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3. Philosophy of Education Today

Author

Chambliss, J. J.

Abstract

In this review essay J.J. Chambliss assesses the current state of the field of philosophy of education through analysis of four recent edited compilations: Randall Curren's "A Companion to Philosophy of Education"; Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish's "The Blackwell Guide to Philosophy of Education"; Wilfred Carr's "The Routledge FalmerReader in Philosophy of Education;" and Randall Curren's "Philosophy of Education: An Anthology." He considers how these books address the question of what constitutes philosophy of education, with specific reference to the approach each takes to two topics: feminism and practical reason. Then, taking as a starting point Carr's insight that a revised history of the philosophy of education could help us better understand the discipline, Chambliss traces the evolution of philosophy of education in the United States from the discipline's origins, dominated by a tension between Empiricism and Idealism; to the "schools of philosophy" approach--that is, applying a set of beliefs derived from a particular philosophical school to education--that prevailed through the mid-twentieth century; to the wide-ranging contemporary work in the field that draws from newer methodologies and philosophical research programs.

Published
2009
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5. Philosophy of Education: An Encyclopedia. Garland Reference Library of the Humanities. Vol. 1671.

Author

Chambliss, J. J. and Chambliss, J. J.

Abstract

This reference book charts the influence of philosophical ideas that have had the greatest influence on education from ancient Greece to the present. The book covers such classical thinkers as Plato, Augustine, Hypatia, Locke, and Rousseau, as well as such recent figures as Montessori, Heidegger, Du Bois, and Dewey. The encyclopedia consists of 228 articles by 184 contributors, who survey the full spectrum of the philosophy of education. While the emphasis of most articles is on theory, many of them show how the significance of theory for practice. Each article includes its own bibliography which contains internal cross-references and a comprehensive name and subject index. (EH)

Published
1996

7. The Study of History of Education in the United States: Its Nature and Purpose, 1900-1913.

Author

Chambliss, J. J.

Abstract

Maintains that the history of education emerged as a distinct discipline in the United States between 1842 and 1900. Asserts that the topic became a basic subject in the teacher education curriculum during the first decade of the 20th century. Describes competing educational theories and philosophies during the period 1900-1913. (CFR)

Published
1994

8. Common Ground in Aristotle's and Dewey's Theories of Conduct.

Author

Chambliss, J. J.

Abstract

Explores John Dewey's reconstruction of what he called "objectivism," considered by him as a compelling feature of Aristotle's thinking and discusses Aristotle's theory of conduct to determine whether or not his vision there is "limited to the existing world." Concludes that Aristotle's method, in matters of education, shares much common ground with Dewey's. (GLR)

Published
1993

9. The Foundations of Professionalism: Fifty Years of the Philosophy of Education Society in Retrospect.

Author

Giarelli, James M. and Chambliss, J. J.

Abstract

Describes the founding of the Philosophy of Education Society (PES), tracing the evolution of philosophy of education. The article compares the purposes of the progressive educational journal, "The Social Frontier," and the PES and examines various other publications, explaining choices made in efforts to professionalize philosophy of education. (SM)

Published
1991

11. Nasa's International Space Station: A Testbed for Planetary Protection Protocol Development

Author

Bell, M. S, Rucker, M, Love, S, Johnson, J, Chambliss, J, Pierson, D, Ott, M, Mary, N, Glass, B, Lupisella, M, Scheuger, A, and Race, M

Subjects
Lunar And Planetary Science And Exploration, Life Sciences (General), Exobiology
Abstract

Wherever humans go, they inevitably carry along the critters that live in and on them. Conventional wisdom has long held that it is unlikely those critters could survive the space environment, but in 2007 some microscopic aquatic animals called Tardigrades survived exposure to space and in 2008 Cyanobacteria lived for 548 days outside the ISS. Unlike the Mars rovers that were cleaned once and sent on their way, crew members will provide a constantly regenerating contaminant source. Are we prepared to certify that we can meet forward contamination protocols as we search for life at new destinations? What about the organisms we might reasonably expect a crewed spacecraft to leak or vent? Do we even know what they are? How long might our tiny hitch-hikers survive in close proximity to a warm spacecraft that periodically leaks/vents water or oxygen and how might they mutate with long-duration exposure? How will these contaminants migrate from their source in conditions encountered in space or on other planetary surfaces? This project aims to answer some of these questions by bringing together key stakeholder communities to develop a human forward contamination test, analysis, and integration plan. A system engineering approach to identify the experiments, analysis, and modeling needed to develop the contamination control protocols required will be used as a roadmap to integrate the many different parts of this problem - from launch to landing, living, and working on another planetary surface.

Published
2015

15. The life and labors of David Livingstone, LL.D., D.C.L. : covering his entire career in Southern and Central Africa : carefully prepared from the most authentic sources, viz. his own two large volumes, "South Africa," and "The Zambosi Expedition," his "Last Journals" (edited by Horace Waller), the Reports of the London Geographical Society, the works of his cotemporaries [sic], and various other writings bearing upon the subject : a thrilling narrative of the adventures, discoveries, experiences and achievements of the greatest explorer of modern times in a wild and wonderful country ... : the whole rendered clear and plain by a most accurate map of the whole region explored and the routes clearly indicated /

Author

Chambliss, J. E., Smithsonian Libraries, and Chambliss, J. E.

Subjects
Africa, Africa, Central, Biography, Description and travel, Livingstone, David, Missionaries, South Africa
Published
1875

16. The life and labors of David Livingstone, LL.D., D.C.L. : covering his entire career in Southern and Central Africa : carefully prepared from the most authentic sources, viz. his own two large volumes, "South Africa," and "The Zambosi Expedition," his "Last Journals" (edited by Horace Waller), the Reports of the London Geographical Society, the works of his cotemporaries [sic], and various other writings bearing upon the subject : a thrilling narrative of the adventures, discoveries, experiences and achievements of the greatest explorer of modern times in a wild and wonderful country ... : the whole rendered clear and plain by a most accurate map of the whole region explored and the routes clearly indicated

Author

Chambliss, J. E., Smithsonian Libraries and Archives, and Chambliss, J. E.

Subjects
Africa, Africa, Central, Biography, Description and travel, Livingstone, David, Missionaries, South Africa

21. Human Development: In Plato and Rousseau : Training from Childhood in Goodness

Author

Chambliss, J. J.

Abstract

The aim is to explore the conception of human development found in the educational theories of Plato and Rousseau. It is found that the nature of childhood in Rousseau's Emile so resembles the account of child development in Plato's Laws that one may claim that the ideas on human development which they hold in common are so compelling that the differences between them are differences of degree, rather than of kind., Journal of Educational Thought / Revue de la Pensée Educative, Vol 13 No 2 (1979)

Published
2018
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33. Reconstruction Remembered: Theodore Brameld, 1904-1987.

Author

Chambliss, J. J.

Abstract

The early work of Theodore Brameld (1904-1987) at Boston University is examined, showing the development of his philosophy of reconstructionism and general educational philosophy. (CB)

Published
1988

35. Human Development in Plato and Rousseau: 'Training From Childhood in Goodness.'

Author

Chambliss, J. J.

Abstract

Comparing the conception of human development found in the educational theories of Plato and Rousseau, it is found that the nature of childhood in Rousseau's "Emile" so resembles the account of child development in Plato's "Laws" that any difference claimed between them must be one of degree. (Author/SJL)

Published
1979

36. John Dewey's Conception of Educative Experience: A Response to Donald Vandenberg's 'Education or Experience?'

Author

Chambliss, J. J.

Abstract

Responding to an article by Donald Vandenberg (Educational Theory, Summer 1980) on the meaning of the phrase "educative experience" in John Dewey's "Democracy in Education," Chambliss says that Vandenberg misunderstands Dewey's conception of both education and experience. Social and educational implications of Dewey's thought are discussed. (PP)

Published
1982

37. Aristotle's Conception of Childhood and the Poliscraft.

Author

Chambliss, J. J.

Abstract

Examines Aristotle's conception of childhood in relation to the creation of the ideal community. According to Aristotle, children are incompletely developed, so the goal of education should be to help children outgrow their original, animal-like natures so that they will find happiness as adults in rational behavior. (AM)

Published
1982

46. John Dewey's 1937 Lectures in Philosophy and Education

Author

Chambliss, J. J.

Abstract

John Dewey's most intense period of work in philosophy of education during and immediately after the Chicago years culminated in Democracy and Education in 1916. After that, he produced fewer writings on education, but is still remembered for The Sources of a Science of Education, Experience and Education, and numerous articles in journals. Yet the longest account of philosophy of education after Democracy and Education is little known. This is a course of lectures on educational philosophy given at the University of Cincinnati in 1937, two decades after Democracy and Education. A stenographic record of the lectures was made, which consists of 237 double-spaced typewritten pages. Two earlier sets of lectures in philosophy of education have survived — one given in 1896, the other in 1899. (The 1896, 1899, and 1937 lectures will be referenced as LI, L2, and L3, respectively.) The 1937 course was intensive: Dewey lectured for 5 days a week for two weeks in the 1937 Summer School, one lecture a day on two days, two lectures on each of the remaining 8 days, for a total of 18 lectures, June 7 to June 11, and June 14 to June 18. (For purposes of reference, the lectures are numbered 1-18; e.g., L3,15 means the 1937 lectures, lecture 15. The division into sub-headings was made by the present writer.)

Published
2012

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