- Introduction: Philosophy of Education and Philosophy
- The Epistemic Aims of Education
- Moral and Political Aims of Education
- Tagore, Dewey, and the Imminent Demise of Liberal Education
- Thinking, Reasoning, and Education
- Why Fallibility Has Not Mattered and How It Could
- Educating for Authenticity: The Paradox of Moral Education Revisited
- The Development of Rationality
- Philosophy and Developmental Psychology: Outgrowing the Deficit Conception of Childhood
- Socratic Teaching and Socratic Method
- Educating the Practical Imagination: A Prolegomena
- Caring, Empathy, and Moral Education
- Kantian Moral Maturity and the Cultivation of Character
- The Persistence of Moral Skepticism and the Limits of Moral Education
- Values Education
- Curriculum and the Value of Knowledge
- Education, Democracy, and Capitalism
- Art and Education
- Science Education, Religious Toleration, and Liberal Neutrality toward the Good
- Constructivisms, Scientific Methods, and Reflective Judgment in Science Education
- Empirical Educational Research: Charting Philosophical Disagreements in an Undisciplined Field
- Educating for Individual Freedom and Democratic Citizenship: In Unity and Diversity There Is Strength
- Mapping Multicultural Education
- Educational Authority and the Interests of Children
- Pragmatist Philosophy of Education
- Feminist Philosophy and Education
- Postmodernism and Education
Abstract and Keywords
This article questions the contributions of developmental psychology to the philosophical understanding of the various cognitive dimensions of education. It discusses Jean Piaget's theory about childhood and evaluates how philosophical thinking might fit into the Piagetian picture of cognitive development. It suggests that we should not allow developmental psychology to structure completely our conception of our children or our relationship with them. It stresses the need to get beyond a deficit conception of childhood by learning to hear what our children have to say and engaging with them in genuinely philosophical discussions.
Gareth B. Matthews is Professor of Philosophy (Emeritus) at the University of Massachusetts at Amherst. He taught previously at the University of Virginia and the University of Minnesota. He is the author of Thought's Ego: Augustine and Descartes (1992), Socratic Perplexity and the Nature of Philosophy (Oxford University Press, 1999), and Augustine (2005).
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