Philosophy of Education in the Borderlands/Busy Intersections: Hybrid Identities for Academics and Educational Practitioners

• In Event: Moscone Center North Roundtable Session 16
  In Roundtable Session: Empirically Engaged Philosophy of Education: Examining the Relationships Between Philosophy and Educational Research

Abstract

This paper contributes to the scholarly question of the relationship of philosophy to education that emerged several decades ago and has continued recently (Arcilla, 2002; Arcilla, 2014; Mayo, 2011; Siegel, 1983; Soltis, 1983). We relate our experiences as faculty members attempting to engage educational practitioners in philosophical inquiry and refer to data gathered as part of an initiative to teach ethics in the K-12 classroom. This discussion is used to critique what we term an “apartheid of knowledge” set up by scholars that argue for a pure philosophy of education, free from concerns of educational practice. Our conclusions advocate a hybrid identity for philosophy of education located in “borderlands” and “busy intersections” of philosophy and educational practice.

Authors

• Austin J. Pickup, Aurora University

• Jessica Heybach, Aurora University