Methods in the Philosophy of Education (Routledge International Studies in the Philosophy of Education)

this Important New Book Presents A 'dual Strand' Argument: Firstly, It Gives A Comprehensive Account Of Methods In Philosophy Of Education, With Leading International Figures In The Field Of Writing From A Variety Of Methodological And Epistemological Perspectives. Secondly, It Examines Their Application In The 'real World' Of Education, Using The Topical Area Of Children's Rights As A Basis For Investigation. It Will Therefore Be Of Interest To Philosophers And Educationalists Alike. Book Cover......Page 1 Title......Page 4 Contents......Page 5 Notes on contributors......Page 8 Preface......Page 12 Methodological traditions in philosophy of education: introduction......Page 14 An analytical perspective on education and children's rights......Page 26 Reflective equilibrium as a method of philosophy of education: justifying an ethical conception of children's sexual rights......Page 43 An analytic approach in philosophy of education: the case of children's rights......Page 57 The problematic employment of Reason in philosophy of Bildung and education......Page 70 Philosophy of education as foundational analysis and critique: conflicting liberal views on the right to an education for autonomy......Page 86 On the structuralist philosophy of education: an analysis of the rights of the child......Page 101 Antifoundationalist foundational research: analysing discourse on children's rights to decide......Page 121 How can philosophy of education be critical? How critical can philosophy of education be? Deconstructive reflections on children's rights......Page 138 Children's rights and education: a hermeneutic approach......Page 157 Rights of children and future adults: a cultural educational perspective......Page 173 Index......Page 189 This book gives a comprehensive account of methods in philosophy of education, it also examines their application of education in the 'real world'. It will therefore be of interest to philosophers and educationalists alike. How do you do-or how should one do-philosophy of education, and why should one do it that way?