Tal Gilead
I am an associate professor at the Seymour Fox School of education ,Hebrew University of Jerusalem. I work in the fields of educational philosophy, educational policy and the history of educational ideas. Prior to arriving at the Hebrew University, I earned a PhD at the Institute of Education – University of London (awarded in 2006). In the academic year 2016-2017 I was a visiting scholar at Teachers College, Columbia University in the philosophy and education program.
My current research examines the normative implication of adopting complexity theory in education. I am specifically interested in how it affects conception of distributive justice.
Another area I am interested in is the link between economic theory and educational thought. My research aims to analyze the relationship between the two and highlight its various consequences from a philosophical point of view. In a previous research project, which was sponsored by the Spencer Foundation, I examined from a philosophical perspective the use of economic tools, such as cost benefit analysis and production functions, in educational settings. My PhD and post-doc reserach has focused on eighteenth-century educational ideas and the genesis of modern educational thought. I am still highly interested in this topic and have recently edited a book on the Enlightenment educational ideas. In my writings I have also dealt with some aspects of moral education.
I have also engaged in policy related projects. I was part of a committee that advised the Israeli ministry of education on curricular reforms. I also took part in MGIEP-UNESCO the International and Science and Evidence Based Education Assessment as a co-chair of working group 1.
My current research examines the normative implication of adopting complexity theory in education. I am specifically interested in how it affects conception of distributive justice.
Another area I am interested in is the link between economic theory and educational thought. My research aims to analyze the relationship between the two and highlight its various consequences from a philosophical point of view. In a previous research project, which was sponsored by the Spencer Foundation, I examined from a philosophical perspective the use of economic tools, such as cost benefit analysis and production functions, in educational settings. My PhD and post-doc reserach has focused on eighteenth-century educational ideas and the genesis of modern educational thought. I am still highly interested in this topic and have recently edited a book on the Enlightenment educational ideas. In my writings I have also dealt with some aspects of moral education.
I have also engaged in policy related projects. I was part of a committee that advised the Israeli ministry of education on curricular reforms. I also took part in MGIEP-UNESCO the International and Science and Evidence Based Education Assessment as a co-chair of working group 1.
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Papers by Tal Gilead
scrutinizing its theoretical underpinnings, this volume critiques the suitability of
the current, dominant economic framework for education and for shaping
educational policymaking worldwide.
Critically examining the history and philosophy that underpin our present societal
understanding of the link between economics and education, the book argues for
an urgent redefining of education’s role in the economy based on intellectual
foundations that significantly differ from our current, dominant conceptions.
Across seven chapters, the book posits that the adoption of a new philosophical
framework, the reshaping of economic and educational aims, and the adjustment
of our educational system are each necessary to better promote human
flourishing.
Ultimately providing a platform to entirely reconsider the idea that the primary
aim of education is to serve the economic system – in particular, economic growth
– this book will appeal to scholars, researchers, and postgraduate students
studying educational policy, the philosophy of education, and the history of
education more broadly. Education policymakers and academics studying
education and the economy may also find this book of interest.