Dr Neil Hooley is Honorary Fellow at College of Arts and Education, Victoria University, Melbourne, Australia. He has interests in social justice and democratic processes, pragmatist philosophy of education, critical theory and participatory action research. He supports respect, recognition and reconciliation between the Indigenous and non-Indigenous peoples of Australia.

Part I: Philosophy as lived experience 1. Acting, thinking, changing the world 2. Living and learning with science and humanities Part II: Philosophy as educational experience 3. Philosophical dilemma 1: schooling and child/state interests 4. Philosophical dilemma 2: tradition and identification of knowledge/content 5. Philosophical dilemma 3: curriculum and dialogue/language connections 6. Philosophical dilemma 4: teaching and transmission/inquiry options 7. Philosophical dilemma 5: assessment and the perplexity of knowing/not knowing 8. Philosophical dilemma 6: learning and the schism between epistemology/sociology 9. Philosophical dilemma 7: society and the significance of subjectivity/objectivity 10. Philosophical dilemma 8: professionalism and the ethical agitation of ought/is Part III: Philosophy as critical experience and critique 11. Practice-theorising, reviewing concepts of experience, thought and values 12. Critical Praxis Bricolage, from Dewey to Nietzsche and Wittgenstein

Emerging from the confusion and chaos of neoliberal economic systems around the world, this book brings together a collection of major philosophical ideas from previous centuries and applies them to the practice of education.
The book argues that pragmatist philosophy is the most appropriate to guide the organisation of curriculum, pedagogy and assessment. It outlines a number of philosophical dilemmas, exploring these in relation to particular philosophers and offers philosophical insights for educational practice. Further, the book proposes Critical Praxis Bricolage, an epistemological framework articulating a view that education practices are embedded in a social context. This reshapes formal education from being dominated by the market forces of neoliberalism, into a way of ethical life that respects the dignity and knowledgeability of each person and community regardless of background. Written in a narrative style, Pragmatist Philosophy for Critical Knowledge, Learning and Consciousness provides a philosophical paradigm of experience, culture and inquiry that actively connects with human interests of the everyday and with the distinctiveness of being human.
This work will be of interest to researchers and higher degree students of education and philosophy of education.