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  1. Philosophy and education.Wilfred Carr - 2004 - Journal of Philosophy of Education 38 (1):55–73.
    This paper argues that the anxieties being expressed in the UK and elsewhere about the lack of impact that philosophy now has on education are nothing other than the inevitable manifestation of a fundamental intellectual disorder deeply rooted in our contemporary understanding of the philosophy of education. In trying to substantiate this claim, the paper offers an historically informed philosophical analysis of how philosophy is related to education and education to philosophy that concludes by clarifying how any debates about the (...)
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  • Philosophy and Education.Wilfred Carr - 2004 - Journal of Philosophy of Education 38 (1):55-73.
    This paper argues that the anxieties being expressed in the UK and elsewhere about the lack of impact that philosophy now has on education are nothing other than the inevitable manifestation of a fundamental intellectual disorder deeply rooted in our contemporary understanding of the philosophy of education. In trying to substantiate this claim, the paper offers an historically informed philosophical analysis of how philosophy is related to education and education to philosophy that concludes by clarifying how any debates about the (...)
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  • Orientalism.Edward Said - 1978 - Vintage.
    A provocative critique of Western attitudes about the Orient, this history examines the ways in which the West has discovered, invented, and sought to control the East from the 1700s to the present.
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  • Education without theory.Wilfred Carr - 2006 - British Journal of Educational Studies 54 (2):136-159.
    This paper proceeds through four stages. First, it provides an account of the origins and evolution of the concept of educational theory. Second, it uses this historical narrative to show how what we now call 'educational theory' is deeply rooted in the foundationalist discourse of late nineteenth and early twentieth century modernity. Third, it outlines and defends a postfoundationalist critique of the foundationalist epistemological assumptions on which our understanding of educational theory has been erected. Finally, it argues that the only (...)
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  • Toward a First Nations cross-cultural science and technology curriculum.Glen S. Aikenhead - 1997 - Science Education 81 (2):217-238.
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