Originally published in 1942, this book attempts to resolve disagreements surrounding educational theory through clarifying the positions of key schools of thought.

At the time this book was first published the disciplines of philosophy of education, educational psychology, sociology of education and the history of education had developed rapidly. The papers in this volume outline the developments that took place. The first paper analyses the nature of a theory concerned with determining practice and the place of academic disciplines within that. What emerges is the crucial role of these disciplines, but also the need to develop much more adequately a domain of practical principles, assessed and critically reformulated in the light of those disciplines. The following papers are concerned with the contributions four of those disciplines are now making.

n this book, 24 leading philosophers of education since 1970 who remain influential today present the fascinating stories of their lives and important new contributions to the field.

First published in 1967, this book suggests that educational problems should not, and indeed cannot, be solved in isolation, but that we need to bring all our disciplines and resources to bear upon them. It explores in turn philosophical, psychological and sociological approaches to educational theory and examines great thinkers such as Plato, R

Education Matters draws together a selection of the most influential papers published in the British Journal of Educational Studies by many of the leading scholars in the field over the past sixty years. This unique collection of seminal articles published since the first issue of the Journal provides students and researchers in education with an informed insight and understanding of the nature the development of the field of Educational Studies in the United Kingdom since the Second World War. It also assesses the current position of Educational Studies and explores the possibilities for the development of the field in coming years. Compiled by the journal's editors, past and present, James Arthur, Jon Davison and Richard Pring, the book illustrates the development of the field of educational studies, and the specially written Introduction contextualises the selection, whilst introducing students to the main issues and current thinking in the field. Each of the twenty articles includes a preface which highlights the changing conceptions and development of, or consistency in, educational thought over time, as well as debates and conflicts in the seminal articles by key educational thinkers that have been published in the Journal.

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