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The Oxford handbook of philosophy of education

Contributor(s): Siegel, Harvey [Editor].
Publisher: New York Oxford University Press 2012Description: xiii, 548 p.ISBN: 9780199915729.Subject(s): Education - PhilosophyDDC classification: 370.1 Summary: The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education—the first such cohort of outstanding general philosophers to do so (in English) in a generation. (http://ukcatalogue.oup.com/product/9780199915729.do)
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Books Vikram Sarabhai Library
Slot 1207 (0 Floor, East Wing) Non-fiction 370.1 O9 (Browse shelf) Available 187558

The Oxford Handbook of Philosophy of Education is intended to serve as a general introduction to key issues in the field, to further the philosophical pursuit of those issues, and to bring philosophy of education back into closer contact with general philosophy. Distinguished philosophers and philosophers of education, most of whom have made important contributions to core areas of philosophy, turn their attention in these 28 essays to a broad range of philosophical questions concerning education. The chapters are accessible to readers with no prior exposure to philosophy of education, and provide both surveys of the general domain they address, and advance the discussion in those domains in original and fruitful ways. Together their authors constitute a new wave of general philosophers taking up fundamental philosophical questions about education—the first such cohort of outstanding general philosophers to do so (in English) in a generation.
(http://ukcatalogue.oup.com/product/9780199915729.do)

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