Philosophy and Education Written for education studies students, this accessible text offers a clear introduction to philosophy and education. Skilfully guiding readers through this challenging and sometimes complex area, it brings key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring weblinks for each activity, which can be visited at www.routledge. com/cw/haynes. The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as teaching critical thinking and philosophy in schools. Features include: a range of individual and group activities that invite questioning and discussion case studies and examples from a variety of formal and informal education settings and contexts reference to philosophically informed practices of research, reading, writing and teaching overviews and key questions for each chapter and suggestions for further reading. Drawing on readers’ experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Founda- tions in Education Studies series, this engaging textbook is essential reading for students coming to the study of philosophy and education for the first time. Joanna Haynes is Associate Professor in Education Studies at Plymouth University Institute of Education, UK. Ken Gale is Lecturer in Education at Plymouth University Institute of Education, UK. Melanie Parker is Lecturer in Education Studies at Plymouth University Institute of Education, UK. Foundations of Education Studies Series This is a series of books written specifically to support undergraduate education stud- ies students. Each book provides a broad overview of a fundamental area of study exploring the key themes and ideas to show how these relate to education. Accessibly written with chapter objectives, individual and group tasks, case studies and sugges- tions for further reading, the books will give students an essential understanding of the key disciplines in education studies, forming the foundations for future study. Philosophy and Education, An introduction to key questions and themes, Joanna Haynes, Ken Gale and Melanie Parker Research and Education, Will Curtis, Mark Murphy and Sam Shields Policy and Education, Paul Adams Forthcoming titles Sociology and Education, Richard Waller and Chrissie Rogers Philosophy and Education An introduction to key questions and themes Joanna Haynes, Ken Gale and Melanie Parker First published 2015 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2015 Joanna Haynes, Ken Gale and Melanie Parker The right of Joanna Haynes, Ken Gale and Melanie Parker to be identified as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging-in-Publication Data Haynes, Joanna, 1953- Philosophy and education : an introduction to key questions and themes / Joanna Haynes, Ken Gale and Melanie Parker. pages cm—(Foundations of education studies) Includes bibliographical references and index. 1. Education—Philosophy. I. Gale, Ken. II. Parker, Melanie, 1969- III. Title. LB14.7.H38 2014 371.001—dc23 2014020863 ISBN: 978-0-415-53617-2 (hbk) ISBN: 978-0-415-53618-9 (pbk) ISBN: 978-1-315-74215-1 (ebk) Typeset in Bembo Std and Helvetica Neue LT Pro by Swales & Willis Ltd, Exeter, Devon, UK Contents Author biographies vii Acknowledgements ix Introduction 1 1 Enduring messages from utopias 5 Melanie Parker 2 Structures of education and society: Karl Marx and Marxism 20 Melanie Parker 3 Critical and revolutionary pedagogies for today’s education and society 34 Melanie Parker 4 Being in education: phenomenology and existentialism 47 Ken Gale 5 Foucault and the construction of knowledge, meaning, identity and practices 58 Ken Gale 6 Deleuze: the pedagogic potential of always creating concepts 69 Ken Gale 7 Feminisms, philosophy and education 80 Ken Gale 8 Moral reasoning, ethics and education 93 Joanna Haynes 9 Experience, education and democracy: the work of John Dewey 106 Joanna Haynes 10 Philosophy’s children 118 Joanna Haynes 11 Critical thinking, dialogue and communities of enquiry 132 Joanna Haynes 12 Philosophical approaches to researching education practices 145 Ken Gale with Joanna Haynes Further reading 156 Index 157 Author biographies Joanna Haynes is Associate Professor at the University of Plymouth, where she leads the PhD programme in the Institute of Education, as well as teaching on the BA Education Studies programme. Following undergraduate studies in philosophy, Joanna taught in primary schools in inner-city Glasgow and Bristol, before moving into teacher education and professional development and completing a Master’s degree in education at Bristol University. Her PhD (University of Exeter) is in phi- losophy with children. She is author of Children as Philosophers (Routledge 2002, 2008), which has been translated into several languages. Joanna co-authored Picturebooks, Pedagogy and Philosophy (Routledge Research in Education Series, 2012) and co-edited Engaging Education: Perspectives on Participation and Inclusion (published by Continuum in 2009). She is co-editor of a special issue of Studies in Philosophy and Education on the theme ‘child as educator’ (published by Springer, 2013). She was recently invited to contribute a chapter for the forthcoming Routledge International Handbook of Young Children’s Thinking and Understanding. Joanna has been involved in writing, presenting, teaching and leading courses on philosophical enquiry and philosophy with children for over twenty years and is a member of the national and international philosophy for children networks, SAPERE and ICPIC. She belongs to the Philosophy of Education Society (PESGB). Her research interests are in the ethics of teaching and learning relations, troublesome knowledge and critical and transformative pedagogies. Joanna enjoys being part of a much-loved extended family. She lives in Devon with her partner Jonie and Roly the lovely lurcher. She is a proud mother to daughter Georgia and son Louis and delighted grandmother to two-year-old twins Jimmy and Jacob. Ken Gale works in the Institute of Education at Plymouth University. His main teaching and research interests can broadly be contextualised within the philosophy of education. Ken has published widely and presented at a number of international con- ferences. He was part of a Higher Education Academy-funded project to develop online resources on collaborative writing for early career researchers and faculty: www. writeinquiry.org. He is co-author, with Jonathan Wyatt, of the book Between the Two: A Nomadic Inquiry into Collaborative Writing and Subjectivity (Cambridge Scholars Publishing, 2009). With Bronwyn Davies, Susanne Gannon and Jonathan Wyatt he co-authored the book Deleuze and Collaborative Writing: An Immanent Plane of Composition (Peter Lang, 2011) and, recently, with friends and colleagues Jonathan viii Author biographies Wyatt, Tami Spry, Ron Pelias and Larry Russell, he has co-authored the book How Writing Touches: An Intimate Scholarly Collaboration (Cambridge Scholars Publishing, 2012). More recently, with Jonathan Wyatt, he has edited a Special Edition on col- laborative writing for the journal International Review of Qualitative Research, published in 2013. With some of the above colleagues Ken has been invited to contribute a chapter on approaches to collaborative writing to the fifth edition of the Sage Handbook of Qualitative Research. He is an associate member of the Higher Education Academy and a member of the International Association of Qualitative Inquiry and the Narrative Inquiry Centre at the University of Bristol, where he is also a Visiting Fellow. Ken has three children, Katy, Reuben and Phoebe, is a proud grandfather to Rohan James and lives, nurtures and sustains his soul in Cornwall in the UK. Melanie Parker is a Lecturer in Education Studies in the Institute of Education at Plymouth University. On the BA Education Studies Programme she leads modules on Inclusive Education and Alternative Education as well as teaching on postgraduate programmes and supervising doctoral research students. Melanie won the Plymouth University Student and Staff Teaching and Representation Award for ‘Most Inspirational Teacher’ in 2012. Prior to taking up her current post Melanie was Deputy Director for the Centre for Excellence in Placement Learning at Plymouth University. She is also the branch coordinator for the Devon and Cornwall branch of the Philosophy