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Whither Thou Goest, Philosophy of Education …

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Notes

  1. Both of these were published as special issue/symposiums in Theory and Research in Education. See Curren (2009); Curren (2008). Theory and Research in Education appeared to discontinue the themed/symposium style of issue publication some time around 2010, and its articles since then have represented a more traditional philosophy of education track.

  2. Recent articles have pursued this question. See Biesta (2014), White (2013), Cuypers (2014), among others.

  3. Ruitenberg (2014) urges philosophers of education to retain the philosophical nature of their questions rather than “melt into a generic body of theorizing” (p. 95). This does, however, beg a question: must one be trained first in philosophy and then specialize in asking questions about education in order to be a ‘philosopher of education’? Biesta (2014) suggests that the very idea of philosophy of education comes out of a very specific way in which it has developed in the English speaking world, one which is alien to the way in which it has developed, for example, in the German speaking world, concluding that ‘philosopher of education’ has a very specific historical origin.

  4. Chris Higgins (2010) writes about this change in schooling practices in regard to instrumentalism in education. He argues that this culture of performativity serves to only change the perception of outputs and decreases the quality of education.

  5. This has been a particularly anxious question for philosophers of education, and one that has had increased treatment with special issues in journals devoted to it. See “Curren and de Ruyter (2014), Theory and Research in Education; “Ruitenberg (2009), Journal of Philosophy of Education.

  6. From 2000 to 2010 there was an increased thematic concentration of concepts in all articles, one that decreased variation by 12 %. See Hayden 2012.

  7. “Science, then, can test whether a philosopher’s conception of morality phenomenologically fits the psychological facts. Science cannot go on to justify that conception of morality as what morality ought to be”. See Kohlberg in Habermas (2001), p. 39.

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  1. Drake University, 3206 University Avenue, Des Moines, IA, 50311, USA

    Matthew J. Hayden

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  1. Matthew J. Hayden
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Correspondence to Matthew J. Hayden.

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Hayden, M.J. Whither Thou Goest, Philosophy of Education …. Stud Philos Educ 33, 667–672 (2014). https://doi.org/10.1007/s11217-014-9422-7

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