This comment is in response to Andrew D. Colgan's article in a previous issue of the journal. While the author finds Colgan's institutional analysis compelling and agrees his proposed "deinstitutionalizing solutions" of reviving teacher culture and return teacher education preparation to teachers' colleges. He proposes a third remedy,…

John White offers a provocative characterization of philosophy of education. In this brief reaction, I evaluate the characterization and urge the maintenance of a strong connection between philosophy of education and philosophy.

A long tradition in the philosophy of education identifies education's most fundamental aim and ideal as that of the "fostering" or "cultivation of rationality". In this article I relate this tradition in philosophy of education to recent work inspired by Wilfred Sellars on "the space of reasons". I first offer a very brief overview of the…

In this review of Christopher Winch's new book, "Education, Autonomy and Critical Thinking" (2006), I discuss its main theses, supporting some and criticising others. In particular, I take issue with several of Winch's claims and arguments concerning critical thinking and rationality, and deplore his reliance on what I suggest are problematic…

This paper investigates the meaning of ideology, looks at the view that education is always ideological and political, deals with how ideology affects thinking, and discusses the relationship between ideology and rationality. (MT)

In this paper I reply to Stefaan Cuypers' explication and critique of my views on rationality and critical thinking (Cuypers, 2004). While Cuypers' discussion is praiseworthy in several respects, I argue that it (1) mistakenly attributes to me a Humean view of (practical) reason, and (2) unsuccessfully argues that my position lacks the resources…

In this brief response to Soltis's paper, Siegel argues that professional philosophers of education have no special obligation to focus on questions relevant to educational practice or to speak to any specific audience. Their sole obligation, rather, is to do credible philosophy of education, an obligation that requires autonomy from educationally…

Jean Piaget's theory of genetic epistemology is criticized from a philosophical point of view. (JD)

Reviews the philosophical controversy concerning naturalism, and investigates the role it might play in the science classroom. Argues that science students can benefit from explicit study of this controversy and from explicit consideration of the extent to which philosophy of science can be studied naturalistically. (PR)

Critical thinkers must be critical about critical thinking itself, and because there is a close conceptual connection between critical thinking and rationality, the demand for justification for a commitment to critical thinking is tantamount to a demand for reasons that justify a commitment to rationality. Several authors have argued that the…

Criticizes the view held by an increasing number of contemporary philosophers of education that the main focus of educational philosophy should be practical, rather than theoretical. Suggests that the primary aim of philosophers of education should be to contribute to the philosophical understanding of education, not to solving its day-to-day…

Defining critical thinking and discussing its relevance to the ethics and epistemology of education, the author presents three reasons why it is an educational ideal: (1) it forms the basis of a moral process of teaching; (2) it prepares students to manage their adult lives; and (3) it initiates students into rational traditions. (SK)

Critical thinking is defined as the ability and willingness to be objective, impartial, and non-arbitrary, based on evidence. It is crucial to ethical instruction, study of theory, teaching methods, and training in skills or abilities. There are three reasons why critical thinking is an educational ideal: (1) it influences teachers to respect…

The question of the proper nature and role of science textbooks is considered in relation to Kuhn's account of science textbooks in terms of the goals of science education. Schwab's prescriptions for science education are also considered and related to Kuhn's account. The notion of critical thought is presented as being crucial to an acceptable…

Responds to Rene Arcilla's article, "Why Aren't Philosophers and Educators Speaking to One Another?" suggesting that Deweyan philosophy of education is not the whole of philosophy of education, noting difficulties with the Deweyan view with which Arcilla is concerned, discussing problems with Arcilla's analysis of both the Deweyan view…