In recent years, new discourses have emerged to inform the philosophy and pedagogy of early childhood. This collection brings together contributions from leading scholars in early childhood education, and each chapter engages with the critical task of reformulating early childhood education and the philosophy of the child with a specific focus on pedagogy.  Meer

Activating Aesthetics addresses questions of aesthetics in various fields of education, with the aim of investigating a way of revealing how aesthetics may activate an engaged, responsive and poetic pedagogy.  Meer

This edited collection takes a multifaceted approach to the various limitations and achievements of Western philosophy. Considered on its own, Western philosophy is a highly contentious name.  Meer

This book provides exciting and significant inquiries into the cultivation of self in East Asian philosophy of education. The contributors to this volume are from different countries or areas in the world, but all share the same interest in exploring what it means to be human and how to cultivate the self.  Meer

This book critically considers what various Asian philosophies can contribute to a more substantive discourse on sustainability education and educational philosophy.  Meer

Contemporary French philosophy perhaps reached a high point during the 1970s with the likes of Gilles Deleuze, Michel Foucault and Jacques Derrida. Since that time, thinkers such as Francois Laruelle, Bernard Stiegler, Quentin Meillassoux and Catherine Malabou have continued on in this strong tradition, while deepening and rethinking many of the parameters that have made contemporary French philosophy so powerful and useful for understanding the contemporary condition.  Meer

Bildung and Paideia examines traditional humanistic ideals in light of philosophical reflection on the need for education of the whole human being. The study of what it is to be human is traditionally the task of the humanities.  Meer

Bildung and Paideia examines traditional humanistic ideals in light of philosophical reflection on the need for education of the whole human being. The study of what it is to be human is traditionally the task of the humanities.  Meer

Marking the fiftieth anniversary of the Educational Philosophy and Theory journal, this book brings together the work of over 200 international scholars, who seek to address the question: ‘What happened to postmodernism in educational theory after its alleged demise?  Meer

Unlike many current approaches, this book looks at trust relations in order to understand schooling and other social practices. Trust relations include both what an individual is prepared to trust in the circumstances, and what a competent practitioner in an evolving tradition should trust.  Meer

This book is the first of its kind to critically examine the philosophy of Bernard Stiegler from the perspective of the philosophy of education. The editors of this book firmly believe that in the coming years Stiegler’s philosophy will assume increasing importance and influence in both digital studies and the philosophy of education as his thought is a prism through which to understand how we live and work, and a means to anticipate what the future may hold for us all in the time of the Anthropocene.  Meer

This book is the first of its kind to critically examine the philosophy of Bernard Stiegler from the perspective of the philosophy of education. The editors of this book firmly believe that in the coming years Stiegler’s philosophy will assume increasing importance and influence in both digital studies and the philosophy of education as his thought is a prism through which to understand how we live and work, and a means to anticipate what the future may hold for us all in the time of the Anthropocene.  Meer

This book breaks the stereotype that links Chinese philosophy solely to Confucianism, instead providing a kaleidoscopic view of Chinese philosophy of education.  Meer

What does the Confucian heritage mean to modern East Asian education today? Is it invalid and outdated, or an irreplaceable cultural resource for an alternative approach to education?  Meer

Delving into Levinas’s ideas in nuanced and sophisticated ways, this book innovatively blends and juxtaposes Levinas with other thinkers, perspectives, and fields of thinking.  Meer

2016 marked the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. This centennial presented philosophers and educators with an opportunity to reexamine and evaluate its impact on various aspects of education in democratic societies.  Meer

As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the exhaustion of present theoretical models and indeed the degradation of fabulative thought in its current prospectus.  Meer

Cultures of measurement are often considered to dominate educational practices, to the degree that, as Biesta (2010) has identified in Good Education in an Age of Measurement we no longer measure what we value, but rather we have become conditioned to value what is measured.  Meer

2016 marked the hundred-year anniversary of John Dewey’s seminal work Democracy and Education. This centennial presented philosophers and educators with an opportunity to reexamine and evaluate its impact on various aspects of education in democratic societies.  Meer

This book examines the importance, possibilities, and complexities of the university as an ethical academy. Universities may be seen as an evolving network of ethical systems that govern teaching, research, service, and administration.  Meer