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Philip's RGS Junior School Atlas (Philip's World Atlas #28)
by Philip's MapsThe 11th edition of the market-leading atlas for primary school pupils, Philip's RGS Junior School Atlas has been fully revised and updated with all the latest facts and curriculum requirements. - The essential atlas for primary schools with clear and easy-to-follow maps and diagrams - updated for 2021/22- Published in association with the Royal Geographical Society- Recommended for Key Stage 2 of the National Curriculum - and all 7-11 year olds - An excellent introduction to mapping concepts such as scale, direction, symbols, longitude and latitude- 22-page Britain and Ireland section with clear thematic charts, diagrams and large-scale regional maps- 22-page section on The World, with political maps - and thematic treatment of key themes, from volcanoes and earthquakes to transport and tourism- Continents section with physical and political maps- Easy-to-follow map references and 1,000-place indexThe market-leading atlas for pupils at primary schools, Philip's RGS Junior School Atlas is a stimulating and authoritative first introduction to the world of maps, and is recommended for Key Stage 2 of the National Curriculum.The introductory section describes the meaning of scale, how to measure distances using the maps, and explains the symbols on the maps.The following section is devoted to the United Kingdom and Ireland. Thematic maps cover topics such as mountains and rivers, climate and weather, population and cities, farming and fishing, industry and energy, transport, tourism and conservation. Regional maps of England and Wales, Scotland and Ireland complete this section.The rest of the atlas is made up of world thematic maps and world continental maps. Included are topics such as the world's climate, vegetation, agriculture, energy sources, and environmental concerns, such as global warming. A simple letter-figure index completes the atlas - a useful introduction to help the young reader find his/her way around the maps. Available in both hardback and paperback editions.
Philip's RGS Junior School Atlas (Philip's World Atlas #28)
by Philip's MapsThe 11th edition of the market-leading atlas for primary school pupils, Philip's RGS Junior School Atlas has been fully revised and updated with all the latest facts and curriculum requirements. - The essential atlas for primary schools with clear and easy-to-follow maps and diagrams - updated for 2021/22- Published in association with the Royal Geographical Society- Recommended for Key Stage 2 of the National Curriculum - and all 7-11 year olds - An excellent introduction to mapping concepts such as scale, direction, symbols, longitude and latitude- 22-page Britain and Ireland section with clear thematic charts, diagrams and large-scale regional maps- 22-page section on The World, with political maps - and thematic treatment of key themes, from volcanoes and earthquakes to transport and tourism- Continents section with physical and political maps- Easy-to-follow map references and 1,000-place indexThe market-leading atlas for pupils at primary schools, Philip's RGS Junior School Atlas is a stimulating and authoritative first introduction to the world of maps, and is recommended for Key Stage 2 of the National Curriculum.The introductory section describes the meaning of scale, how to measure distances using the maps, and explains the symbols on the maps.The following section is devoted to the United Kingdom and Ireland. Thematic maps cover topics such as mountains and rivers, climate and weather, population and cities, farming and fishing, industry and energy, transport, tourism and conservation. Regional maps of England and Wales, Scotland and Ireland complete this section.The rest of the atlas is made up of world thematic maps and world continental maps. Included are topics such as the world's climate, vegetation, agriculture, energy sources, and environmental concerns, such as global warming. A simple letter-figure index completes the atlas - a useful introduction to help the young reader find his/her way around the maps. Available in both hardback and paperback editions.
Philip's RGS Junior School Atlas (Philip's World Atlas #28)
by Philip's MapsThe 12th edition of the market-leading atlas for primary school pupils, Philip's RGS Junior School Atlas has been fully revised and updated with all the latest facts and curriculum requirements.- The essential atlas for primary schools with clear and easy-to-follow maps and diagrams - updated for 2024/2025- Published in association with the Royal Geographical Society- Recommended for Key Stage 2 of the National Curriculum - and all 7-11 year olds - An excellent introduction to mapping concepts such as scale, direction, symbols, longitude and latitude- 22-page Britain and Ireland section with clear thematic charts, diagrams and large-scale regional maps- 22-page section on The World, with political maps - and thematic treatment of key themes, from volcanoes and earthquakes to transport and tourism- Continents section with physical and political maps- Easy-to-follow map references and 1,000-place indexThe introductory section describes the meaning of scale, how to measure distances using the maps, and explains the symbols on the maps.The following section is devoted to the United Kingdom and Ireland. Thematic maps cover topics such as mountains and rivers, climate and weather, population and cities, farming and fishing, industry and energy, transport, tourism and conservation. The rest of the atlas is made up of world thematic maps and world continental maps. Included are topics such as the world's climate, vegetation, agriculture, energy sources, and environmental concerns, such as global warming. A simple letter-figure index completes the atlas. Available in both Hardback and Paperback editions.
Philip's RGS Junior School Atlas (Philip's World Atlas #28)
by Philip's MapsThe 12th edition of the market-leading atlas for primary school pupils, Philip's RGS Junior School Atlas has been fully revised and updated with all the latest facts and curriculum requirements.- The essential atlas for primary schools with clear and easy-to-follow maps and diagrams - updated for 2024/2025- Published in association with the Royal Geographical Society- Recommended for Key Stage 2 of the National Curriculum - and all 7-11 year olds - An excellent introduction to mapping concepts such as scale, direction, symbols, longitude and latitude- 22-page Britain and Ireland section with clear thematic charts, diagrams and large-scale regional maps- 22-page section on The World, with political maps - and thematic treatment of key themes, from volcanoes and earthquakes to transport and tourism- Continents section with physical and political maps- Easy-to-follow map references and 1,000-place indexThe introductory section describes the meaning of scale, how to measure distances using the maps, and explains the symbols on the maps.The following section is devoted to the United Kingdom and Ireland. Thematic maps cover topics such as mountains and rivers, climate and weather, population and cities, farming and fishing, industry and energy, transport, tourism and conservation. The rest of the atlas is made up of world thematic maps and world continental maps. Included are topics such as the world's climate, vegetation, agriculture, energy sources, and environmental concerns, such as global warming. A simple letter-figure index completes the atlas. Available in both Hardback and Paperback editions.
The Philobiblon: A Treatise On The Love Of Books
by Richard De Bury"Will always hold an honorable place for bibliophiles." — The University of Chicago PressOne of the earliest treatises on the value of preserving neglected manuscripts, building a library, and book collecting, Richard De Bury's The Philobiblon was written in 1345 and circulated widely in manuscript form for over a century. The first printed edition appeared in Cologne in 1473, and several others soon followed as the invention of the printing press spread throughout the late Medieval world. The chapter titles of this legendary work reflect its nature, combining the author's love for and commitment to the importance of books and the knowledge they contain with thoughts on collecting them, lending them, teaching with them, and simply enjoying them: "That the Treasure of Wisdom is chiefly contained in books," "What we are to think of the price in the buying of books," "Who ought to be special lovers of books," and "Of the manner of lending all our books to students." The Prologue ends with the following thought: "And this treatise (divided into twenty chapters) will clear the love we have had for books from the charge of excess, will expound the purpose of our intense devotion, and will narrate more clearly than light all the circumstances of our undertaking. And because it principally treats of the love of books, we have chose after the fashion of the ancient Romans fondly to name it by a Greek word, Philobiblon."This volume offers modern bibliophiles a splendid edition of one of the first books ever to study, define, and, above all, praise their passion: the all-encompassing love of books.
The Philocalia
by Origen Of Alexandria George LewisThe Philocalia by Origen of Alexandria is a profound compilation of theological and exegetical insights from one of the most influential early Christian scholars. Compiled by Basil the Great and Gregory of Nazianzus in the 4th century, this work gathers essential excerpts from Origen’s extensive writings, presenting his thoughts on Scripture interpretation, theology, and the spiritual life in a concise and accessible format. Philocalia—meaning “love of the beautiful”—reflects Origen’s belief that the pursuit of truth and divine wisdom is an act of spiritual beauty.This collection covers a range of topics essential to early Christian thought, including the relationship between faith and reason, the nature of God, the interpretation of difficult scriptural passages, and the practice of spiritual discipline. Origen’s emphasis on allegorical and mystical readings of Scripture offers a unique window into how early Christian thinkers engaged with sacred texts, seeking deeper spiritual meaning beyond the literal words.The text also addresses central theological questions, such as the problem of evil, the purpose of suffering, and humanity’s role in the divine plan. Origen’s innovative ideas—many of which were later debated or contested—reveal his bold attempt to reconcile Greek philosophy with Christian doctrine, providing valuable insight into the intellectual currents shaping early Christianity.The Philocalia is a treasure for those interested in patristics, theology, and the history of biblical exegesis. Through the efforts of Basil and Gregory, this work preserves the essence of Origen’s thought, allowing readers to explore the intellectual and spiritual depth of a towering figure in early Christianity. Whether as a tool for study or personal reflection, The Philocalia invites believers to seek the beauty of divine truth and wisdom through a deeper engagement with Scripture and the life of the mind.
Philology: The Forgotten Origins of the Modern Humanities (The William G. Bowen Series #88)
by James TurnerA prehistory of today's humanities, from ancient Greece to the early twentieth centuryMany today do not recognize the word, but "philology" was for centuries nearly synonymous with humanistic intellectual life, encompassing not only the study of Greek and Roman literature and the Bible but also all other studies of language and literature, as well as history, culture, art, and more. In short, philology was the queen of the human sciences. How did it become little more than an archaic word?In Philology, the first history of Western humanistic learning as a connected whole ever published in English, James Turner tells the fascinating, forgotten story of how the study of languages and texts led to the modern humanities and the modern university. The humanities today face a crisis of relevance, if not of meaning and purpose. Understanding their common origins—and what they still share—has never been more urgent.
Philology and Global English Studies: Retracings
by Suman GuptaThis book retraces the formation of modern English Studies by departing from philological scholarship along two lines: in terms of institutional histories and in terms of the separation of literary criticism and linguistics.
Philology and the Appropriation of the World: Champollion’s Hieroglyphs (Socio-Historical Studies of the Social and Human Sciences)
by Markus MesslingThis book sheds new light on the work of Jean-François Champollion by uncovering a constellation of epistemological, political, and material conditions that made his decipherment of Egyptian hieroglyphs possible. Champollion’s success in understanding hieroglyphs, first published in his Lettre à M. Dacier in 1822, is emblematic for the triumphant achievements of comparative philology during the 19th Century. In its attempt to understand humanity as part of a grand history of progress, Champollion’s conception of ancient Egypt belongs to the universalistic aspirations of European modernity. Yet precisely because of its success, his project also reveals the costs it entailed: after examining and welcoming acquisitions for the emerging Egyptian collections in Europe, Champollion travelled to the Nile Valley in 1828/29, where he was shocked by the damage that had been done to its ancient cultural sites. The letter he wrote to the Egyptian viceroy Mehmet Ali Pasha in 1829 demands that excavations in Egypt be regulated, denounces European looting, and represents perhaps the first document to make a case for the international protection of cultural goods in the name of humanity.
Philology of the Flesh
by John T. HamiltonAs the Christian doctrine of Incarnation asserts, “the Word became Flesh.” Yet, while this metaphor is grounded in Christian tradition, its varied functions far exceed any purely theological import. It speaks to the nature of God just as much as to the nature of language. In Philology of the Flesh, John T. Hamilton explores writing and reading practices that engage this notion in a range of poetic enterprises and theoretical reflections. By pressing the notion of philology as “love” (philia) for the “word” (logos), Hamilton’s readings investigate the breadth, depth, and limits of verbal styles that are irreducible to mere information. While a philologist of the body might understand words as corporeal vessels of core meaning, the philologist of the flesh, by focusing on the carnal qualities of language, resists taking words as mere containers. By examining a series of intellectual episodes—from the fifteenth-century Humanism of Lorenzo Valla to the poetry of Emily Dickinson, from Immanuel Kant and Johann Georg Hamann to Friedrich Nietzsche, Franz Kafka, and Paul Celan—Philology of the Flesh considers the far-reaching ramifications of the incarnational metaphor, insisting on the inseparability of form and content, an insistence that allows us to rethink our relation to the concrete languages in which we think and live.
Philosophers as Educational Reformers (International Library of the Philosophy of Education Volume 10): The Influence of Idealism on British Educational Thought
by Peter Gordon John WhiteThis volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today.
Philosophers in the Classroom: Essays on Teaching
by Steven M. Cahn Alexandra Bradner Andrew P. MillsIn these essays, 24 of our most celebrated professors of philosophy address the problem of how to teach philosophy today: how to make philosophy interesting and relevant; how to bring classic texts to life; how to serve all students; and how to align philosophy with more "practical" pursuits. Selected and introduced by three leaders in the world of philosophical education, the insights contained in this inspiring collection illuminate the challenges and possibilities of teaching the academy’s oldest discipline.
Philosophers on the University: Reconsidering Higher Education (Debating Higher Education: Philosophical Perspectives #2)
by Ronald Barnett Amanda FulfordThis book shows the significance of the thinking of philosophers (and other key thinkers) in understanding the university and higher education. Through those explorations, it widens and substantially adds to the emerging philosophy of higher education. It builds on the historical literature on the idea of the university, and provides higher education scholars with highly accessible introductions to the thinking of key philosophers and thinkers, alerting them to a set of literature that otherwise might not be encountered. Until very recently, most of the debate on higher education – both in the public domain and in the scholarly literature – has been conducted with little regard to the philosophical literature. This is odd for two reasons. Firstly, much of the historical literature on the idea of the university – over the past two hundred years – has been written by philosophers and their thinking has largely gone unmined. Second, and perhaps even more importantly, many of the issues in the higher education debate are either philosophical in their nature, or require reflective thinking, and there lies to hand huge resources in the philosophical literature that can help in working through those issues. Issues such as what is to count as knowledge (in the university), wisdom, voice, democracy, culture, what it is to ‘be’ a student or academic, academic freedom, communication, work and disciplinarity cry out for the kind of insights that the philosophical literature – very broadly understood – can offer. This book attempts precisely to do this, to show how the work of key thinkers can help in deepening the higher education debate. Each chapter focuses on an individual thinker, giving both an insight into the thinker in question and accessibly drawing out something of their thinking and showing its significance in understanding the university and higher education. The editors provide a full-length introduction that marks out this large territory and prepares the ground for the reader.The book impressively builds a rich meshwork of careful and thorough thinking around the university and higher education by way of introducing 14 important philosophers on timely subjects such as culture and the university, higher education and democracy, and the role of the university. The volume is a great contribution to the important task of deepening the debate about higher education and the university, through introducing important philosophers in ways that might help the university and higher education work through some of the issues and challenges that it is currently facing. As such, this book is essential reading for anyone wanting to wander and wonder deeper into the core purposes and possibilities of higher education in the good companionship of outstanding thinkers and distinguished academics on these matters. A playground for philosophical thought and adventure.Rikke Toft Nørgård, Associate Professor, Aarhus University, Denmark'This book is an excellent introduction to a wide range of famous thinkers and what they have to say about the university and higher education today. It goes beyond the contemporary preoccupation with metrics, based on managerialism, and takes a much needed philosophical look at what higher education should be, or should aspire to be.'Assoc. Prof. Stephen Loftus, Foundational Medical Studies, Oakland University William Beaumont School of Medicine, USA
Philosophical Adventures in African Higher Education: Cultivating Doctoral Encounters within Democratic Citizenship Education (Routledge Research in Higher Education)
by Yusef WaghidThis seminal volume delves into some of the doctoral research and pedagogical experiences within an African higher education context, making a case for the transformative potential of education and the integration of African indigenous philosophies into global educational practices.Through a collection of vivid narratives, the book situates philosophy of higher education by embodying the doctoral researcher and their initiation into academic life, revealing how doctoral pursuits in African higher education are not simply academic endeavours but deeply philosophical adventures that challenge, critique, and reimagine the role of education in society. Chapters advocate for a dynamic educational system that, rooted in African philosophies, nurtures democratic citizenship, embraces critical engagement, and fosters social justice. A call to action for researchers, students, and policy makers alike to view doctoral research as a powerful catalyst for change, the book offers fresh perspectives on addressing the continent's unique challenges, contributing to a more just and inclusive world.Ultimately considering the potential of academic research to shape the future of societies, both within Africa and globally, the book will appeal to researchers, academics and postgraduate students involved with the philosophy of education, higher education, and citizenship education, as well as these areas in African contexts specifically.
Philosophical Analysis and Education (International Library of the Philosophy of Education Volume 1)
by Reginald D. ArchambaultWhen originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation of central issues in educaton. The essays are grouped into four major sections: The Nature and Function of Educational Theory; The Context of Educational Discussion; Conceptions of Teaching; and The Essence of Education. The concepts dealt with are of the first importance to any practical or theoretical discussion in education and the editor provides a generous introduction to the essays to aid the reader in his analysis of the issues.
Philosophical and Cultural Values: Ethics in Schools
by George Crawford Janice NicklausThe principal's value system should guide every decision that is made in the school. This book shows that the ways in which school leaders influence student achievement are guided by their philosophical and cultural beliefs and their value systems.
A Philosophical Approach to Perceptions of Academic Writing Practices in Higher Education: Through a Glass Darkly (Routledge Research in Higher Education)
by Amanda FrenchThis book takes a philosophical approach to the question ‘what is academic writing?’ and specifically explores the question of how academic writing and writing development can be better understood and developed by lecturers in higher education. It examines how a number of interconnected and interdisciplinary political, linguistic, discursive, ontological and epistemological frameworks can be used to inform a ‘post-qualitative’ approach for research into higher education academic writing practices, employing a Bourdusian/ Deluzean inspired approach. Using lecturers’ own perceptions and experiences of academic writing, and treating them as part of a ‘professional academic writing in higher education habitus’, the book illustrates and analyses a number of ideas and concepts through a broadly post-qualitative paradigm. It also offers a number of innovative academic writing and writing development practices. Offering an in-depth discussion into how lecturers might better negotiate academic writing practices and use their own academic writing experiences to develop students’ writing, this book will be highly relevant to academics, scholars and post-graduate students working in higher education.
Philosophical Discussion in Moral Education: The Community of Ethical Inquiry (Routledge International Studies in the Philosophy of Education #Vol. 12)
by Tim SprodIn recent years there has been an increase in the number of calls for moral education to receive greater public attention. In our pluralist society, however, it is difficult to find agreement on what exactly moral education requires. Philosophical Discussion in Moral Education develops a detailed philosophical defence of the claim that teachers should engage students in ethical discussions to promote moral competence and strengthen moral character. Paying particular attention to the teacher's role, this book highlights the justification for, and methods of, creating a classroom community of ethical inquiry.
Philosophical Education Beyond the Classroom
by Markus TiedemannDidactics of philosophy and ethics demands problem based orientation and relevance for real life experiences. However, excursions, extracurricular places of learning or 'outdoor education' have hardly been taken into account. A systematic exploration of possible cooperations, synergy effects or incompatibilities has not yet been carried out. The present volume attempts to close this gap and to create an initial basis for further research, testing and discussion. It is intended to make a contribution to teacher training at universities and study seminars as well as to exploratory research in subject didactics.
Philosophical, Educational, and Moral Openings in Doctoral Pursuits and Supervision: Promoting the Values of Wonder, Wander, and Whisper in African Higher Education (Routledge Research in Higher Education)
by Yusef WaghidThis timely volume conceptualises and applies the philosophical notions of wonder, wander, and whisper, serving as evaluative paradigms for objective assessment of quality doctoral research work and supervision in South African higher education. Written by one of the foremost academics in the field, the book combines the normative philosophical, educational, and moral notions of wonder, wander, and whisper with academic life and studies, focusing on doctoral work and supervision not just as cognitive or scientific processes, but also as existential, ethical, and political shaping of the self. By reflecting on three decades of doctoral supervision, the author gives an account of how his students have been initiated into moral discourses of democratic citizenship education and the intellectual adventures they have embarked upon through scholarly texts. The book also presents itself as a decolonial venture that repositions and resituates doctoral education in resistance to the hegemony of colonisation, inhumanity, inequality, unfreedom, and injustice in Southern Africa. Ultimately arguing for the relevance of wonder, wander, and whisper in academic culture, the book will appeal to scholars, researchers, and postgraduates in the fields of higher education, philosophy of education, and sociology of education as well as African education and doctoral studies more broadly.
Philosophical Foundations for the Curriculum (Routledge Library Editions: Philosophy of Education #3)
by Allen BrentIn this book, first published in 1978, Allen Brent sets out to explore some of the questions raised by theorists and philosophers regarding curriculum. He starts by investigating whether all knowledge is the product of social conditions of particular times or places, or whether there is some kind of universal framework implicit in the claims to knowledge which men make. He looks at the work of Plato, Newman, Freire and Hirt and how, each of them in a strikingly different way, they have tried to give us an objective basis for curriculum judgements and how the validity of that basis is attacked by contemporary sociologists of knowledge. This book is aimed primarily at students who are concentrating on the philosophy of education or curriculum theory.
Philosophical Foundations of Education: Lessons for India
by Siddheshwar Rameshwar BhattThis book provides a philosophical foundation to the theory and practice of education from the Indian perspective. It is guided by an 'axionoetic' approach to education and therefore it deals with the epistemological foundation and value orientation of education. The author discusses the ontological, epistemological, logical, ethical and axiological bases of education in a holistic and integrated manner. The author maintains that education is a planned, methodical and purposive enhancement of human potentialities as a natural development. This presupposes correct and adequate formulation of the objectives and goals of education as per the needs and aspirations of pupils. Education also equips individuals for a good quality of life. Keeping in view the applied dimension of philosophy, this book analyses practical issues of moral education like character building value-negativism in the context of education. It also deals with issues concerning peace, sustainable development, sustainable judicious consumption etc. which should have a bearing on educational policies and programmes.
Philosophical, Ideological, and Theoretical Perspectives on Education
by Gerald L. GutekGerald Gutek's Philosophical, Ideological, and Theoretical Perspectives on Education uses a systems approach to help readers examine the major schools of philosophy of education; consider the relationship of education to major ideologies including Nationalism, Liberalism, Conservatism, and Marxism; and analyze the impact of philosophy and ideology on educational theory and practice through the theories of Essentialism, Perennialism, Social Reconstruction, and Critical Theory. The concepts are made clear through the book's helpful chapter organization, which includes definitions of terms; historical contributors and antecedents; a general discussion of the particular philosophy, ideology, or theory; and relationship and application to education, especially to schools, curriculum, instruction, and to teachers and students.
A Philosophical Inquiry into Subject English and Creative Writing (Literature and Education)
by Oli BelasWhile engaging with the current political-educational climate of England, this book offers a timely contribution to debates around questions of knowledge in relation to education and school-level English by drawing together theories of individual and disciplinary knowledge. The book provides a philosophical conception of knowledge – as fundamentally embodied at the level of the individual, and a matter of cultural form at the level of shared or "common" knowledge – and an analysis of the implications of this for schooled English. The research draws from various related fields including literary criticism, philosophy (of knowledge and of symbolic form), and phenomenology. The book rethinks general notions of knowledge and lays out the problems that exist within knowledge and language systems in education, especially secondary and university levels. This highly relevant and informative book offers an insightful resource for academics, researchers, and post-graduate students in the fields of education studies, educational policy and politics, philosophy of education, and literature studies.
Philosophical Inquiry with Children: The Development of an Inquiring Society in Australia
by Gilbert Burgh Simone ThorntonPhilosophy in schools in Australia dates back to the 1980s and is rooted in the Philosophy for Children curriculum and pedagogy. Seeing potential for educational change, Australian advocates were quick to develop new classroom resources and innovative programs that have proved influential in educational practice throughout Australia and internationally. Behind their contributions lie key philosophical and educational discussions and controversies which have shaped attempts to introduce philosophy in schools and embed it in state and national curricula. Drawing together a wide range of eminent scholars and practitioners in the field of educational philosophy, this anthology, the first of its kind, provides not only a historical narrative, but an opportunity to reflect on the insights and experiences of the authors that have made history. The collection is divided into three parts. The overarching theme of Part I is the early years of Philosophy for Children in Australia and how they informed the course that the ‘philosophy in schools movement’ would take. Part II focuses on the events and debates surrounding the development and production of new materials, including arguments for and against the suitability of the original Philosophy for Children curriculum. In Part III, key developments relating to teaching philosophy in schools are analysed. This collection of diverse views, critical appraisals, and different perspectives of historical currents is intended to stimulate thought-provoking questions about theory and practice, and to increase general awareness both nationally and internationally of the maturation of philosophy in schools in Australia. It is also intended to encourage readers to identify emerging ideas and develop strategies for their implementation.