There was probably a time when human tradition was transmitted spontaneously from one technology to a different. LAPES seeks to introduce to a large United States audience knowledge about Latin American philosophies and theories of education by offering students, college students and practicing lecturers opportunities to review in collaborative vogue the varied collection of philosophical and theoretical works on education produced in Latin America. We thus know of his philosophy of education primarily by means of brief passages in different works.
To cite one example that’s prominent in the literature in North America at the least, the US Supreme Court issued a ruling (Wisconsin v. Yoder) by which members of the Amish sect had been allowed to withdraw their youngsters from public colleges after the eighth grade—for, it had been argued, any deeper education would endanger the existence of the group and its tradition.
For these reasons, and perhaps others, it isn’t surprising that the philosophical tradition has typically regarded training as a worthy and vital target of philosophical reflection. He is editor of (among different issues) The Oxford Handbook of Philosophy of Education (Oxford 2009). His research interests embrace the philosophy and observe of teaching, the criticism of academic values, and cosmopolitanism as an educational mode of being.
He is creator of Educating the Virtues (1991), Professionalism and Ethics in Teaching (2000) and Making Sense of Education (2003), in addition to of many philosophical and academic papers. It remains, nonetheless, that this state of affairs is unlucky for the well being of philosophy of training as an area of philosophical endeavor, and for common philosophy as effectively. He is on the Editorial Advisory Board of the Journal Further and Higher Education.
His most recent authored ebook is (with Paul Smeyers and Paul Standish) The Therapy of Education (Palgrave Macmillan, 2006). He is the creator of Relativism Refuted: A Critique of Contemporary Epistemological Relativism (Springer 1987), Educating Reason: Rationality, Critical Thinking, and Education (Routledge 1988), and Rationality Redeemed?: Further Dialogues on an Educational Ideal (Routledge 1997). Barbara Stengel is a Professor of Educational Foundations, Philosophy and Women’s Studies at Millersville University. He has published extensively on the topics of studying and educational assessment.