"George Knight ... shows how Christian education can be thoroughly Christian instead of just a secular pill with a Christian coating." -- Christian Educators Journal
"Knight's excellent survey of the relation of education and philosophy deserves serious consideration as a textbook in educational philosophy." -- Christianity Today
"[It] is characterized by ... its ... logical presentation, and, above all, by the honesty, modesty, and tentativeness of its claim." -- Religious Education
"[It] is written in non-technical language and would be an excellent text in an introductory course in philosophy of education." --Review and Expositor
From the Author
The basic premise underlying this book is the seemingly obvious proposition that individuals cannot arrive at their destination unless they know where they are going. That premise leads to inquiries about goals, the issue of goals leads to reflection upon values, and questions concerning values lead to the consideration of such basic items as the nature of truth and reality. In other words, questions about purpose direct us to basic philosophic issues.
A second premise is that there is a definite connection between philosophic positions and educational practices. The implication of this statement is that educational practices are built upon philosophical beliefs. . .
A third premise is that the greatest need of Christian schools is that they be Christian in the fullest sense of the word. In an era of soaring educational costs, the continued existence of Christian schools as an alternative to public systems of education may be predicated upon the ability of Christian educators to develop a genuinely Christian alternative. This need can only be realized as Christian educators clearly understand their basic beliefs and how those beliefs can and must affect their educational planning and practice. . .
The reception of the first and second editions of Philosophy and Education far exceeded my expectations. The book's numerous printings and increasing use have validated the helpfulness of the general approach taken. As a result, the third edition makes no macro-changes in structure. It has however, added a chapter on postmodernism, and a section discussing critical pedagogy, multiculturalism, and feminism.
--This text refers to an out of print or unavailable edition of this title.
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