"Foreword; Introduction: Leaders in Philosophy of Education after 1980; From Experimentalism to Existentialism: Writing in the Margins of Philosophy of Education; From Existentialism to Virtuality; The Personal and the Philosophical; My Life in Philosophy; Still Facing the Torpedo Fish; Liberalism and Education: Between Diversity and Universalism; My Life as a Vixen; On Wonder; An Unlikely Philosopher?; Tacking Toward the Subjective; Hungry for Insubordinate Educational Wisdom; The Freedom of Paradox; Pedagogue and/or Philosopher? Some Comments on Attending,Walking, Talking, Writing and ... Caving; An Accident Waiting to Happen: Reflections on a Philosophical Life in Education; A Kind of Spiral Thinking: Philosophy of Education Through the Eyes of a Fellow Traveller Philosophy in Its Place; Making Sense of Moments; Learning From and Living With Life's Rough Threads; Afterword: A Path Forward.
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In the late 1950s plans were initiated to bring a higher level of professionalism to the training of educational professionals. New projects included introducing contemporary scholarship from the humanities and social sciences into colleges of education to revitalize the education knowledge base. In North America and the United Kingdom, analytical philosophers were recruited to inaugurate a 'new philosophy of education.' Analytical philosophy of education soon spread throughout the English speaking world.
By the 1980s this analytical impulse had largely subsided. Philosophers trained in analytical philosophy and their students turned to more ambitious normative pursuits related to problems of social justice and democracy. Meanwhile, feminist philosophers opened up new issues regarding the education of women and the nature of teaching and knowing, and a new wave of pragmatist philosophers turned to issues of educational policy. By the 1990s Anglo-American philosophers of education welcomed a dialogue with counterparts in Western Europe, and the field responded to established trends in European philosophy ranging from critical theory and phenomenology to post-structuralism. New leaders emerged in philosophy of education representing all of these various strands.
This volume documents the emergence of contemporary philosophy of education as seen by those spearheading these trends.