Philosophy and History of Education

The studies of philosophy and history of education are under siege. These studies do not attract large grant funds and, to many, do not seem useful, even while much of educational research is dismissed as inconsequential or self-evident and the crisis in American education deepens.
Philosophy and history of education have therefore been pushed to the margin--or beyond--in colleges and schools of education, commensurate with the "decline of the humanities" in higher education generally.
Philosophy and History of Education examines the complex relationship between these studies, and the value of these related studies for improving educational knowledge, policy, and practice. From diverse perspectives, the philosophers and historians in this volume explore how bringing these disciplines together yields insights about unacknowledged or occult aspects of education problems that neither could achieve on their own.

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