What Educational Issues has the Analytic Philosophy of Education Resolved

doi:10.16382/j.cnki.1000-5560.2018.02.010

Abstract

Abstract: Philosophy of education, influenced by analytic philosophy, experienced a revolution in the 1960s in English-speaking world. Philosophers like Peters, Hirst and Scheffler promoted analytic philosophy of education as a mainstream academic discipline. The author argues that the topics of analytic paradigm in early times, such as practical nature of educational theory, autonomy as aim in education, have implications for the Chinese world. So do the liberal spirit of educational policies concerning political philosophy in later period, advocated by analytic philosophers of education. However, analytic philosophy of education has been criticized by multiculturalism, feminism, postmodernism and post-structuralism. The author holds that analyt-ic paradigm still remains a competitive and influential approach. It's suggested that by investigating numerous literature of analytic paradigm, the Chinese world can expand their horizons, promote the academic level of philosophy of education and inform educational practices.

Key words: philosophy of education, analytic philosophy, analytic philosophy of education, London Line

CHIEN Cheng-Hsi. What Educational Issues has the Analytic Philosophy of Education Resolved[J]. Journal of East China Normal University(Educationa, 2018, 36(2): 87-100+156+157.

References

白恩斯,白劳纳编.(1964).当代资产阶级教育哲学(瞿菊农译).北京:人民教育出版社.
陈迺臣.(1990).教育哲学.台北:心理出版社.
但昭伟.(2003). 分析哲学与分析的教育哲学.邱兆伟主编.当代教育哲学(第35-60页).台北:师大书苑.
郭晋华.(1996).郭晋华文集(孟廷为整理).北京:中国和平出版社.
简成熙.(1996).理性、分析、教育人. 台北:师大书苑.
简成熙.(2005).教育哲学专论:当分析哲学遇上女性主义. 台北:高等教育.
简成熙.(2013). 理性与主体性的多元思考.求是学刊,40(6),42-51.
简成熙.(2015a).新世纪教育哲学的回顾与前瞻.台北:高等教育出版社.
简成熙.(2015b).皮德思分析的教育哲学典范——《伦理学与教育》再探.市北教育学刊,49,1-38.
简成熙.(2016).花非花,雾非雾的教育哲学?回应杨深坑教授鸿文暨期许台湾教育哲学会.市北教育学刊,54,103-114.
简成熙.(2017).哲学、教育理论与教育研究范式之关系.教育学报,13(4),3-16.
简成熙译. (1996).教育概念分析导论(J. F. Soltis原著).台北:五南出版公司.
简成熙译. (2017).伦理学与教育(R. S. Peters原著).台北:联经出版公司.
金生鈜.(2015). 教育研究的逻辑. 北京:教育科学出版社.
李玢.(1991).分析教育哲学的兴起和面临的困境.华东师范大学学报(教育科学版),(4),43-50.
李贤智,杨汉麟.(2008).英国分析哲学的发展与走向.外国教育研究,2008,35(10), 1-5.
林逢祺译.(1994).教育的语言(I. Scheffler原著).台北:桂冠出版社.
刘良华.(2015).教育研究方法. 上海:华东师范大学出版社.
陆有铨.(1993).现代西方教育哲学.郑州:河南教育出版社.
宁波,王媛媛.(2009).英国后分析教育哲学研究的新视野.徐州师范大学学报(哲学社会科学版),3(1),126-130.
欧阳教.(1973).教育哲学导论. 台北:文景出版社.
欧阳教.(1985).德育原理. 台北:文景出版社.
欧阳教.(1988). 观念分析学派的教育思潮.中国教育学会主编.现代教育思潮(第1-50页). 台北:师大书苑.
邱兆伟.(1986).分析哲学的起源、发展与教育. 高雄师院学报,14,245-275.
石中英.(2001).20世纪英国教育哲学的回顾前瞻.比较教育研究,(11),1-5.
石中英.(2002).20世纪美国教育哲学的发展.比较教育研究,(6),6-10;
王海涛.(2010).分析教育哲学在中国.宁波大学学报(教育科学版),53(5),7-11.
王俊斌.(2016). 教育的概念.简成熙主编.新教育哲学(第35-60页).台北:五南图书出版公司.
吴俊升.(1973).教育哲学大纲.台北:台湾商务印书馆.
杨深坑.(2016).教育哲学学术性质之历史发展分析. 市北教育学刊,54,1-82.
张巧.(2015). 哲学之为教育:后期维特根斯坦论哲学与教育. 北京理工大学学报,18(6),159-165.
赵康译.(2017).教育的美丽风险(G. J. J. Biesta原著).北京:北京师范大学出版社.
Barrow, R. (1975a).Moral philosophy for education. London:George Allen & Unwin.
Barrow, R. (1975b). Plato, utilitarianism and education. London:RKP.
Barrow, R. (1976). Commonsense and the curriculum. London:Allan & Unwin.
Barrow, R. (1978). Radical education:A critique of freeschooling and deschooling. London:Martin Robertson.
Barrow, R. (1984).Giving teaching back to Teachers:A critical introduction to curriculum theory. New Jersey:
Prentice-Hall.
Barrow, R. (1990).Understanding skill:Thinking, feeling, and caring. Ontario:The Althous Press.
Beck, C. M. (1991). North American, British and Australian philosophy of education from 1941 to 1991:Links, trends, prospect. Educational Theory,41(3), 311-320.
Biesta, G. J. J. (2006). Beyond learning:Democratic education for a human future. Boulder:Paradigm Publishers.
Biesta, G. J. J. (2014). The beautiful risk of education. London and New York:Routledge.
Biesta, G. J. J. (2017). The rediscovery of teaching. London and New York:Routledge.
Blake, N., Smeyers, P., Smith, R. & Standish, P. (1998).Thinking again:Education after postmodernism. Westport:Bergin & Garvey.
Bridges, D.(ed).(1997). Education, autonomy and democratic citizenship:Philosophy in a changing world. London & New York:Routledge.
Bridges, D. & Smith, R.(eds.). (2007). Philosophy, methodology and educational research.Oxford:Blackwell Publishing.
Brighouse, H. (2006). On education.London and New York:Routledge.
Brown, S. G. (ed). (1975).Philosophers discuss education. London:Macmillan.
Burns, H. W. (1962). The logic of the educational implication. Educational Theory, 13, 53-63.
Burns, H. W. & Brauner, C. J. (eds).(1962). Philosophy of education:Essays and commentaries. New York:The Ronald Press.
Carr, D. (1991). Educating the virtues:An essay on the philosophical psychology of moral development and education. London:Routledge.
Carr, D. (2000). Professionalism and ethics of teaching. London:Routledge.
Carr, D. Halstead, M., & Pring, R. (eds).(2008). Liberalism, education and schooling:Essays by T.H. McLaughlin. Exeter:Imprint Academic.
Carr, W. (1995).For education:Toward a critical inquiry. Buckingham:Open University Press.
Carr, W. & Hirst, P. (2002).Philosophy and education-A symposium.Journal of Philosophy of Education,39(4),615-632.
Cuypers, S. (2017). Self-identity and personal autonomy:An analytical anthropology. London:Routledge.
Dearden, R. F. (1968).The philosophy of primary education:An introduction London:RKP.
Dearden, R. F., Hirst, P. H. & Peters, R. S.(eds). (1972). Education and the development of reason.London:RKP.
Enslin, P. (1985). Are Hirst and Peters liberal philosophy of education? Journal of Philosophy of Education, 19(2),211-222.
Feigl, H.(1955). Aims of education for our age of science:Reflections of a logical empiricist. In N. Henry (ed). Modern Philosophy of Education:54^th Yearbook of the National Society for the Study of Education. Part I. (304-341).Chicago:University of Chicago Press.
Gilroy, P. (1998). The revolutions in English philosophy and philosophy of education. In P. H. Hirst& P. White (eds) Philosophy of Education:Major themes in the analytic tradition, Volume I (pp.61-78). London:Routledge.
Hamlyn, D. W. (1978). Experience and the growth of understanding. London:RKP.
Hirst, P. H.(1966). Educational theory. In J. W. Tibble (ed).The study of education (pp.29-42). London:RKP.
Hirst, P. H. (1974a).Moral education in a secular society. London:London University Press.
Hirst, P. H. (1974b). knowledge and curriculum:A collection of philosophical papers. London:RKP.
Hirst, P. H.(ed). (1983). Educational theory and its foundation disciplines. London:RKP.
Hirst, P. H. (1993).Education, knowledge and practices. In R. Barrow & P. White (eds).Beyond liberal education (pp.384-395). London:Routledge.
Hirst, P. & Peters, R. S. (1970).The logic of education. London:RKP.
Jonathan, R. (1997). Illusory freedoms:Liberalism, education and the market. Oxford:Blackwell.
Kaminsky, J. S.(1993). A new history of educational philosophy.Westpork, CT:Greenwood Press.
Komisar, B. P. & Macmillan, C. J. B. (eds).(1967).Psychological concepts in education. Chicago:Rand McNalley& Company.
Langford, G. &. O'Connor, D. J. (eds).(1973). New essays in the philosophy of education. London:RKP.
Lovlie, l., Mortensen, K.P., Nordenbo, S.E. J. (eds).(2003). New Educating humanity:Bildung in postmodernity. Oxford:Blackwell.
Macmillan, C. J. B. & Nelson, T. W. (eds). (1968). Concepts of teaching:Philosophical essays. Chicago:Rand McNally & Company.
Marples, R. (ed). (1999).The aims of education. London:RKP.
Martin, J. R. (1970a). Explaining, understanding and teaching. New York:McGraw-Hill.
Martin, J. R. (ed).(1970b). Readings in the philosophy of education:A study of curriculum. Boston:Allyn and Bacon.
Martin, J. R. (1994). Changing the educational landscape. New York:Routledge.
Martin, J. R. (2002). Cultural miseducation in search of a democratic solution. New York:Teachers College Press.
Martin, J. R. (2011). Education reconfigured:Culture, encounter, and change. New York and London:Routledge.
Noddings, N. (2006). Critical lessons:What our schools should teach. New York:Cambridge University Press.
O'Hear, A. (1981). Education, society and human nature:An introduction to the philosophy of education. London:Routledge.
Peters, M., Burbules, N. C., Smeyers, P. (2008).Showing and doing:Wittgenstein as a pedagogical philosopher. New York and London:Routledge.
Peters, R. S. (1966). Ethics and education.London:George Allen & Unwin.
Peters, R. S. (1974). Psychology and ethical development. London:George Allen & Unwin.
Peters, R. S. (1981). Essays on education.London:George Allen & Unwin.
Pratte, R. (1981). Getting the fly out of the bottle:Criticism of something called analytic philosophy of education. In C. J. B. Macmillan (ed.).Philosophy of education 1980 (pp.3-18). Illinois:Philosophy of Education Society.
Pratte, R. (1992). Philosophy of education:Two traditions. Springfield, Illinois:Charles Thomas Publisher.
Scheffler, I. (1973). Reason and teaching. London:RKP.
Scheffler, I. (1991). In praise of the cognitive emotion:And other essays in the philosophy of education. New York:Routledge, Chapman, & Hall.
Scheffler, I. (1995).The concept of the educated person. In V. A. Howard & I. Scheffler (eds). Work, Education and Leadership (81-100). New York:Peter Lang Publishing.
Siegel, H. (1997). Rationality redeemed? Further dialogues on educational Ideal. New York:Routledge.
Siegel, H. (2017).Education's epistemology:Rationality, diversity, and critical thinking. Oxford:Oxford University Press.
Soltis, J. F. (ed). (1981). Philosophy and education:Eightieth Year book of the National Society for the Study of Education. Chicago:University of Chicago Press.
Smeyers, P. Smith, R. & Standish, P. (2007).The therapy of education:Philosophy, happiness, and personal growth. London:Palgrave Macmilan.
Smeyers, P., & Marshall, J. D. (eds).(1995). Philosophy and education:Accepting Wittgenstein's challenge. Boston:Kluwer.
Snook, I. A. (1972a).Indoctrination and education. London:RKP.
Snook, I. A. (ed). (1972b).Concepts of indoctrination:Philosophical essays. London:RKP.
Straughan, R. (1982a). Can we teach children to be good? Buckingham:Open University Press,
Straughan, R. (1982b). I ought to but… A philosophy approach to the problem of weakness of will in education. Windsor:NFER-Nelson Publishing.
Straughan, R. (1989).Beliefs, behavior and education. London:Cassell.
Straughan, R.,& Wilson, J.(eds).(1987).Philosophers on education. London:Macmillan.
Tibble, J. W. (ed). (1966).The study of education.London:RKP.
Walters, S. (ed). (1994). Re-thinking reason:New perspectives in critical thinking. Albany:State University of New York Press.
White, J. (1973).Towards a compulsory curriculum. London:RKP.
White, J. (1982)The aims of educate restated. London:RKP.
White, J. (1991). Education and the good Life:Autonomy, altruism, and the national curriculum. New and London:Teachers College Press.
White, J. (2003). Five critical stances towards liberal philosophy of education in Britain.Journal of Philosophy of Education, 37(1), 147-184.
White, J.(2005).The Curriculum and the child:The selected works of John White. London and New York:Routledge.
White, P. (1983). Beyond domination:An essay in the political philosophy of education. London:RKP.
White, P. (1996). Civic virtues and public schooling:Educating citizens for a democratic society. New York:Teachers College Press.
Winch, C. (2004).Education, autonomy, and critical thinking. London:Routledge.
Winch, C. (2017). Teachers' know-how:A Philosophical investigation.Chichester, West Sussex:John Wiley & Son.
Winch, C. & Gingell, J. (2004). Philosophy and educational policy:A critical introduction. London and New York:Routledge Falmer.
Wringe, C. A. (1981). Children's rights:A philosophical study. London:RKP.
Wringe, C. A. (1988). Understanding educational aims. London:Unwin Hyman.

[1]	Wei Gao. Phenomenology as Philosophy of Education: On the Liberation of Self by Phenomenology [J]. Journal of East China Normal University(Educational Sciences), 2021, 39(10): 65-76.
[2]	DAN Jau-wei. The Essence and Practice of Analytic Philosophy of Education: From a Personal Teaching Point of View [J]. Journal of East China Normal University(Educationa, 2018, 36(2): 79-86+156.
[3]	Gao Wei. Critiques of Modern Cynicism in Educational Philosophy [J]. Journal of East China Normal University(Educationa, 2014, 32(2): 21-30.
[4]	ZHOU Xing-Guo. Ideals of Education in Multiple Conflicts:Integration and Search [J]. Journal of East China Normal University(Educationa, 2011, 29(2): 19-25.
[5]	CHENG Liang. A Review of the Philosophy of Education of Ou Tsuin-Chen —Reexamining Outline of Philosophy of Education as Centered [J]. Journal of East China Normal University(Educationa, 2010, 28(2): 82-89.