Philosophy and History of Education

Philosophy and History of Education examines the complex relationship between the study of philosophy and history, and the value of these related studies for improving educational knowledge, policy, and practice.

Antoinette Errante is Associate Professor of Educational Studies at Ohio State University. She has published on oral history methodology; lusophone colonial educational history; and trauma, healing and conflict transformation as cultural practices. Bruce Kimball is Professor of Educational Studies at Ohio State University and a former Guggenheim Fellow. His latest book is On the Battlefield of Merit: Harvard Law School, the First Century (2015), co-authored with Daniel Coquillette. Jackie M. Blount is Professor of Educational Studies at Ohio State University. She has written Destined to Rule the Schools: Women and the Superintendency, 1873-1995 (SUNY Press, 1998), Fit to Teach: Same-Sex Desire, Gender, and School Work in the Twentieth Century (SUNY Press, 2005), and co-authored Radicalizing Educational Leadership: The Dimensions of Social Justice (SensePublishing, 2008). Her work has been published in such journals as Harvard Educational Review, Educational Administration Quarterly, and Review of Educational Research. Currently, she is President-Elect of the History of Education Society.

Foreword: Why History? Why Philosophy? Why Both? Jonathan Zimmerman, Professor, New York University Introduction Part I: The Relationship between Philosophical and Historical Study of Education Chapter 1: Why Does History Matter to Philosophy? Bryan Warnick Chapter 2: Philosophy, Literature, and Inductive Historiography Bruce Kimball Chapter 3: The Mutual Intellectual Relationship of John Dewey and Ella Flagg Young: Contributions to Education Series, 1901-1902 Jackie Blount Chapter 4 : Blending the Philosophy and the History of Education: Discussions of the Works of Boyd Bode, Bernard Mehl, and Maxine Greene Joseph Watras Chapter 5: History as Critique and Source of Ideology in Education: Tucson's Outlawed Mexican American Studies Program Thomas M. Falk Chapter 6: A Historical Analysis of "Free Money Ideology" and Ohio State University President George W. Rightmire, 1926-1938 Benjamin A. Johnson Part II: The Need of Philosophical and Historical Study in Educational Knowledge, Policy, and Practice Chapter 7: A Modest Plea for Collaborative History and Philosophy of Education Randall Curren and Charles Dorn Chapter 8: Educational Practice in Pursuit of Justice Requires Historically Informed and Philosophically Rigorous Scholarship Winston C. Thompson Chapter 9: The Predicament of Culture and Educational History and Philosophy as Reconciliation: Seeking out "The Disappeared" through Trans-disciplinary Engagement Antoinette Errante Chapter 10: James Bryant Conant, Science, and Science Education: The Uses of History and Philosophy Wayne J. Urban and Sarah E. Wever Chapter 11: History and Philosophy as "Pre Qualitative" Educational Research Samuel D. Rocha Chapter 12: The Blurring and Entanglement of Philosophy and Science: A Response Patti Lather About the Editors About the Contributors Index