9780415559461 Education Phylosophy by Routledge

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Philosophy

of Education

International Library of the

Philosophy of Education24-Volume Set

Various

International Library of the Philosophy of Education reprints twenty-four distinguished texts published in this field over the last half-century andincludes works by authors such as Reginald D. Archambault, Charles Bailey,Robin Barrow, Norman J. Bull, D. E. Cooper, R. F. Dearden, Kieran Egan, D. W.Hamlyn, Paul H. Hirst, Glenn Langford, D. J. O’Connor, T. W. Moore, D. A.Nyberg, R. W. K. Paterson, R. S. Peters, Kenneth A Strike, I. A. Snook, John and

Patricia White, and John Wilson. Themes discussed include: Liberal education,moral education, the aims of education, the education of teachers, adult &continuing education and the philosophical analysis of education.

December 2009: 234x156: 15,884ppHb: 978-0-415-55946-1: £1,500.00 US $2,631.00Special Introductory price: £1,250.00 US $2,175.00

Special introductory price! See Inside for det ails



Philosophical Analysis and Education(International Library of the Philosophy of Education

Volume 1)

Edited by Reg inald Ar chambault

’Eminently readable...there is a scintillation of new ideas that repels

dullness.’ - British Journal of Educational Studies.

When originally published in 1965 this book reflected some of the newthinking among philosophers regarding the role of the discipline in itsinvestigation of central issues in educaton. The essays are grouped into four major sections: The Nature and Function of Educational Theory; The Context of Educational Discussion; Conceptions of Teaching; and The Essence of Education. The concepts dealt with are of the first importance to any practicalor theoretical discussion in education and the editor provides a generousintroduction to the essays to aid the reader in his analysis of the issues.

Selected Contents: Introduction Reginald D. Archambault . Philosophy and the Theory and Practice of Education L. Arnaud Reid. Common Confusions inEducational Theory Edward Best . What is an Educational Situation? Leslie R.Perry . Education as Initiation R. S. Peters. Liberal Education and the Nature of Knowledge Paul H. Hirst . Teaching Philosophy now J. P. Corbett . Two types of

Teaching John Wilson. Instruction and Indoctrination R. F. Atkinson. A Deduction of Universities A. Phillips Griffiths.

December 2009: 216x138: 230pp

Hb: 978-0-415-56269-0

Beyond the Present and the Particular (International Library of the Philosophy of Education

Volume 2)

Charles H. Bailey

Charles Bailey advances a modern characterization and justification of liberaleducation and defends such a view of liberal education against contemporary challenges. The book will be of special value to those guiding educationalpolicy, designing curricula and reflecting on their own teaching practice. Anintroductory part of the book describes the need for justification and thespecial nature of liberal education as compared with other characterizationsof education in utilitarian terms. The author offers a positive account of thecontent of liberal education, after a consideration and critique of the work of Paul Hirst, Philip Phenix and John White and follows this with an account of teacher strategy, attitude and methodology appropriate to liberal education. The final part of the book describes contemporary trends and challenges tothe idea of liberal education and shows how they fail to provide a coherent alternative to liberal education as a basis for universal compulsory education.

Selected Contents: 1. Introduction - Theory and Education Part 1: Justificationof Liberal Education 2. Education and its Justification 3. Types of Education.4. The Justification of Liberal Education Part 2: Content and Method 5. SomePreliminary Ideas 6. Three Accounts Considered 7. The Content of a LiberalEducation 8. The Methods of a Liberal Education Part 3: Challenges to LiberalEducation 9. The Challenge of Economic Utility 10. The Challenge of Relativism, Ideology and the State 11. Teachers, Assessment and Accountability

December 2009: 216x138: 272pp

Hb: 978-0-415-56381-9

Plato, Utilitarianism and Education(International Library of the Philosophy of Education

Volume 3)

Robin Bar row , Simon Fraser University, British Columbia, Canada

Three lines of argument are central to this book: that Plato’s views asexpounded in the Republic indicate that he was a utilitarian; that utilitarianismis the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. Theauthor assesses the nature of recent Platonic criticism and provides a criticalsummary of the Republic. He expounds and defends utilitarianismn andexamines in greater depth the consequences for education of accepting autilitarian position, showing how, for example, from this standpoint such key terms in educational debate as ’autonomy’ and ’self-development’ must bereassessed as educational objectives.

Selected Contents: 1. Introduction 2. What the Republic Actually Says.3. Preliminary Problems 4. What is Happiness? 5. The Pursuit of Happiness.6. Freedom 7. Equality 8. Education

December 2009: 216x138: 224pp

Hb: 978-0-415-56250-8

Moral Education(International Library of the Philosophy of Education

Volume 4)

Nor man J. Bull

A companion volume to Moral Judgement from Childhood to Adolescencespecially written for teachers and students of education. This volume includesanalysis of the broad stages in the developmental pattern; of the key variablesthat must shape it, and of their function in moral judgement; and of theprinciples that must lie behind a moral education that has autonomy as itsgoal. The book concludes with practical proposals for a sequential pattern of

moral learning, and the methods of approach appropriate to it.Selected Contents: Part One: Stages of Development 1. Morality 2. Pre-Morality 3. External Morality 4. External-Internal Morality. 5. InternalMorality Part Two: Factors in Development 6. Intelligence 7. Sex Differences8. Religion 9. Home Environment Part Three: Developmental MoralEducation 10. Principles of Moral Education 11. Direct Moral Education12. Childhood 13. The Middle Years 14. Adolescence

December 2009: 216x138: 194pp

Hb: 978-0-415-56272-0

Moral Judgement from Childhood to Adolescence(International Library of the Philosophy of Education

Volume 5)

Norman J. Bull

Originally published in 1969 this book analyzes the development of moraljudgement in children and adolescents. Interviews were held with 360children aged 7 to 17, with equal numbers of either sex. Original visualdevices were planned to elicit judgements in moral areas known to be of universal significance, such as the value of life, cheating, stealing and lying. Inaddition, analyses of concepts of reciprocity, of the development of conscienceand of specificity in moral judgement were derived from the tests. The book includes a critical survey of previous work in this field and places the researchin its wider philosophical, psychological and sociological context.

Selected Contents: 1. The Study of Moral Judgement 2. The Patterns of Development 3. The Research Project 4. The Value of Life 5. Reciprocity andConscience 6. Cheating 7. Stealing 8. Lying 9. Specificity and Generality inLying 10. Written Tests 11. Statistical Analysis

December 2009: 216x138: 320pp

Hb: 978-0-415-56274-4

International Library of the Philosophy o



Education, Values and Mind(International Library of the Philosophy of Education

Volume 6)

Dav id Cooper , University of Durham, UK

R. S. Peters has not only been the major philosopher of education in Britainduring the second half of the twentieth century, but by common consent, hehas transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topicsin which has inspired a new interest.

Selected Contents: 1. Richard Peters’ Contribution to the Philosophy of Education P. H. Hirst 2. Richard Peters: A Philosopher in the Older Style R. K.Elliott 3. Education, Training and the Preparation of Teachers R. F. Dearden4. Education and Rationality Anthony O’Hear 5. Personal Authenticity andPublic Standards Michael Bonnett 6. Prudence and Respect for Persons: Petersand Kant Alan Montefiore 7. Education, Liberalism and Human Good John andPatricia White 8. The Education of the Emotions Mary Warnock 9. MotivationD. W. Hamlyn 10. Human Nature and Potential Israel Scheffler

December 2009: 216x138: 230pp

Hb: 978-0-415-56213-3

Illusions of Equality (International Library of the Philosophy of Education

Volume 7)

Dav id Cooper , University of Durham, UK

Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, andargues that these necessarily conflict with the ideal of educationalexcellence—in which conflict it is this ideal that must be preserved. He goeson to criticize the use of education as a tool for promoting wider socialequality, focusing especially on the muddles surrounding ’equal

opportunities’, ’social mix’ and ’reverse discrimination’. Further chapterscriticize the ’new egalitarianism’ favoured, on epistemological grounds, by various sociologists of knowledge in recent years and ’cultural egalitarianism’according to which standard criteria of educational value merely reflect parochial and economic interests.

Selected Contents: 1. Egalitarianism 2. Equality in Education 3. Education,Equality and Society

December 2009: 216x138: 190pp

Hb: 978-0-415-56171-6

Education and the Development of Reason(International Library of the Philosophy of Education

Volume 8)Edited by R. F. Dearden, Paul H. Hirst and R. S. Peters

This volume critically and constructively discusses philosophical questions which have particular bearing on the formulation of educational aims. Thebook is divided into three major parts: the first deals with the nature of education, and discusses the various general aims, such as ’mental health’,’socialization’ and ’creativity’ which have been thought to characterize it; thesecond section is concerned with the nature of reason and its relationship tofeeling, will and action; finally the development of different aspects of reasonin an educational context is considered.

December 2009: 216x138: 552pp

Hb: 978-0-415-56351-2

Educational Judgments(International Library of the Philosophy of Education

Volume 9)

Edited by James F. Doyle

The topics covered in this volume, originally published in 1973, include theneed for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moraleducation, and the processes of judging the merits of different approaches toaesthetic education. Two contributors present complementary analyses of therelations between freedom as a characteristic of institutions and the processof learning to be a free man. There is discussion of the neglected subject of rights and duties in education, with special emphasis on the question of auniversal right to education. The volume concludes with papers on therelevance of philosophy to the practical judgments of educators and toeducation as a field of study.

Selected Contents: Introduction: Philosophy and Educational JudgmentsPart 1 1. The Concept of Education Today William K. Frankena 2. Morality and

Autonomy in Education Alan Gewirth 3. Comments on Frankena’s ’TheConcept of Education Today’ Arnold S. Kaufman Part 2 4. On Avoiding Moral

Indoctrination Edmund L. Pincoffs 5. Indoctrination and Justification Kurt Baier Part 3 6. The Aesthetic Dimension of Education H. S. Broudy 7. The Aesthetic Dimension of Education: A Reply Part 4 8. Freedom and the Development of the Free Man R. S. Peters 9. The Idea of a Free Man Joel Feinberg Part 510. Rights and Duties in Education Frederick A. Olafson 11. Olafson on theRight to Education A. I. Melden Part 6 12. Philosophies-of and the CurriculumIsrael Scheffler 13. On Educational Relevance and Irrelevance Kingsley Price14. Analytic Philosophy of Education at the Crossroads Abraham Edel

December 2009: 216x138: 278pp

Hb: 978-0-415-56572-1

Philosophers as Educational Reformers(International Library of the Philosophy of Education

Volume 10)

Peter Gordon, University of London, UK and John White

This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today whenconsidering fundamental questions about the structure and objectives of theeducation system in England and Wales. Part 1 examines those ideas of theIdealists, especially T. H. Green, which had most bearing on the educationalreforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations inthe organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophicalidealism. Part 3 considers what relevance the philosophical and practicalideas of this interconnected group of reformers have to education today.

Selected Contents: Part 1: Philosophical Idealism and Education

1. Introduction 2. Nature, Man and God 3. Morality and Community 4. Society and the State 5. Education Part 2: The Work of the EducationalReformers 6. The Oxford Influence 7. Adult Education 8. Towards a NationalSystem of Education 9. Religion, Idealism and Education 10. Idealists asEducational Theorists 11. The Decline of Idealist Influence Part 3: The Idealist Legacy Today 12. Education and its Aims 13. The Realization of Educational

Aims 14. The Theory and Practice of Education

December 2009: 216x138: 330pp

Hb: 978-0-415-56474-8

Education

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Experience and the growth of understanding (International Library of the Philosophy of Education

Volume 11)

D. W. Hamly n This volume examines some of the arguments that have been put forward over the years to explain the way in which understanding is acquired. The author looks firstly at the empricist thesis of genesis without structure, and secondly at the opposing theory, represented by Chomsky, of structure without genesis.His greatest sympathy is with the theory of Piaget, who represents structure with genesis. He considers that Piaget’s account is flawed, however, by itsbiological model and by its failure to deal adequately with the problem of objectivity. The second part of the book contains chapters on language, thedifferences between early and later learning, and on teaching. The book provides a general understanding of the principles that make it possible, andthe differences between the ways in which they work at different stages.

Selected Contents: 1. Introduction 2. Genesis without Structure3. Structure without Genesis. 4. Genesis with Structure 5. Experience andUnderstanding: 1 Perception 6. Experience and Understanding: 2 Concepts andtheir Conditions 7. The Beginnings of Understanding 8. Language 9. Later Learning 10. Teaching and Learning 11. Conclusion

December 2009: 216x138: 174pp

Hb: 978-0-415-56490-8

Knowledge and the Curriculum(International Library of the Philosophy of Education

Volume 12)

Paul H. Hirst

The papers in this volume provide a coherent philosophical study of agroup of important and pressing educational issues such as the selection of objectives for less able children, the fundamental characteristics of teaching

and the integration of the curriculum. A thesis on the necessary differentiation of knowledge into logically distinct forms is outlined, and isdefended against recent philosophical criticisms. Its implications for curriculum planning are examined, with particular reference to the urgent problems of adeqately characterizing liberal education and those forms of moral and religious education that are appropriate in maintained schools.

Selected Contents: 1. Philosophy and Curriculum Planning 2. The Nature andStructure of Curriculum Objectives 3. Liberal Education and the Nature of Knowledge 4. Realms of Meaning and Forms of Knowledge 5. Language and

Thought 6. The Forms of Knowledge re-visited 7. What is Teaching?8. The Logical and Psychological Aspects of Teaching a Subject 9. CurriculumIntegration 10. Literature and the Fine Arts as a Unique Form of Knowledge11. The Two-cultures, Science and Moral Education 12. Morals, Religion and theMaintained School

December 2009: 216x138: 210pp

Hb: 978-0-415-56284-3

New Essays in the Philosophy of Education(International Library of the Philosophy of Education

Volume 13)

Edited by Glenn Langford and D. J. O’Connor

The contributors to this collection of essays offer a stimulating and variedrange of approaches to this developing area. The volume includes discussionson the concept of education and such related topics as indoctrination andthe nature and scope of the theory of education. Aspects of educationincluding the field of moral education, and issues which are reflectedprominently in the curricula of such subjects as Mathematics and Science inschools and colleges are considered.

December 2009: 216x138: 278pp

Hb: 978-0-415-56451-9

Philosophy of Education(International Library of the Philosophy of Education

Volume 14)

Terence W. Moore This volume provides an introduction to the philosophy of education, which will enable students meeting the subject for the first time to find their way among the many specialized volumes. It deals in a non-technical way withthe more important issues raised in a philosophical approach to education,and gives a clear idea of the scope of the subject. After discussing different theories of the aims of education, whether mechanistic or organic, the author addresses practical issues — for example, about the curriculum, thedistinction between education and indoctrination, the role of authority anddiscipline, and the place of religious and moral teaching. Finally he deals with some important aspects of education and the influence of different political structures on the philosophy of education.

Selected Contents: 1. Philosophy and the Philosophy of Education 2. General Theory of Education 3. Knowledge and the Curriculum 4. Teaching andEducating 5. Education, Morals and Religion 6. Social Philosophy of Education

December 2009: 216x138: 156pp

Hb: 978-0-415-56454-0


Routledge Library Editions



The Philosophy of Open Education(International Library of the Philosophy of Education

Volume 15)

Edited by Dav id A. Nyberg

’Open’, ’informal’, and ’humanistic’ are words used to describe new styles of education which depart from ordinary or traditional education. Too often,however, these adjectives are used in a strongly polemical or self-justifying rather than analytical way. Often too, the grounds for accepting or rejecting open education are political or moral, instead of being based on aconsideration of the nature of open education and its strength and weaknesses. This collection of essays is central to the debate on openeducation, analyzing the important concepts in the field. The contributions,all written by authorities on the philosophy of education, deal with problemsof definition, knowledge, socialization, freedom, cultural perspective, andunique meanings and metaphors.

Selected Contents: Part 1: Problems of Definition 1. What’s ’Open’ about Open Education? Brian V. Hill 2. Open Education: An Expression in Search of aDefinition Don Tunnell 3. Open Education: Open to What? Kieran Egan4. Openness: The Pedagogic Atmosphere Donald Vandenberg Part 2: Problems

of Knowledge 5. That’s Just Einstein’s Opinion: The Atuocracy of Students’Reason in Open Education Hugh G. Petrie 6. Teaching as Making Sense of What is Known D. Bob Gowin Part 3: Problems of Socialization 7. Subjectivity andStandards in the Humanities R. S. Peters 8. Socialization, Social Models, andthe Open Education Movement: Some Philosophical Considerations Kathryn

Morgan 9. Open Education and Social Criticism Michael L. Simmons, Jr.10. Open Education: An Aspirin for the Plague Part 4: Problems of freedom11. Autonomy and Control: Toward a Theory of Legitimate Influence KennethStrike 12. Freedom and Desire in the Summerhill Philosophy of EducationLeonard J. Waks

December 2009: 216x138: 230pp

Hb: 978-0-415-56358-1

Values, Education and the Adult (International Library of the Philosophy of Education

Volume 16)

R. W. K. Paterson

In this study of the main conceptual and normative issues to which theeducation of the adult gives rise, the author demonstrates that these issues canbe understood and resolved only by coming to grips with some of the centraland most contentious questions in epistemology, philosophy of mind, ethics,and social philosophy. A salient feature of the book is its searching examination of the different types of value judgement by which alleducational discourse is permeated. The analysis of the nature and justificationof educational judgements forms the basis of an overall philosophy of adult education which should provide a much needed axiological framework for theguidance of practitioners in this growing area of educational concern.

Selected Contents: Part 1: The Concept of Adult Education 1. Adulthood and

Education 2. Liberal Adult Education and its Modes Part 2: EducationalObjectives 3. The Communication of Knowledge 4. The Advancement of Reason 5. The Moral Education of the Adult Part 3: Educational Processes6. Teaching and Learning 7. The Uses of Maturity Part 4: Adult Education andSociety 8. Concepts of Educational Justice 9. Education for Democracy

December 2009: 216x138: 316pp

Hb: 978-0-415-56359-8

The Concept of Education(International Library of the Philosophy of Education

Volume 17)

Edited by R. S. Peters

A series of public lectures given at the Institute of Education, University of London provides the nucleus around which this collection, originally published in 1967, is gathered. This collection provides comprehensivecoverage of a complex theme which will be of interest to those involved inthe fields of philosophy and education alike. Topics covered include: thelogical and psychological aspects of learning, the concept of play, rule androutines, teaching and training, philosophical models of teaching.

Selected Contents: 1. What is an Educational Process? R. S. Peters 2. TheLogical and Psychological Aspects of Learning D. W. Hamlyn 3. The Logicaland Psychological Aspects of Teaching a Subject Paul H. Hirst 4. Conditioning and Learning G. Vesey 5. The Concept of play R. F. Dearden 6. Rules andRoutines Max Black 6. Teaching and Training Gilbert Ryle 8. PhilosophicalModels of Teaching Israel Scheffler 9. Instruction and Learning by Discovery R. F .Dearden 10. Learning and Teaching Michael Oakeshott 11. Indoctrination

J. P. White 12. On Teaching to be Critical John Passmore

December 2009: 216x138: 234ppHb: 978-0-415-56253-9

Education and the Education of Teachers(International Library of the Philosophy of Education

Volume 18)

R. S. Peters

This collection of important and significant papers examines a wide range of issues. One of the author’s main concerns is to clarify the meaning of ’education’ and ’quality in education’—a phrase often used in public debatebut seldom scrutinized. Long-standing ambiguities latent in the concept of ’liberal education’ are also exposed, and Herbert Spencer’s question ’What knowledge is of most worth?’, vital in the light of the recent vast

development of knowledge, is considered. The first section of the collectionclarifies different aspects of the concept of education and reflects upon thedifficulties and dilemmas facing teachers who strive to educate their pupils asdistinct from just preparing them for examinations. This section concludes with a constructive re-examination of Plato’s conception of education with a view to seeing what is acceptable in it instead of just concentrating on what ismanifestly unacceptable. The second section is concerned with the role of edcuational theory in the education of teachers.

Selected Contents: Part 1: Education 1. Education and the Educated Man2. The Meaning of Quality in Education 3. Ambiguities in Liberal Educationand the Problem of its Content 4. Dilemmas in Library Education5. The Justification of Education 6. Was Plato Nearly Right about Education?Part 2: The Education of Teachers 7. The Place of Philosophy in the Training of Teachers 8. ’Education’ as a Specific Preparation for Teaching 9. Education asan Academic Discipline 10. The Role and Responsibilities of the University in

Teacher Education

December 2009: 234x156: 210pp

Hb: 978-0-415-56251-5

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John Dewey Reconsidered(International Library of the Philosophy of Education

Volume 19)

Edited by R. S. Peters

John Dewey was one of the most influential American philosophers of histime and also one of the most prolific, with about forty books and 700 articlesto his credit. When this book was originally published in 1977, Dewey’s work, with the exception of his important contributions to the philosophy of education, had suffered an unwarranted scholarly neglect and remained littleknown outside the USA. This present volume helped redress this balance.

Selected Contents: 1. Inquiry, Thought and Action: John Dewey’s Theory of Knowledge Anthony Quinton 2. Language and Experience Jerome Bruner, EileenCaudill and Anat Ninio 3. Dewey’s Theory of Interest Alan R. White 4. The Self in Action Martin Hollis 5. Democracy and Education Antony Flew 6. JohnDewey’s Philosophy of Education R. S .Peters

December 2009: 216x138: 138pp

Hb: 978-0-415-56252-2

Concepts of Indoctrination(International Library of the Philosophy of Education

Volume 20)

Edited by Ivan A. Snook

Indoctrination is an important concept in educational philosophy. It bearson many areas of study, including ethics, epistemology and philosophy of science, and opens up new paths of investigation into such questions asclassroom method and the rights of parents and their children. This book brings together a number of key articles which discuss indoctrination inrelation to aspects of religion and morals, dotrines and moral responsibility. This volume combines both American and English interpretations of a crucialidea in the philosophy of education and helps bridge the gap between theteaching of the subject in the USA and the UK.

Selected Contents: 1. The Evolution of the Concept Richard H. Gatchel2. Indoctrination and Rationality John Wilson 3. Indoctrination and BeliefsThomas F. Green 4. Indoctrination and Respect for Persons William HeardKilpatrick 5. Indoctrination and Moral Education R. F. Atkinson6. Indoctrination and Doctrines Antony Flew 7. Indoctrination anddemocratic method Willis Moore 8. Indoctrination and Freedom John Wilson9. Indoctrination and Religion Antony Flew 10. Indoctrination and Intentions

J. P. White 11. Indoctrination and Mis-education Brian S. Crittenden12. Indoctrination and Moral Responsibility I. A. Snook 13. Indoctrination:Inculcating Doctrines I. M. M. Gregory and R. G .Woods 14. Indoctrination

without Doctrines? J. P .White

December 2009: 216x138: 240pp

Hb: 978-0-415-56352-9

Ethics and Educational Policy (International Library of the Philosophy of Education

Volume 21)

Edited by Kenneth A. Strike and Kieran Egan

This is a philosophical treatment of the conceptual and normative aspects of topics which are currently a matter of policy debate in education. The authorshave focused on such concepts as liberty, autonomy, equality and pluralism,and have provided a philosophical commentary which relates these conceptsboth to a background of philosophical literature, and to the institutionalcontexts and policy debates in which they function. The book will be of significance to all policy makers who need to gain an understanding of the values and concepts involved in major policy problems.

Selected Contents: Part 1: Liberality and the University 1. Ambiguities inLiberal Education an the Problem of its Content. 2. Liberality, Neutrality andthe Modern University. 3. Student Academic Freedom and the Changing Student/University Relationships Part 2: Students’ Rights 4. From Childhoodto Adulthood: Assigning Rights and Responsibilities 5. Compulsory Education:

A Moral Critique Part 3: Autonomy, Freedom and Schooling 6. Autonomy asan Aim of Education 7. Ambiguity and Constraint in the ’Freedom’ of FreeSchools Part 4: Equality and Pluralism 8. Cultural Diversity and Education

9. Equality of Educational Opportunity Part 5: Technology and Work10. Technology and Educational Values 11. Career Education and thePathologies of Work

December 2009: 216x138: 240pp

Hb: 978-0-415-56415-1

The Aims of Education Restated(International Library of the Philosophy of Education

Volume 22)

John White

John White’s study is the most substantial work on what the aims of educationshould be since Whitehead’s Aims of Education of 1929. It draws on material

not only from schools and colleges, but also from the broader educative or miseducative nature of the ’ethos’ of society and some of its major institutions.Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into anarticulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the questionof what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involvedin educational institutions, head teachers and their staff.

Selected Contents: 1. Introduction 2. Intrinsic Aims 3. The Good of the Pupil4. The Good of Society (1): Economic, Moral and Pupil-centred Aims 5. TheGood of Society (2): Moral Aims in their Economic and Political Aspects 6. TheEducated Man 7. The Realisation of Aims

December 2009: 216x138: 188pp

Hb: 978-0-415-56255-3


Routledge Library Editions



Beyond Domination(International Library of the Philosophy of Education

Volume 23)

Patricia White

This volume introduces a new conception of political education and newroles for headteachers and parents in the creation of a more democratic educational system. The book proposes curbing the power of teachers,including headteachers, stripping parents of their rights, and making politicaleducation the keystone of education. It considers what kind of educationalstrategies would be appropriate to help move a society like our own towardsgreater democracy, in the light of a co-ordinated set of proposals about thedemocratic organization of political decision-making, and the development of democratic attitudes, notably fraternity. All this is underpinned by a radicalanalysis of basic democratic principles and assumptions, and a fundamentalcritique of the power-sharing machinery of such contemporary democratic societies as the UK and USA.

Selected Contents: 1. Democratic Principles and Basic Assumptions2. Realising Democratic Principles: Institutions and Attitudes 3. PoliticalEducation 4. Headteachers: A Changing Role 5. Parents’ Educational Rights

and Duties

December 2009: 216x138: 198pp

Hb: 978-0-415-56271-3

Preface to the Philosophy of Education(International Library of the Philosophy of Education

Volume 24)

John Wilson

It is sometimes said that the philosophy of education is not a serious andcoherent philosophical area of inquiry. John Wilson examines this argument,taking it as the starting point for his book. He believes that most ’philosophy of education’ until now has been little more than the promotion of particular

ideologies, and that progress can be made only by a more analytical approach. The central problems lies in establishing a few basic concepts, principles andcategories and questions which will form the skeleton of the subject. Hetherefore outlines the nature of ’philosophy of education’ and defines some of its major problems by examining key notions such as the value of education,the nature and implications of learning and what should be learned.

Selected Contents: Part 1: Education 1. The Words and Enterprise 2. Mistakesand Methodology Part 2: Learning 3. The Implications of Learning 4. What

There is to Learn Part 3: Education and Human Nature 5. Happiness andLearning 6. Seriousness and Fantasy 7. Love and Morality

December 2009: 216x138: 262pp

Hb: 978-0-415-56489-2

Education

9780415559461 Education Phylosophy by Routledge

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