What Do Philosophers Of Education Do (And How Do They Do It)

Overview

This volume of essays demonstrates and comments on philosophical methods in educational research.

  • Offers a clear picture of what philosophers do when they study education
  • Brings together a series of essays from an international cast of contributors from Canada, UK, Finland, and Cyprus
  • Examines a range of ...
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Overview

This volume of essays demonstrates and comments on philosophical methods in educational research.

  • Offers a clear picture of what philosophers do when they study education
  • Brings together a series of essays from an international cast of contributors from Canada, UK, Finland, and Cyprus
  • Examines a range of new and established philosophical methods which can be used in educational research
  • Demonstrates how philosophy of education can be understood methodologically
  • Draws from both Continental and Analytical traditions
  • Fills a gap in the research methods literature in education and the social sciences
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Editorial Reviews

From the Publisher
"The book is a welcome addition to the study of method in educational research. It provides an explanation of the place and purpose of philosophy as a tool for educational research. Recommended. Graduate, research, and professional collections." (Choice, 1 May 2011)
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Product Details

Meet the Author

Claudia Ruitenberg is Assistant Professor of Philosophy of Education at the University of British Columbia in Vancouver, Canada. She teaches courses in educational theory, philosophical research methods, and critical thinking. She has published articles in the Philosophy of Education Yearbooks, the Journal of Philosophy of Education, Studies in Philosophy of Education, and Educational Philosophy and Theory. Her research interests include philosophical research methods, discursive performativity and its relation to freedom of speech, hate speech and censorship in education, agonistic political theory and the implications for political education, and queer theory.
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Table of Contents

Notes on Contributors vii

Foreword ix
Paul Standish

1 Introduction: The Question of Method in Philosophy of Education 1
Claudia Ruitenberg

2 The Strict Analysis and the Open Discussion 10
Katariina Holma

3 ‘Anything You Can Do I Can Do Better’: Dialectical Argument in Philosophy of Education 24
Daniel Vokey

4 Education and Selfhood: A Phenomenological Investigation 41
Michael Bonnett

5 Examples as Method? My Attempts to Understand Assessment and Fairness (in the Spirit of the Later Wittgenstein) 54
Andrew Davis

6 Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters 73
Gert Biesta

7 Under the Name of Method: On Jacques Ranciè re’s Presumptive Tautology 87
Charles Bingham

8 Distance and Defamiliarisation: Translation as Philosophical Method 103
Claudia Ruitenberg

9 Between the Lines: Philosophy, Text and Conversation 118
Richard Smith

10 Method, Philosophy of Education and the Sphere of the Practico-Inert 131
Marianna Papastephanou

Index 150

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