, it is a valuable resource for educators and scholars interested in development and educational reform in African contexts.

Jackson, Liz, Contesting Education and Identity in Hong Kong, (Routledge: London) 2021

This text examines the intersection of youth civic engagement, identity, and protest in Hong Kong, through the lens of education. It explores how education and identity have been protested in Hong Kong, historically and today, and the mark that such contestations have left on education. Many people, particularly outside Hong Kong, were astonished by youth participation in the Umbrella Movement of 2013–2014, and the anti-extradition law protests in 2019. These protests have caused people to consider what has changed in Hong Kong over time, and what education has to do with youth civic engagement and political expression. 

This book provides an academic, theoretically oriented perspective on the intersection of youth identity and education in Hong Kong. Coming from an educational (and philosophical) orientation, Jackson focuses on areas where greater understanding, and greater potential agreement, might be developed, when it comes to education. 

This book will be of interest to educational policy makers, curriculum specialists, and educational scholars and students in liberal studies, social studies, civic education, comparative and international education, multicultural education, and youth studies.

Hager, Paul and Beckett, David, The Emergence of Complexity: Rethinking Education as a Social Science, (Springer) 2019