Cover

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Frontmatter

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Copyright Page

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p. iv

Contents

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p. vii

List of Illustrations

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p. ix

Foreword

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pp. xi-xiv

THE NUMBER OF PHILOSOPHERS who closely consider education is far smaller than the number of men and women who could legitimately be called philosophers in a more general sense. Even so, the list is respectably large, and in certain cases, as with Rousseau and Herbalt, some of their principal writings-and major...

Acknowledgments

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pp. xv-xvi

I WANT TO THANK THE following for permission to quote from their materials: the Joseph Regenstein Library of the University of Chicago, the Bertrand Russell Archives at McMaster University, the Public Record Office, Chancery Lane, London, the State Historical Society of Wisconsin in Madison, Dora Russell, and Victor Lowe. I also would like to thank the following for allowing ...

Introduction

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pp. xvii-xxi

THE EXPLORATION OF THEORY in relation to practice is no recent invention. To Socrates and Plato in their encounters with politicians and Sophists, it seemed that inquiry must take the form of a search for precise definitions. In the Euthyphro, for example, Socrates is convinced that if only Euthyphro, an Athenian priest and thus a public official, will give him an accurate definition of ...

1. The Reconstruction of the Philosophy of Education

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pp. 1-13

IN A RECENT STUDY of developmental trends in the philosophy of education, Sven Erik Nordenbo claims that "The line of development in the past 25 years in the Anglo-Saxon countries could roughly be described as 'the rise and decline of analytic educational philosophy.' Analytic educational philosophy...

2. John Dewey and the Laboratory School

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pp. 14-42

THUS THE STUDENTS IMMORTALIZED in song the experimental school run by the Department of Pedagogy of the University of Chicago and headed from 1896 to 1904 by John Dewey. The refrain of the song is shorthand for "Laboratory of the Department of Education." Although the school was officially called the University Elementary School, it became popularly known as the "Dewey ...

3. Bertrand Russell and the Beacon Hill School

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pp. 43-74

THESE TWO QUOTATIONS EPITOMIZE the social and cultural atomsphere in which Bertrand Russell and his second wife, Dora, set up their school in 1927. The Russells had two young children, John and Kate, and were quite concerned they receive a proper education. State schools would not do, for they had "the...

4. Alfred North Whitehead and the Rhythm of Education

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pp. 75-101

ALFRED NORTH WHITEHEAD was born in Ramsgate, Kent, in 1861. As he tells us, his grandfather, father, uncles, and brothers were all engaged in "activities concerned with education, religion, and Local Administration." His grandfather was head of a private school in Ramsgate, as was his father. Even when his father gave up the school and became an Anglican minister, he "never...

5. The Philosopher as Educator Today

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pp. 102-123

What, then, are we to make of the practical involvement of these three philosophers in education? It cannot be said that any of them proved to be an outstanding practitioner. Russell, for one, seemed to treat the problem of the education of his son and daughter and the other young children at Beacon Hill as a pressing issue for several years. After that, his interest waned, his marriage...

Notes

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pp. 127-153

Bibliography

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pp. 155-172

Index

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pp. 173-177

Author Bio

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p. 178

Brian Hendley was born in Milwaukee, Wisconsin, where he received his B.A. from Marquette University. following a year as a Fulbright Fellow in Germany, he attended Yale University and received the M.A. and Ph.D. in philosophy. He began teaching philosophy at the University of Waterloo in Canada in 1966 and he has been there ever since. In 1975 Hendley spent a year as a Visiting Scholar ...

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