•  42
    In recent decades education is increasingly perceived as an instrument for generating economic growth and enhancing production. Unexpectedly, however, many prominent economists, throughout history, have rejected this view of education. This article examines the grounds on which Tibor Scitovsky, who was one of the leading economists of twentieth century America, objected to the spread of production oriented education. The article begins by an historical overview of the relationship between econom…Read more
  •  37
    Rousseau, happiness, and the economic approach to education
    Educational Theory 62 (3): 267-285. 2012.
    Since the 1960s, the influence of economic thought on education has been steadily increasing. Taking Jean-Jacques Rousseau's educational thought as a point of departure, Tal Gilead critically inquires into the philosophical foundations of what can be termed the economic approach to education. Gilead's focus in this essay is on happiness and the role that education should play in promoting it. The first two parts of the essay provide an introduction to Rousseau's conception of happiness, followed…Read more
  •  37
    Education and the Logic of Economic Progress
    Journal of Philosophy of Education 46 (1): 113-131. 2012.
    Over the last few decades, the idea that education should function to promote economic progress has played a major role in shaping educational policy. So far, however, philosophers of education have shown relatively little interest in analysing this notion and its implications. The present article critically examines, from a philosophical perspective, the link between education and the currently prevailing understanding of economic progress, which is grounded in human capital theory. A number of…Read more
  •  31
    The idea that science teaching in schools should prepare the ground for society's future technical and scientific progress has played an important role in shaping modern education. This idea, however, was not always present. In this article, I examine how this idea first emerged in educational thought. Early in the 17th century, Francis Bacon asserted that the study of nature should serve to improve living conditions for all members of society. Although influential, Bacon's idea was not easily a…Read more
  •  30
    Countering the Vices: On the Neglected Side of Character Education
    Studies in Philosophy and Education 30 (3): 271-284. 2011.
    Following the rise of virtue and character education, educational philosophers have recently given much attention to questions relating to virtue and the good. This, however, has not been paralleled by a similar interest in vice and evil, which, in this context, are examined only rarely. In this article, I use the work of the American philosopher John Kekes as a backdrop for discussing the role coping with vice and evil should play in virtue and character education. I show how Kekes’ assumptions…Read more
  •  28
    Human Capital, Education and the Promotion of Social Cooperation: A Philosophical Critique
    Studies in Philosophy and Education 28 (6): 555-567. 2009.
    Although since the 1960s human capital theory has played a major role in guiding educational policy, philosophical issues that stem from this development have rarely been discussed. In this article, I critically examine how the idea that human capital should serve as a guide to educational policy making stands in relation to the role assigned to education in promoting social cooperation. I begin by exploring the conception of human conduct that underlies human capital theory. I then move to exam…Read more
  •  23
    Today, the influence of economic thought on educational theory is evident. It seems to weaken, however, the further we travel back in history. In this article, Tal Gilead examines the historical origins of this influence. He shows that it first emerged in French educational thought during the second half of the eighteenth century. Through analyzing a number of books on educational theory from this period, Gilead demonstrates the educational impact of two innovative economic ideas: first, the ide…Read more
  •  17
    Economics Imperialism and the Role of Educational Philosophy
    Educational Philosophy and Theory 47 (7): 715-733. 2015.
    To date, philosophers of education have shown relatively little interest in analyzing the theoretical basis in which the economics of education is grounded. The main argument of this article is that due to the changing nature of orthodox economic theory’s influence on education, a philosophical examination of its underpinnings is required. It is maintained that as a result of economics imperialism, namely the penetration of economic modes of thinking into new domains, educational philosophers ha…Read more
  •  15
    This article aims to problematise and shed some new light on the idea that moral education should be oriented toward constant progress. Looking to uncover the philosophical foundations of this idea, the article examines its first historical appearance and its initial historical development, which took place in eighteenth-century British and French educational thought. The article reveals that this idea grew out of an attempt to base morality and moral education on reason and human nature. It exp…Read more
  •  13
    Promoting Distributive Justice in Education and the Challenge of Unpredictability
    Studies in Philosophy and Education 38 (4): 439-451. 2019.
    This article examines how the existence of unpredictability should influence the quest to promote distributive justice in education. First, the article briefly discusses resource allocation in education finance policy and its relationships with existing philosophical theories of distributive justice. It then explains why unpredictability comes into play in education and how this endangers the achievements of distributive justice. It is argued that unpredictability poses a real challenge to enhan…Read more
  •  13
    Education and the Rationale of Cost–Benefit Analysis
    British Journal of Educational Studies 62 (4): 373-391. 2014.
  •  12
    By critically interrogating the methodological foundations of orthodox economic theory, Tal Gilead challenges the growing conviction in educational policymaking quarters that, being more scientific than other forms of educational investigation, inquiries grounded in orthodox economics should provide the basis for educational policymaking. He argues that the main methodological problem with accepting orthodox economic theory as a guide to educational policymaking is not, as commonly claimed, its …Read more
  •  8
    Intrinsic Goods and Distributive Justice in Education
    with Christopher Martin
    Educational Theory 69 (5): 543-557. 2019.
  •  6
    Adaptability and its discontents: 21st-century skills and the preparation for an unpredictable future
    with Gideon Dishon
    British Journal of Educational Studies 69 (4): 393-413. 2021.