The roles that foundations scholars can play in a university and in the wider world of practice continue to develop. A standard and needed role that many of us serve is in teaching the usually mandatory history and philosophy of education course to our undergraduates as our contribution to preservice teacher preparation. Some of us work closely with other colleagues, in other parts of the education college, or in areas such as American Studies, or the many departments of a university that sponsor teacher education, while others teach in schools, and advise school boards, education agencies, and national panels. In this issue of the Journal of Thought, you will find articles that delve into multiple topics that revolve around the varied roles taken by foundations scholars.
If there is any doubt that there is vitality among foundations scholars, it is dispelled by reading the articles in this issue. The area of teacher preparation is in need of more attention by foundations scholars, and there are examples here. Articles describe ways of affecting practice, such as Timothy D. Slekar and Leigh Ann Haefiier's essay about teaching history and science that shows how teacher educators teach reflectively and emphasize practice. The inquiry these scholars talk about is rigorous and a systematic consideration of evidence and data.
Careful consideration of teacher preparation is a valuable contribution that foundations scholars can make in their colleges and in the wider world of educational discourse. So is delving deeper into educational policy, and exposing paradoxes and tensions that may too easily be glossed over. John F. Covaleskie makes this a central claim of his essay, when he considers the paradoxical faith that we have in education. He explodes some of these myths, that education is both good for the individual and the economy. If it is good for the economy, then education should be praised when the economy is booming, but it is not. Education is generally ignored during those times, Covaleskie contends. He goes on to add that "the relationship between educational attainment and economic success is more apparent than real."
The paradoxical pushes boundaries, and causes us to question why a reality is the way it is, as in the hermeneutic religious philosophy of Richard Kearney. Douglas R. Davis asks us to consider Kearney's work in light of education. Kearney is an Irish thinker not as well known to educators as his mentors Charles Taylor...