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Why Do We Educate?

De
200 pages
This book reflects the editors; concerns that too many public discussions of education are dominated by too few ideas, and is intended to serve as a kind of handbook for those who wish to enter the conversation about education
  • A work of impressive scholarship accessible to the general reader
  • A unique collection of essays written by internationally recognized and emerging thinkers from the field of education and related disciplines
  • Contributors, among others, include Anthony Appiah (Princeton); Seyla Benhabib (Yale); Eamonn Callan (Stanford); Joseph Dunne (St. Patrick’s College, Ireland); Kieran Egan (Simon Fraser); Ursula Franklin (Toronto); Nel Noddings (Stanford); Martha Nussbaum (Chicago) and Diane Ravitch (New York)
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Table of Contents chapterpage series editor’s foreword,Gary D Fenstermacher. . . . . . . . . . . . . . 1 acknowledgments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4  1.renewing the conversation, prologue: David Coulter & John R. Wiens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Part One  joining the conversation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2.and schooling: a relationship that can never education be taken for granted,Ken Osborne. . . . . . . . . . . . . . . . . . . . . . . . .  3.and democracy: the united states of america education as a historical case study,Diane Ravitch. . . . . . . . . . . . . . . . . . . . 4. education for a flourishing life,Harry Brighouse. . . . . . . . . . . .
Part Two  creating common and uncommon worlds . . . . . . . . . . . . . . . . . . . 5.democracy, education, and utopianism, american Eamonn Callan. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.for global citizenship, education Kwame Anthony Appiah. . . . . . 7. l’affaire du foulard (the scarf affair),Seyla Benhabib. . . . . . . . . 8.democracy and civic education, deliberative Lars Løvlie. . . . . .
Part Three  horizons of significance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9.and education, culture Sonia Nieto. . . . . . . . . . . . . . . . . . . . . . . .10.citizenship and the narrative imagination, democratic Martha C. Nussbaum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11.natural science in the twentyfirst century: teaching opportunities and dangers,Ian Winchester. . . . . . . . . . . . . . . . . .12. the role of mathematics in education for democracy, Deborah Loewenberg Ball & Hyman Bass. . . . . . . . . . . . . . . . . . . . . . .13.and religion in public schooling, spirituality Nel Noddings. . .
vii
19
21
42 58
72
74 83 100 112
125 127
143
158
171 185
14.and economic development, education Randall Nielsen & Janice Kinghorn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15. giving the body its due: autobiographical reflections and utopian imaginings,Joannie Halas & Jeanne Adele Kentel. . . .16. indigenous knowledge systems and education, Ray Barnhardt & Angayuqaq Oscar Kawagley. . . . . . . . . . . . . . . . . . .17.at the interface of biosphere and bitsphere, educating Ursula M. Franklin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Part Four  imagining and becoming: education as lifelong and lifewide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18. education and childhood,Joseph Dunne. . . . . . . . . . . . . . . . . . . .19.adolescents, educating Kieran Egan. . . . . . . . . . . . . . . . . . . . . . . .20.educational implications of adulthood, some Gary D Fenstermacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21. epilogue: democratic eruptions,John R. Wiens & David Coulter.
viii
196
207
223
242
256 258 274
284 298