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Philosophical and Ideological Voices in Education

Philosophical and Ideological Voices in Education

Gerald Gutek

Jan 2004, Paperback, 360 pages
ISBN13: 9780205360185
ISBN10: 0205360181
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Philosophical and Ideological Voices in Education contains clearly written analyses of major philosophies, ideologies, and theories of education and includes a primary source selection representative of each topic treated in the book.

The book is divided into three major parts: (1) philosophies of education; (2) ideologies of education: (3) theories of education. The author begins the text, in Part I, by describing philosophy of education and then examining such leading philosophies as Idealism, Realism, Theistic Realism, Pragmatism, Existentialism, Philosophical Analysis, and Postmodernism. The philosophical discussion then leads to Part II, which treats the nature of ideology and proceeds to examine the leading ideologies of Nationalism, Liberalism, Conservatism, Marxism, and Liberation Pedagogy. Part III makes a connection between philosophy and ideology that leads to a discussion of theories of education. After theory is defined, such major theories as Esssentialism, Perennialism, Progressivism, and Critical Theory are examined.

Each chapter addresses the nature, principles, and applications of each philosophy, ideology and theory to education, schooling, and curriculum and instruction. The book provides a philosophical and ideological grid that helps students locate, analyze, and criticize the leading ideas in the theoretical foundations of education.


1. Philosophy and Education.
2. Idealism and Education.
3. Realism and Education.
4. Theistic Realism and Education.
5. Pragmatism and Education.
6. Existentialism and Education.
7. Philosophical Analysis and Education.
8. Postmodernism and Education.


9. Ideology and Education.
10. Nationalism and Education.
11. Liberalism and Education.
12. Conservatism and Education.
13. Marxism and Education.
14. Liberation Pedagogy and Education.


15. Theory and Education.
16. Essentialism and Education.
17. Perennialism and Education.
18. Progressivism and Education.
19. Critical Theory and Education.

  • Each chapter begins with a clear, easy-to-follow definition of the philosophy, ideology, or theory to aid the student in establishing a basic vocabulary at the beginning of the unit.
  • The text builds connections between philolosophy, ideology, and theory in Chapters 1, 9, and 15 and creates a theoretical scaffolding, grid, or map that places ideas in perspective.
  • The text examines newer developments in philosophy (Postmodernism), ideology (Liberation Pedagogy), and theory (Critical Theory) in relationship to each other and in contrast to older and more traditional systems in Chapters 8, 12, and 19 to place the contemporary in context.
  • Primary source selections in each chapter provide a range of viewpoints that create a perspective from classical ideas to postmodern theories—from Plato to Giroux—and enable students to form theoretical perspectives.
  • Focusing questions for each primary source selection guide students through the selection, and discussion questions and research topics conclude each chapter.
  • Discussion Questions and Research and Inquiry Topics in each chapter contribute to further thinking, and discussion, debate, and inquiry about each topic.
  • Suggested web sites that deal with philosophy, ideology, and theory are listed in each chapter to enable students to find additional viewpoints through the World Wide Web.
  • In Chapters 10 and 11, the use of significant recent events, movements, and situations (such as the terrorist attacks on 9/11 and the rise of ethnonationalism) demonstrate the relevance of philosophy and ideology to current situations.