The First Time Because Everything Has A Beginning
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The Oxford Handbook of Philosophy of Education
Author: Harvey Siegel
language: en
Publisher: Oxford University Press
Release Date: 2009-10-30
Philosophy of education has an honored place in the history of Western philosophical thought. Its questions are as vital now, both philosophically and practically, as they have ever been. In recent decades, however, philosophical thinking about education has largely fallen off the philosophical radar screen. Philosophy of education has lost intimate contact with the parent discipline to a regrettably large extent--to the detriment of both. The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education--the first such cohort of outstanding general philosophers to do so (in English) in a generation.
Ezra Pound and Poetic Influence
This collection of twenty essays investigates a series of different aspects of poetic influence in relation to the major modernist poet, Ezra Pound. The volume commences with five essays on matters to do with translation and poetic influence, which situate Ezra Pound as an important transitional figure between 19th-century and 20th-century translation strategies. The next five essays consider different influences on Pound’s poetry, and introduce the reader to new research in a variety of areas, including how specific Chinese cultural artefacts inform his poetry. The following five essays explore Pound’s influence on some of his major contemporaries, such as Eugenio Montale and Charles Olson, and also (through the reading he gave her as a girl) on his daughter, Mary de Rachewiltz. The concluding five essays exemplify different approaches to the thorny issue of Pound and politics, and end with two diametrically opposed interpretations of Pound’s political / poetic thought. The collection will be of great interest to scholars of Ezra Pound and of modern to postmodern poetry; but it will also serve as a useful and lively introduction to some of the debates within Pound scholarship to students coming to his work for the first time.
Gareth B. Matthews, The Child's Philosopher
Winner of the 2022 Book Award of the Philosophy of Education Society of Australasia, 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 second volume in the Philosophy for Children Founders series 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, Maughn Rollins Gregory, Jennifer Glaser, Walter Omar Kohan, Megan Jane Laverty, Jana Mohr Lone, Karin Murris, Peter Shea, Susan M. Turner, Susannah Sheffer.