The SAGE handbook of philosophy of education

What is philosophy of education? / D.C. Phillips --
Schools of thought in philosophy of education / Robin Barrow --
The philosophy of education and educational theory / David Carr --
The philosophy of education and educational practice / Richard Pring --
Plato and education / Ieuan Williams --
Rousseau's Émile and educational legacy / Jack Martin and Nathan Martin --
John Dewey and educational pragmatism / James Scott Johnston --
T.S. Eliot, education and culture / Andrew Reid --
R.S. Peters: liberal traditionalist / M.A.B. Degenhart --
Poststructuralism, Postmodernism and education / Richard Smith --
Feminism and education / Cris Mayo and Barbara Stengel --
Education and the Catholic tradition / Kevin Williams --
Gazetteer of educational thinkers / compiled by Robert Manery --
The professional status of teaching / Timothy Reagan --
Teaching and pedagogy / David T. Hansen and Megan J. Laverty --
The wider ethical dimensions of education and teaching / Hugh Sockett --
Moral and citizenship education / J. Mark Halstead --
Indoctrination / Richard Bailey --
Knowledge and truth / Harvey Siegel --
The value of knowledge / Brenda Almond --
Concepts of mind / Christine McCarthy --
Learning / Andrew Davis --
Motivation and learning / Frederick S. Ellett, Jr. and David P. Erickson --
Transferable skills / Stephen Johnson --
Educational assessment / John Halliday --
Inclusion and diversity / Penny Enslin and Nicki Hedge --
Equality and justice / Claudia Ruitenberg and Daniel Vokey --
Individual and community aims in education / John P. Portelli and Francine Menashy --
Art and aesthetics in education / Constantin Koopman --
Religious education / James C. Conroy and Robert A. Davis --
Physical education / Mike McNamee and Richard Bailey --
Philosophical questions about learning technologies / Craig A. Cunningham and Briana L. Allen --
Personal and social education / Graham Haydon --
Education and the environment / Michael Bonnett.

Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities, and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on