The goals of the History and Philosophy of Education series are to produce scholarship of the highest quality and salience for important matters of educational policy and practice, to do this through sustained collaboration between philosophers and historians of education, and to make the results of this work widely accessible to students, practitioners, and policymakers in concise and engaging coauthored works. The unique fusion of historical and normative analysis makes each compact volume in this series an indispensable foundation for serious consideration of the vital issues they address.