New Perspectives in Philosophy of Education

David Lewin is Senior Lecturer in Philosophy of Education at Liverpool Hope University, UK, where he is director of the Philosophy of Education Research Group.Alexandre Guilherme is Adjunct Professor at the School of Humanities, Department of Education, Pontificia Universidade Catolica do Rio Grande do Sul, Brazil.Morgan White is Lecturer in Education at Liverpool Hope University, UK, where he is co-founder of the Philosophy of Education Research Group.

• Introduction, Alex Guilherme (Liverpool Hope University, UK), David Lewin (Liverpool Hope University, UK), and Morgan White (Liverpool Hope University, UK)Prelude1. What's the Use of Philosophy of Education?, Paul Standish (Institute of Education, University of London, UK)Part One: Ethics2. Technological Thinking in Education, David Lewin (Liverpool Hope University, UK)3. Learning Analytics and the Education of the Human, David Lundie (Liverpool Hope University, UK)4. The Personal and Impersonal in Moral Education, Adrian Skilbeck (Institute of Education, University of London, UK)5. Rousseau's Pedagogical Hermeneutics and Some Implications for Moral Education, David Aldridge (Oxford Brookes University, UK)Part Two: Politics 6. Universities, Citizens, and the Public, Morgan White (Liverpool Hope University, UK)7. The Interpretive Tradition and its Legacy, Jon Nixon (Hong Kong Institute of Education, Hong Kong)8. An Epistemic Monoculture and the University of Reasons, Richard Smith (Durham University, UK)9. Towards an Anarchist Philosophy of Education, Judith Suissa (Institute of Education, University of London, UK)Part Three: Religion 10. Buber, Religion, and Inclusion, Alex Guilherme (Liverpool Hope University, UK)11. A Philosophical Assessment of Spiritual Education, Ruth Wills (University of Winchester, UK)12. Theology as Partner for Educators, John Sullivan (Liverpool Hope University, UK)13. Essential Features of a Catholic Philosophy of Education, David Torevell (Liverpool Hope University, UK)Index

The three sections of the book ... provide the reader with a balanced presentation and fresh interpretation of key contemporary issues... [It] allows younger academics to make a contribution to the field. The format, content, and general style of the book make it particularly suitable for a student readership and for others without advanced knowledge or training in philosophy. This is important given the relative neglect of the philosophy of education in the contemporary formation of young teachers.