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Philosophy of Education (Dimensions of Personality), by Nel Noddings.Pdf Philosophy of Education Nel Noddings STANFORD UNIVERSITY 1 Westview Press A Member of Perseus Books, L.L.C. Dimensions of Philosophy Series All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Copyright © 1998 by Westview Press, A Member of Perseus Books, L.L.C. Published in 1995 in the United States of America by Westview Press, Inc., 5500 Central Avenue, Boulder, Colorado 80301- 2877, and in the United Kingdom by Westview Press, 12 Hid's Copse Road, Cumnor Hill, Oxford OX2 9JJ Library of Congress Cataloging-in-Publication Data Noddings, Nel Philosophy of education / Nel Noddings p. cm. -- (Dimensions of philosophy series) Includes bibliographical references and index. ISBN 0-8133-8429-X. -- ISBN 0- 8133-8430-3 (pbk) 1. Education--Philosophy. I. Title. II. Series. LB15. 7. N63 1995 370′ . 1--dc20 95-8820 CIP Printed and bound in the United States of America The paper used in this publication meets the requirements of the American National Standard for Permanence of Paper for Printed Library Materials Z39. 48-1984. 10 9 8 7 6 2 Acknowledgments 6 Introduction ..........................................................................................................................................................7 1 Philosophy of Education Before the Twentieth Century.........................................................................9 Socrates and Plato 10 Aristotle 14 Rousseau 16 Pestalozzi, Herbart, and Froebel 19 Summary Questions 21 Introduction to the Literature.......................................................................................................................21 2 The Philosophical and Educational Thought of John Dewey.................................................................22 Dewey's Philosophical Orientation 22 The Meaning and Aims of Education 23 Dewey's Psychology 25 Dewey's Theory of Knowledge 27 Democracy and Education 29 The Place of Subject Matter 31 Dewey Today: An Assessment 32 Summary Questions 32 Introduction to the Literature.......................................................................................................................33 3 Analytic Philosophy ...................................................................................................................................34 Philosophical Analysis in Education 35 The Analysis of Teaching 36 Current Analyses of Teaching 41 Summary Questions 43 Introduction to the Literature.......................................................................................................................43 4 Continental Philosophy .............................................................................................................................44 Existentialism 44 Phenomenology 49 Critical Theory 50 Hermeneutics 52 Postmodernism 53 Summary Questions 56 Introduction to the Literature.......................................................................................................................56 5 Logic and Critical Thinking......................................................................................................................57 3 Formal Logic 57 Informal Logic 61 McPeck's View of Critical Thinking 64 An Alternative Approach 65 Summary Questions 69 Introduction to the Literature.......................................................................................................................69 6 Epistemology and Education ....................................................................................................................70 Justified True Belief 70 Foundationalism 71 Truth 73 Nonfoundational Theories of Knowledge 74 Epistemology and Education 78 Constructivism 81 Summary Questions 84 Introduction to the Literature.......................................................................................................................84 7 Philosophy of Social Science and Educational Research........................................................................85 How Does Science Grow? 85 A Debate in Educational Research 88 Some Examples 92 Summary Questions 93 Introduction to the Literature.......................................................................................................................94 8 Ethics and Moral Education...........................................................................................................................95 Pre-Enlightenment Ethics 95 Enlightenment Ethics 98 Utilitarianism 100 Deweyan Ethics 101 Moral Education 103 Cognitive Developmentalism 105 Summary Questions 109 Introduction to the Literature.....................................................................................................................110 9 Social and Political Philosophy ...............................................................................................................111 The Current Debate 111 Justice and Equality in Education 114 Inequalities in Physical Resources 115 Inequalities in Basic Relationships 118 Curricular Inequalities 120 Summary Questions 122 Introduction to the Literature.....................................................................................................................123 10 Feminism, Philosophy, and Education...............................................................................................124 Feminist Critiques of Philosophy 124 4 Epistemology 126 Philosophy of Social Science 127 Ethics 128 Care and Education 131 Summary Questions 135 Introduction to the Literature.....................................................................................................................136 Epilogue.............................................................................................................................................................137 Notes 138 Bibliography 152 About the Book and Author 155 5 To LAWRENCE G. THOMAS, who introduced me to philosophy of education Acknowledgments MY FIRST THANKS go to all the philosophers of education, cited and uncited in this book, who have influenced my thinking and contributed so much to generations of education students. Special thanks go to Denis Phillips, Nicholas Burbules, and editor Spencer Carr, who read first drafts and helped me to eliminate misleading passages and clarify others. I owe special thanks also to the enthusiastic students at Teachers College, Columbia University, who used the first draft as a text and contributed significantly to its revision. My husband, Jim, also deserves thanks for reading the draft, locating typos, and, especially, for insisting that he enjoyed it thoroughly. Finally, I thank my former assistant, Elissa Hirsh, who generously indulged my intellectual preference for writing everything by longhand and entered on computer most of the first draft. For similar secretarial (and often editorial) assistance at Teachers College, I thank Diane Gal. Nel Noddings 6 INTRODUCTION PHILOSOPHY OF EDUCATION is the philosophical study of education and its problems. Unlike other branches of philosophy, it is rarely taught in philosophy departments. Just as philosophy of law or medicine is often taught (if it is taught at all) in law or medical school, philosophy of education is usually taught in schools or departments of education. Its central subject matter is education, and its methods are those of philosophy. Traditionally, philosophical methods have consisted of analysis and clarification of concepts, arguments, theories, and language. Philosophers, as philosophers, have not usually created theories of education (or teaching, learning, and the like); instead, they have analyzed theories and arguments-- sometimes enhancing previous arguments, sometimes raising powerful objections that lead to the revision or abandonment of theories and lines of arguments. However, there are many exceptions to this view of philosophy as analysis and clarification. The classical Greek philosophers, for example, construed philosophy much more broadly and explored a host of questions that later philosophers-- more narrowly analytic in their outlook--rejected as outside the scope of philosophy. Indeed, for the Greeks, "philosophy" meant "love of wisdom," and today we think of their discussions as part of an "immortal conversation." Many of us believe that philosophy went too far in rejecting the eternal questions, and there are signs that philosophers may once again invite their students to join in the immortal conversation. Despite the dominant analytical view of twentieth-century philosophy, philosophers have sometimes created theories, and today many philosophers engage in constructive work. They introduce new language and suggest powerful alternatives to the standard uses of language. Some now even draw heavily on literature and empirical data in the form of teaching-narratives to make points that cannot be made in the traditional style of argumentation. Whether this work is properly called philosophy is part of an exciting contemporary debate. Philosophers of education study the problems of education from a philosophical perspective. To do this, they need to know something about several of the standard branches of philosophy-- epistemology (the theory of knowledge), philosophy of language, ethics, social or political philosophy, philosophy of science, and, perhaps, philosophy of mind and aesthetics. This is a formidable
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