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(2018) International handbook of philosophy of education, Dordrecht, Springer.
In our pursuits to find and attach meaning to the world around us, philosophers of education often refer to or build on a particular position of a philosopher or philosopher of education. As such, we recognise that how we understand a particular encounter or concept is always open to another interpretation and another way of constructing meaning. In opening a platform for the building on past voices, and offering new and re-considered voices, this section consists of 36 original chapters in which the author(s) describe the relevance of the position of the philosopher (of education) to current important questions in the theory or practice of education. To this end, each chapter describes (aspects of) the theory of the philosopher or philosopher of education, and relates it to a particular question, problem or theory, so that what is constructed and contributed addresses a particular debate. The vast volume of theorists, theories, dilemmas and controversies addressed in the 36 chapters offers some insight into the scope and potential contribution of philosophy in relation to education, and its highly complex contexts and contestations.
Publication details
DOI: 10.1007/978-3-319-72761-5_2
Full citation:
Davids, N. (2018)., Introduction: voices from the present and the past, in P. Smeyers (ed.), International handbook of philosophy of education, Dordrecht, Springer, pp. 11-15.
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