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Bringing together the first-ever anthology of the scholarship of the late American philosopher of education Matthew Lipman, this volume provides a critical assessment of his work and his contribution to the philosophy for children movement. This fascinating collection identifies six areas of Lipman's scholarship where he produced his most focused work: philosophy as education for reasoning, pre-college philosophy curriculum, philosophy as education for democracy and social justice, pragmatism and education, social psychology, and educational reform. In each section, established scholars select pertinent essays of Lipman and review his scholarship with original critical assessments. Through these thematic sections, the book encourages reflections and critical evaluations of Lipman's scholarship considering new developments in the field of philosophy of education. Following on from works examining the roles of Ann Margaret Sharp and Gareth B. Matthews, the book will be essential reading for academics, researchers and post-graduate students in the fields of philosophy of education, philosophy of childhood and educational psychology.
Bringing together the first-ever anthology of the scholarship of the late American philosopher of education Matthew Lipman, this volume provides a critical assessment of his work and his contribution to the philosophy for children movement. This fascinating collection identifies six areas of Lipman's scholarship where he produced his most focused work: philosophy as education for reasoning, pre-college philosophy curriculum, philosophy as education for democracy and social justice, pragmatism and education, social psychology, and educational reform. In each section, established scholars select pertinent essays of Lipman and review his scholarship with original critical assessments. Through these thematic sections, the book encourages reflections and critical evaluations of Lipman's scholarship considering new developments in the field of philosophy of education. Following on from works examining the roles of Ann Margaret Sharp and Gareth B. Matthews, the book will be essential reading for academics, researchers and post-graduate students in the fields of philosophy of education, philosophy of childhood and educational psychology.
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