The book provides a comprehensive analyses of Vygotsky's and Piaget's theories implementation in modern preschool education. It analyzes the problem of the relationship between the natural and the cultural in the context of Vygotsky and Jean Piaget theories.

Written by three leading scholars of higher education and the philosophy of higher education, the book opens the debate about the cultural purpose of universities and higher education. The authors argue that the university should be and can be an institution of culture, of great cultural significance in the digital age, and exercise cultural leadership in society.

Philip Kitcher's The Main Enterprise of the World offers a sweeping vision of the goals of education. Kitcher considers the ways in which schools and universities should advance their goals, explores the social changes required to make high-quality education available to all, and argues that these reforms are economically sustainable. Kitcher build his arguments from three broad goals of education as an institution: career development and professionalization, civic participation, and human fulfilment.

"Through close analysis of the textual archives and press writings, The Educational Philosophy of Luis Emilio Recabarren offers comprehensive insight into Recabarren's belief in education as essential to the empowerment, emancipation, and political independence of the working class, and emphasises the importance he placed on the education of workers through experiential learning in their organizations and press.

Catastrophe and Higher Education argues that the future of the humanities is tied to the fate of theory as a form of resistance to neoliberalism in higher education. It also offers that the fate of the academy may very well be in the hands of humanities scholars who are tasked with either rejecting theory and philosophy in times of catastrophe--or embracing it.

This book promotes collaborative ways of knowing and group accountability in learning processes to counteract the damaging effects of neoliberal individualism prevalent in educational systems today. These neoliberalist hierarchies imposed through traditional, autocratic knowledge systems have driven much of the United States' educational policies and reforms, including STEM, high stakes testing, individual-based accountability, hierarchical grading systems, and ability grouping tracks. The net effect of such policies and reforms is an education system that perpetuates social inequalities linked with race, class, gender, and sexuality. Instead, the author suggests that accountability pushes past individualism in education by highlighting democratic methods to produce a collective good as opposed to a narrow personal success.

This book critically considers how tertiary institutions of higher education in the United States are charged with the duty of preserving democracy, teaching citizenship literacy, and contributing to economic stability. The author offers a comparative analysis of how presidential and national policy agendas shape these social institutions' re-creation and re-constitution of ideological identities that influence the social position of the participants in the institution types, creating a divide in the realization of national identity across institutional and class lines.

Kantian Genesis of the Problem of Scientific Education terms the dominant educational paradigm of our time as scientific education and subjects it to historical analysis to bring its tacit racial, colonial and Eurocentric biases into view. Using archaeology and genealogy as tools of investigation, it traces the emergence of scientific education and related racial and colonial inequities in Western modernity, especially in the works of the defining figure of Western Enlightenment, Immanuel Kant.

Radical Hope is at once political and practical--the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice.

This book focuses on the history and theories relating to case study methodology. It also examines the implications of utilizing case studies in university settings and explores how case studies prepare professionals for real-life career-related scenarios.

"Course Correction engages in deliberation about what the twenty-first-century university needs to do in order to re-find its focus as a protected place for unfettered commitment to knowledge, not just as a space for creating employment or economic prosperity."

This volume offers a collection of scholarship that extends curricular conversations, crosses borders of praxis, and expands democratic, critical and aesthetic imaginaries- toward the ends of lending momentum to the ever-present and wide-open question: What is to be done-- in terms of curriculum and pedagogy-- in p-12 schools, in teacher education and other higher education contexts, in communities, as well as within our own lives as teachers, leaders and learners?

Instead of following the Magna Charta Universitatum, the declaration of the principles of knowledge signed in 1988 in Bologna, the academic approach pursued in Europe and the other continents over the past 30 years has strictly employed a utilitarian model of higher education. This jeopardizes academic freedom, shared governance and tenure, the three pillars of the long-established model of universities.

After an original modeling of the notion of responsibility, the author deduces that it is incumbent on all of us to become aware of the relationship between our own minds and the world. Thus, gaining consistency and awareness, everyone would have the potential to free themselves from the illusion of the ego and contribute to a more harmonious world.

In Indigenous Vanguards, Ben Conisbee Baer provides a theoretical and historical account of literary engagements with structures and representations of public teaching and learning by cultural vanguards in the colonial world from the 1920s to the 1940s. He shows how modernizing educative projects existed in complex tension with impulses to indigenize national liberation movements, and how this tension manifests as a central aspect of modernist literary practice.

This book, which relates to philosophy of education, seeks to explain the problematic notion of otherness, the desire for which is specific to humankind. It examines how otherness questions the limits of knowledge, transmission and language, and argues that it is in fact a value, a tool and practice for all the actors involved in the relationship between education, knowledge and care.

Explores the rich potential of Confucianism in American and Chinese classrooms of the twenty-first century.

This book makes a strong case for the abiding relevance of Dewey's notion of learning through experience, with a community of others and what this implies for democratic education in the 21st century.

We spend a lot of time arguing about how schools might be improved. But we rarely take a step back to ask what we as a society should be looking for from education--what exactly should those who make decisions be trying to achieve? In Educational Goods, two philosophers and two social scientists address this very question.

The pages of this book paint a portrait of thirteen scholars and their lifelong professional accomplishments in and contributions to teaching, service, and research in global international education around the world.

Despite efforts to integrate business-oriented thinking and implement new forms of accountability in colleges and universities, Americans from all backgrounds are losing confidence in the nation's institutions of higher learning, and these institutions must increasingly confront what has proven to be an unsustainable business model. In Our Higher Calling, Holden Thorp and Buck Goldstein draw on interviews with higher education thought leaders and their own experience, inside and outside the academy, to address these problems head on, articulating the challenges facing higher education and describing in pragmatic terms what can and cannot change--and what should and should not change.

This book continues the story about education and the absurd. Its specific focus is on the work of Albert Camus. It tries to summarise the ways in which his writing has already inspired and influenced educational thinking and practice, and it offers a new set of educational interpretations of six of his major works.

The best classes have a life of their own, powered by student-led conversations that explore texts, ideas, and essential questions. In these classes, the teacher's role shifts from star player to observer and coach as the students Think critically, Work collaboratively, Participate fully, Behave ethically, Ask and answer high-level questions, Support their ideas with evidence, and Evaluate and assess their own work.

"The book outlines a fundamental alternative to the rising wave of aggressive biological reductionism and brainism in contemporary psychology and education. It offers steps to achieving a daunting and elusive goal: constructing a coherently non-reductionist account of the mind."

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play.

Paulo Freire (1921--1997) is well known around the world for his innovative educational philosophy, which has led many to consider him the "father" of both critical pedagogy and popular education.

Norm Friesen looks to the combination and reconfiguration of oral, textual, and more recent media forms to understand the longevity of so many educational arrangements and practices. Friesen examines the interrelationship of reading, writing, and pedagogy in the case of the lecture and the textbook--from their premodern to their postmodern incarnations.

Berry has been eloquently unmasking America's cultural obsession with restless mobility for decades, arguing that it causes damage to both the land and the character of our communities. Education, he maintains, plays a central role in this obsession, inculcating in students' minds the American dream of moving up and moving on.