Jan W Steutel; Forms of Reflection on Central Educational Concepts, Journal of Philosophy of Education, Volume 22, Issue 2, 30 May 2006, Pages 163–171, https://.

While the school of analytical philosophy of education is often credited for providing Philosophy of Education with a sense of identity, purpose and academic respect and for marking out a legitimate field in which philosophy of education could lay claim to funds and positions in competition with sociologists and psychologists, it has not escaped falling prey to criticism from different schools of thoughts. Whereas analytical traditions propound the idea of liberal education as value free, neutral and irrespective of the context (...) in which the concepts are embedded, Marxist school of thought criticizes the tradition for serving the propaganda of liberal education. Analytical philosophy of education, according to Marxists, is the educational representative of a liberal rationalist world view which has political, economic, historical and cultural manifestations. The paper presents a Marxist critique of the School of Analytical Philosophy of Education as discussed by Michael R. Mathews in his book The Marxist theory of Schooling: A Study of Epistemology and Education (1980). (shrink)

These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...) of constructivism in science education. (shrink)