Preface.ontributors.ntroduction: Randall Curren (University of Rochester).art I: Historical And Contemporary Movements:. The Socratic movement: C. D. C. Reeve (University of North Carolina at Chapel Hill).
Stoicism: Christopher Gill (University of Exeter).The Judaic tradition: Hanan A. Alexander (University of Haifa) and Shmuel Glick (Jewish Theological Seminary of America).The educational thought of Augustine: Gareth B. Matthews (University of Massachusetts, Amherst).Humanism: Craig Kallendorf (Texas A&M University).Enlightenment liberalism: Amy M. Schmitter (University of New Mexico), Nathan Tarcov, (University of Chicago) and Wendy Donner (Carleton University in Ottawa).
Rousseau, Dewey and democracy: Patrick Riley (University of Wisconsin-Madison) and Jennifer Welchman (University of Alberta) .Kant, Hegel and the rise of pedagogical science: G. Felicitas Munzel (University of Notre Dame).Romanticism: Frederick C. Beiser (Syracuse University).0. The past as future? Hellenism, the Gymnasium and Altertumswissenschaft: Wolfgang Mann (Columbia University).1.
Critical theory: Douglas Kellner (University of California, Los Angeles).2. The analytical movement: Randall Curren (University of Rochester), Emily Robertson (Syracuse University).and Paul Hager (University of Technology, Sydney).3. Feminism: Jane Roland Martin (University of Massachusetts, Boston).4. Postmodernism: David E.
Cooper (University of Durham).art II: Teaching And Learning:5. The nature and purposes of education: Paul Standish (University of Dundee).6. Theories of teaching and learning: D. C. Phillips (Stanford University).7.
The capacity to learn: Carol Wren (DePaul University in Chicago) and Thomas Wren (Loyola University in Chicago).8. Motivation and classroom management: Richard Ryan (University of Rochester) and Martin Lynch9. The measurement of learning: Andrew Davis (Durham University).0. Knowledge, truth and learning: Jonathan E. Adler (Brooklyn College, City University of New York).1.
Cultivating reason: Harvey Siegel (University of Miami).2. Moral education: Graham Haydon (University of London).3. Religious education: Gabriel Moran (New York University).4. Teaching science: Michael R. Matthews (University of New South Wales).
5. Teaching elementary arithmetic through applications: Mark Steiner (Hebrew University of Jerusalem).6. Aesthetics and the educative powers of art: Noël Carroll (University of Wisconsin-Madison).7. Teaching literature: Richard Smith (University of Durham).art III: The Politics And Ethics Of Schooling:8. The authority and responsibility to educate: Amy Gutmann (Princeton University).
9. Church, state and education: William Galston (University of Maryland, College Park).0. Common schooling and educational choice: Rob Reich (Stanford University).1. Children''s rights: James Dwyer (Marshall Wythe School of Law, College of William& Mary).2. Education and standards of living: Christian Barry.
3. Educational equality and justice: Harry Brighouse (University of Wisconsin-Madison).4. Multicultural education: Robert K. Fullinwider (University of Maryland).5. Education and the politics of identity: Yael Tamir (Tel Aviv University).6.
The ethics of teaching: Kenneth A. Strike (University of Maryland).7. Inclusion and justice in special education: Robert F. Ladenson (Illinois Institute of Technology).8. Sex education: David Archard (University of St. Andrews).
art IV: Higher Education:9. Ethics and the aims of American higher education: Minda Rae Amiran (State University of New York, Fredonia).0. Universities in a fluid age: Ronald Barnett (University of London).1. Academic freedom: Robert L. Simon (Hamilton College).2.
The ethics of research: Michael Davis (Illinois Institute of Technology).3. Affirmative action in higher education: Bernard Boxill (University of North Carolina, Chapel Hill).4. The professor-student relationship and the regulation of student life: Peter J. Markie (University of Missouri at Columbia).5. The role of ethics in professi.