What are the aims of education? What role can education play in responding to the climate crisis, or to the mental health crisis among young people today? Are educators responsible for teaching students how to build healthy relationships? How can we understand decolonial approaches to teaching and learning, or begin to conceive of educational justice -- particularly after the Covid-19 pandemic?
The Future of Education explores these questions among others, bringing together leading international scholars in the philosophy of education to address some of the most pressing issues facing contemporary teaching and learning. In this robust and timely volume, contributors draw upon recent research across several fields -- including philosophy, education, and the social sciences -- to address and raise important inquiries concerning the aims, responsibilities, and future of education.
Drawing out the significant implications for educators and policymakers, this unprecedented collection explores character education, the role of student well-being in education and how to most effectively improve it, art's role in countering extremist narratives, and the necessity of student mentorship by university teachers as an important pathway to improving the future of education.
In this timely and comprehensive exploration of modern-day education, leading international scholars explore the role of teaching and learning in society's ever-changing cultural and political landscape. Drawing on critical research in philosophy and the social sciences, The Future of Education answers pressing philosophical questions concerning education today.
Chapter 1 - Catherine Z. Elgin: Fostering Flourishing
Chapter 2 - Emily
Robertson: Epistemic Aims of Education: Epistemic Autonomy or Epistemic
Responsibility?
Chapter 3 - Matthew T. Lee & William G. Pearson, Jr.: Love as the Essence of
Flourishing: Educational Experiments with the Subjunctive Mood
Chapter 4 - Jonathan Beale: What Role Should Human Flourishing Play Among
Education's Aims?
Chapter 5 - Judith Suissa: Education, Schooling, and the Logic of Aims
Chapter 6 - Harvey Siegel: Education's Aims
Chapter 7 - Michael Hand: Against Flourishing as an Educational Aim
Chapter 8 - Laura D'Olimpio: Education Against Extremism
Chapter 9 - Harry
Brighouse: The Mentoring Responsibilities of University Teachers
Chapter 10 - Emma Williams: Education Without Cure: Responding to Mental
Health in Schools
Chapter 11 - Christina Easton: Forming an Orderly Queue:
Remedying Educational Inequality in the Post-Covid World
Chapter 12 - Andrée-Anne Cormier: Intimate Justice: A Liberal Case for
Mandatory Relationships Education
Chapter 13 - Jane Gatley: Decolonising the School Curriculum and the
Epistemic Aims of Education
Chapter 14 - David Johnson: Eyes Right! Global Uncertainty, Populism, and the
Tussle for the Future of Education
Chapter 15 - Paul Standish: Education and the New Social Contract
Chapter 16
- Winston C. Thompson: Beyond Distribution: Future Considerations of
Educational Justice
Chapter 17 - Christian B. Miller: Fostering Honesty: A
Case Study in Defending and Implementing Character
Chapter 18 - Adrian Skilbeck: Climate, Crisis and the Future of Education
Jonathan Beale is a Research Affiliate at the Human Flourishing Program at the Institute for Quantitative Social Science at Harvard University. He has previously held positions as Academic Visitor at St Antony's College, University of Oxford, Researcher-in-Residence at Eton College, and Fellow in Philosophy at Harvard. He has published articles on philosophy and education in leading academic journals and media outlets including the New York Times, and is co-editor of four books.
Christina Easton is Assistant Professor in Ethics of Non-Violence at the University of Birmingham, and previously was a British Academy Postdoctoral Fellow at the University of Warwick. Her work has been published in journals including Philosophy, American Political Science Review, Theory and Research in Education, the Journal of Philosophy of Education, and the Journal of Applied Philosophy. Her monograph Teaching Values Whilst Respecting Difference will be published by Bloomsbury in 2026.
She co-authored Critical Religious Education in Practice (Routledge, 2019), a book widely used by teachers of religious education. Before going into academic research, Christina taught philosophy and religious studies at secondary schools for eight years.
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