2. La Filosofía de la Educación como “disciplina académica”
3. La Filosofía de la Educación y otros saberes pedagógicos
4. La Filosofía de la Educación y los educadores
5. Historia de la Filosofía de la Educación como disciplina
6. Sociedades, congresos y publicaciones de Filosofía de la Educación
There is a trend towards taking children seriously as distinct subjects of moral and political theory who have complex and evolving interests. Children are developing beings whose moral status gradually changes. This view is now generally accepted but its implications are variously understood. It is no longer possible to assume a simple harmony between the interests of children and those charged with the responsibility of rearing them. Indeed, the challenge is to deepen our understanding of children's interest and to explore how the conceptualization of these interests affects the character of the moral claims they have. This book addresses various dimensions of this challenge. Although the precise emphasis in each chapter varies, the overall collection is animated by a concern with four principal interrelated but distinguishable themes. These are rights, autonomy, education, and distributive justice.
This article questions the contributions of developmental psychology to the philosophical understanding of the various cognitive dimensions of education. It discusses Jean Piaget's theory about childhood and evaluates how philosophical thinking might fit into the Piagetian picture of cognitive development. It suggests that we should not allow developmental psychology to structure completely our conception of our children or our relationship with them. It stresses the need to get beyond a deficit conception of childhood by learning to hear what our children have to say and engaging with them in genuinely philosophical discussions.
The Oxford Handbook of Philosophy of Education serves as a general introduction to key issues in the field, furthers the philosophical pursuit of those issues, and hopes to bring philosophy of education back into closer contact with general philosophy. 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 articles in this volume cover a broad range of philosophical questions concerning education. The articles provide surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their articles constitute a new wave of general philosophic thinking taking up fundamental philosophical questions about education.