In this Book

buy this book Buy This Book in Print
summary
Hendley argues that philosophers of edu­cation should reject their preoccupation with defining terms and analyzing concepts and once again embrace the philosophical task of con­structing general theories of education.  Hendley believes that like Dewey, Russell, and Whitehead, philosophers should take a more ac­tive, practical role in education.

Table of Contents

  1. Cover
  2. restricted access Download |
  1. Frontmatter
  2. restricted access Download |
  1. Copyright Page
  2. p. iv
  3. restricted access Download |
  1. Contents
  2. p. vii
  3. restricted access Download |
  1. List of Illustrations
  2. p. ix
  3. restricted access Download |
  1. Foreword
  2. pp. xi-xiv
  3. restricted access Download |
  1. Acknowledgments
  2. pp. xv-xvi
  3. restricted access Download |
  1. Introduction
  2. pp. xvii-xxi
  3. restricted access Download |
  1. 1. The Reconstruction of the Philosophy of Education
  2. pp. 1-13
  3. restricted access Download |
  1. 2. John Dewey and the Laboratory School
  2. pp. 14-42
  3. restricted access Download |
  1. 3. Bertrand Russell and the Beacon Hill School
  2. pp. 43-74
  3. restricted access Download |
  1. 4. Alfred North Whitehead and the Rhythm of Education
  2. pp. 75-101
  3. restricted access Download |
  1. 5. The Philosopher as Educator Today
  2. pp. 102-123
  3. restricted access Download |
  1. Notes
  2. pp. 127-153
  3. restricted access Download |
  1. Bibliography
  2. pp. 155-172
  3. restricted access Download |
  1. Index
  2. pp. 173-177
  3. restricted access Download |
  1. Author Bio
  2. p. 178
  3. restricted access Download |
  1. Back Cover
  2. restricted access Download |

Additional Information

ISBN
9780809386079
Print ISBN
9780809329830
MARC Record
OCLC
794005158
Pages
200
Launched on MUSE
2012-01-01
Language
English
Open Access
N
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.