The studies of philosophy and history of education are under siege. These studies do not attract large grant funds and, to many, do not seem useful, even while much of educational research is dismissed as inconsequential or self-evident and the crisis in American education deepens. Philosophy and history of education have therefore been pushed to the margin--or beyond--in colleges and schools of education, commensurate with the "decline of the humanities" in higher education generally. Philosophy and History of Education examines the complex relationship between these studies, and the value of these related studies for improving educational knowledge, policy, and practice. From diverse perspectives, the philosophers and historians in this volume explore how bringing these disciplines together yields insights about unacknowledged or occult aspects of education problems that neither could achieve on their own.
Foreword: Why History? Why Philosophy? Why Both? Jonathan Zimmerman, Professor, New York University Introduction Part I: The Relationship between Philosophical and Historical Study of Education Chapter 1: Why Does History Matter to Philosophy? Bryan Warnick Chapter 2: Philosophy, Literature, and Inductive Historiography Bruce Kimball Chapter 3: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902 Jackie Blount Chapter 4 : Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene Joseph Watras Chapter 5: History as Critique and Source of Ideology in Education: Tucson's Outlawed Mexican American Studies Program Thomas M. Falk Chapter 6: A Historical Analysis of "Free Money Ideology" and Ohio State University President George W. Rightmire, 1926-1938 Benjamin A. Johnson Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice Chapter 7: A Modest Plea for Collaborative History and Philosophy of Education Randall Curren and Charles Dorn Chapter 8: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship Winston C. Thompson Chapter 9: The Predicament of Culture and Educational History and Philosophy as Reconciliation: Seeking out "The Disappeared" through Trans-disciplinary Engagement Antoinette Errante Chapter 10: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy Wayne J. Urban and Sarah E. Wever Chapter 11: History and Philosophy as "Pre Qualitative" Educational Research Samuel D. Rocha Chapter 12: The Blurring and Entanglement of Philosophy and Science: A Response Patti Lather About the Editors About the Contributors Index
