Overview

This compelling collection explores diverse dimensions of the philosophy of education using key content from the Educational Philosophy and Theory journal. In 13 Chapters it provides unique perspectives from over 150 thought leaders in the field of the philosophy of education. The new inaugural chapter, Reimagining Philosophy of Education in a New Key: Past, Present and Future, sets the tone for introspection and forward-thinking in the field. The subsequent chapters, through an established collective writing methodology, delve into various topics, from radicalisation and violent extremism, the role of education in social justice, environmental concerns in the context of education, decoloniality and the future of educational philosophy, and many others. A distinctive feature of this volume is its global perspective, integrating views from Western, Global South, and Indigenous thinkers. This approach facilitates a rich and multifaceted discussion on the future of philosophy of education. The volume challenges conventional notions and encourages the reader to think critically about the future directions of education and its philosophical underpinnings. The collective work of 150 key thinkers presents a tapestry of thought-provoking ideas and innovative approaches to philosophical inquiry in education. This volume is a significant contribution to the field, offering fresh perspectives and stimulating dialogue on the evolving role of philosophy in education. It serves as an essential resource for educators, policy-makers, scholars, and students interested in the philosophical dimensions of education and its future trajectories.

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9781041132042

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Author Information

Marek Tesar is the Dean of the Faculty of Education at the University of Melbourne. He previously served as Head of School, Associate Dean, and Director of the Centre for Global Childhoods at the Faculty of Education and Social Work at the University of Auckland, Aotearoa New Zealand. His scholarship focuses on the philosophy of education, early childhood education, and childhood studies. He holds leadership roles in two major learned societies in his field: he chairs the Steering Committee of Reconceptualizing Early Childhood Education (RECE) and is a Fellow and Past President of the Philosophy of Education Society of Australasia (PESA). He also edits two seminal journals in his field—Educational Philosophy and Theory (Taylor & Francis) and Policy Futures in Education (Sage).

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