Philosophy of Education

International Library of the Philosophy of Education 24-Volume Set

Various
International Library of the Philosophy of Education reprints twenty-four distinguished texts published in this field over the last half-century and includes 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. OConnor, 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: 15,884pp Hb: 978-0-415-55946-1: 1,500.00 US $2,631.00 Special Introductory price: 1,250.00 US $2,175.00

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International Library of the Philosophy of

Philosophical Analysis and Education
(International Library of the Philosophy of Education Volume 1)
Edited by Reginald Archambault
Eminently readable...there is a scintillation of new ideas that repels dullness. - British Journal of Educational Studies.

Plato, Utilitarianism and Education

(International Library of the Philosophy of Education Volume 3)
Robin Barrow, Simon Fraser University, British Columbia, Canada
Three lines of argument are central to this book: that Platos views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is 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. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as autonomy and self-development must be reassessed 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

When originally published in 1965 this book reflected some of the new thinking among philosophers regarding the role of the discipline in its investigation 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 practical or theoretical discussion in education and the editor provides a generous introduction 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 in Educational 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

Moral Education
(International Library of the Philosophy of Education Volume 4)
Norman J. Bull
A companion volume to Moral Judgement from Childhood to Adolescence specially written for teachers and students of education. This volume includes analysis of the broad stages in the developmental pattern; of the key variables that must shape it, and of their function in moral judgement; and of the principles that must lie behind a moral education that has autonomy as its goal. 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. Internal Morality Part Two: Factors in Development 6. Intelligence 7. Sex Differences 8. Religion 9. Home Environment Part Three: Developmental Moral Education 10. Principles of Moral Education 11. Direct Moral Education 12. Childhood 13. The Middle Years 14. Adolescence
December 2009: 216x138: 194pp Hb: 978-0-415-56272-0

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 liberal education and defends such a view of liberal education against contemporary challenges. The book will be of special value to those guiding educational policy, designing curricula and reflecting on their own teaching practice. An introductory part of the book describes the need for justification and the special nature of liberal education as compared with other characterizations of education in utilitarian terms. The author offers a positive account of the content 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 to the 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: Justification of Liberal Education 2. Education and its Justification 3. Types of Education. 4. The Justification of Liberal Education Part 2: Content and Method 5. Some Preliminary Ideas 6. Three Accounts Considered 7. The Content of a Liberal Education 8. The Methods of a Liberal Education Part 3: Challenges to Liberal Education 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

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 moral judgement in children and adolescents. Interviews were held with 360 children aged 7 to 17, with equal numbers of either sex. Original visual devices were planned to elicit judgements in moral areas known to be of universal significance, such as the value of life, cheating, stealing and lying. In addition, analyses of concepts of reciprocity, of the development of conscience and 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 research in 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 and Conscience 6. Cheating 7. Stealing 8. Lying 9. Specificity and Generality in Lying 10. Written Tests 11. Statistical Analysis
December 2009: 216x138: 320pp Hb: 978-0-415-56274-4

f Education
Education, Values and Mind
(International Library of the Philosophy of Education Volume 6)
David Cooper, University of Durham, UK
R. S. Peters has not only been the major philosopher of education in Britain during the second half of the twentieth century, but by common consent, he has 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 topics in 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. Dearden 4. Education and Rationality Anthony OHear 5. Personal Authenticity and Public Standards Michael Bonnett 6. Prudence and Respect for Persons: Peters and Kant Alan Montefiore 7. Education, Liberalism and Human Good John and Patricia White 8. The Education of the Emotions Mary Warnock 9. Motivation D. W. Hamlyn 10. Human Nature and Potential Israel Scheffler
December 2009: 216x138: 230pp Hb: 978-0-415-56213-3

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 the need for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moral education, and the processes of judging the merits of different approaches to aesthetic education. Two contributors present complementary analyses of the relations between freedom as a characteristic of institutions and the process of 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 a universal right to education. The volume concludes with papers on the relevance of philosophy to the practical judgments of educators and to education as a field of study.
Selected Contents: Introduction: Philosophy and Educational Judgments Part 1 1. The Concept of Education Today William K. Frankena 2. Morality and Autonomy in Education Alan Gewirth 3. Comments on Frankenas The Concept 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 5 10. Rights and Duties in Education Frederick A. Olafson 11. Olafson on the Right to Education A. I. Melden Part 6 12. Philosophies-of and the Curriculum Israel Scheffler 13. On Educational Relevance and Irrelevance Kingsley Price 14. Analytic Philosophy of Education at the Crossroads Abraham Edel
December 2009: 216x138: 278pp Hb: 978-0-415-56572-1

Illusions of Equality
(International Library of the Philosophy of Education Volume 7)
David 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, and argues that these necessarily conflict with the ideal of educational excellencein which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focusing especially on the muddles surrounding equal opportunities, social mix and reverse discrimination. Further chapters criticize 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

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 when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other postKantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas 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 Educational Reformers 6. The Oxford Influence 7. Adult Education 8. Towards a National System of Education 9. Religion, Idealism and Education 10. Idealists as Educational 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 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. The book 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; the second section is concerned with the nature of reason and its relationship to feeling, will and action; finally the development of different aspects of reason in an educational context is considered.
December 2009: 216x138: 552pp Hb: 978-0-415-56351-2

MJWK0936

International Library of the Philosophy of

Experience and the growth of understanding
(International Library of the Philosophy of Education Volume 11)
D. W. Hamlyn
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 Piagets account is flawed, however, by its biological model and by its failure to deal adequately with the problem of objectivity. The second part of the book contains chapters on language, the differences between early and later learning, and on teaching. The book provides a general understanding of the principles that make it possible, and the differences between the ways in which they work at different stages.
Selected Contents: 1. Introduction 2. Genesis without Structure 3. Structure without Genesis. 4. Genesis with Structure 5. Experience and Understanding: 1 Perception 6. Experience and Understanding: 2 Concepts and their 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

New Essays in the Philosophy of Education

(International Library of the Philosophy of Education Volume 13)
Edited by Glenn Langford and D. J. OConnor
The contributors to this collection of essays offer a stimulating and varied range of approaches to this developing area. The volume includes discussions on the concept of education and such related topics as indoctrination and the nature and scope of the theory of education. Aspects of education including the field of moral education, and issues which are reflected prominently in the curricula of such subjects as Mathematics and Science in schools 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 with the 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, the distinction between education and indoctrination, the role of authority and discipline, 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 and Educating 5. Education, Morals and Religion 6. Social Philosophy of Education
December 2009: 216x138: 156pp Hb: 978-0-415-56454-0

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 a group 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 is defended 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 and Structure 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. Curriculum Integration 10. Literature and the Fine Arts as a Unique Form of Knowledge 11. The Two-cultures, Science and Moral Education 12. Morals, Religion and the Maintained School
December 2009: 216x138: 210pp Hb: 978-0-415-56284-3

Routledge Library Editions

f Education
The Philosophy of Open Education
(International Library of the Philosophy of Education Volume 15)
Edited by David 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 a consideration of the nature of open education and its strength and weaknesses. This collection of essays is central to the debate on open education, analyzing the important concepts in the field. The contributions, all written by authorities on the philosophy of education, deal with problems of definition, knowledge, socialization, freedom, cultural perspective, and unique meanings and metaphors.
Selected Contents: Part 1: Problems of Definition 1. Whats Open about Open Education? Brian V. Hill 2. Open Education: An Expression in Search of a Definition Don Tunnell 3. Open Education: Open to What? Kieran Egan 4. Openness: The Pedagogic Atmosphere Donald Vandenberg Part 2: Problems of Knowledge 5. Thats Just Einsteins 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 and Standards in the Humanities R. S. Peters 8. Socialization, Social Models, and the 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 freedom 11. Autonomy and Control: Toward a Theory of Legitimate Influence Kenneth Strike 12. Freedom and Desire in the Summerhill Philosophy of Education Leonard J. Waks
December 2009: 216x138: 230pp Hb: 978-0-415-56358-1

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 comprehensive coverage of a complex theme which will be of interest to those involved in the fields of philosophy and education alike. Topics covered include: the logical and psychological aspects of learning, the concept of play, rule and routines, teaching and training, philosophical models of teaching.
Selected Contents: 1. What is an Educational Process? R. S. Peters 2. The Logical and Psychological Aspects of Learning D. W. Hamlyn 3. The Logical and 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 and Routines Max Black 6. Teaching and Training Gilbert Ryle 8. Philosophical Models 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: 234pp Hb: 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 authors main concerns is to clarify the meaning of education and quality in educationa phrase often used in public debate but seldom scrutinized. Long-standing ambiguities latent in the concept of liberal education are also exposed, and Herbert Spencers 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 collection clarifies different aspects of the concept of education and reflects upon the difficulties and dilemmas facing teachers who strive to educate their pupils as distinct from just preparing them for examinations. This section concludes with a constructive re-examination of Platos conception of education with a view to seeing what is acceptable in it instead of just concentrating on what is manifestly 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 Man 2. The Meaning of Quality in Education 3. Ambiguities in Liberal Education and the Problem of its Content 4. Dilemmas in Library Education 5. 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 as an Academic Discipline 10. The Role and Responsibilities of the University in Teacher Education
December 2009: 234x156: 210pp Hb: 978-0-415-56251-5

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 the education of the adult gives rise, the author demonstrates that these issues can be understood and resolved only by coming to grips with some of the central and 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 all educational discourse is permeated. The analysis of the nature and justification of educational judgements forms the basis of an overall philosophy of adult education which should provide a much needed axiological framework for the guidance 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: Educational Objectives 3. The Communication of Knowledge 4. The Advancement of Reason 5. The Moral Education of the Adult Part 3: Educational Processes 6. Teaching and Learning 7. The Uses of Maturity Part 4: Adult Education and Society 8. Concepts of Educational Justice 9. Education for Democracy
December 2009: 216x138: 316pp Hb: 978-0-415-56359-8

MJWK0844

International Library of the Philosophy of

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 his time and also one of the most prolific, with about forty books and 700 articles to his credit. When this book was originally published in 1977, Deweys work, with the exception of his important contributions to the philosophy of education, had suffered an unwarranted scholarly neglect and remained little known outside the USA. This present volume helped redress this balance.
Selected Contents: 1. Inquiry, Thought and Action: John Deweys Theory of Knowledge Anthony Quinton 2. Language and Experience Jerome Bruner, Eileen Caudill and Anat Ninio 3. Deweys Theory of Interest Alan R. White 4. The Self in Action Martin Hollis 5. Democracy and Education Antony Flew 6. John Deweys Philosophy of Education R. S .Peters
December 2009: 216x138: 138pp Hb: 978-0-415-56252-2

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 authors have focused on such concepts as liberty, autonomy, equality and pluralism, and have provided a philosophical commentary which relates these concepts both to a background of philosophical literature, and to the institutional contexts 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 in Liberal Education an the Problem of its Content. 2. Liberality, Neutrality and the Modern University. 3. Student Academic Freedom and the Changing Student/University Relationships Part 2: Students Rights 4. From Childhood to Adulthood: Assigning Rights and Responsibilities 5. Compulsory Education: A Moral Critique Part 3: Autonomy, Freedom and Schooling 6. Autonomy as an Aim of Education 7. Ambiguity and Constraint in the Freedom of Free Schools Part 4: Equality and Pluralism 8. Cultural Diversity and Education 9. Equality of Educational Opportunity Part 5: Technology and Work 10. Technology and Educational Values 11. Career Education and the Pathologies of Work
December 2009: 216x138: 240pp Hb: 978-0-415-56415-1

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 bears on many areas of study, including ethics, epistemology and philosophy of science, and opens up new paths of investigation into such questions as classroom method and the rights of parents and their children. This book brings together a number of key articles which discuss indoctrination in relation to aspects of religion and morals, dotrines and moral responsibility. This volume combines both American and English interpretations of a crucial idea in the philosophy of education and helps bridge the gap between the teaching of the subject in the USA and the UK.
Selected Contents: 1. The Evolution of the Concept Richard H. Gatchel 2. Indoctrination and Rationality John Wilson 3. Indoctrination and Beliefs Thomas F. Green 4. Indoctrination and Respect for Persons William Heard Kilpatrick 5. Indoctrination and Moral Education R. F. Atkinson 6. Indoctrination and Doctrines Antony Flew 7. Indoctrination and democratic method Willis Moore 8. Indoctrination and Freedom John Wilson 9. Indoctrination and Religion Antony Flew 10. Indoctrination and Intentions J. P. White 11. Indoctrination and Mis-education Brian S. Crittenden 12. 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

The Aims of Education Restated

(International Library of the Philosophy of Education Volume 22)
John White
John Whites study is the most substantial work on what the aims of education should be since Whiteheads 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 an articulated 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 question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff.
Selected Contents: 1. Introduction 2. Intrinsic Aims 3. The Good of the Pupil 4. The Good of Society (1): Economic, Moral and Pupil-centred Aims 5. The Good of Society (2): Moral Aims in their Economic and Political Aspects 6. The Educated Man 7. The Realisation of Aims
December 2009: 216x138: 188pp Hb: 978-0-415-56255-3

Routledge Library Editions

f Education
Beyond Domination
(International Library of the Philosophy of Education Volume 23)
Patricia White
This volume introduces a new conception of political education and new roles 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 political education the keystone of education. It considers what kind of educational strategies would be appropriate to help move a society like our own towards greater democracy, in the light of a co-ordinated set of proposals about the democratic organization of political decision-making, and the development of democratic attitudes, notably fraternity. All this is underpinned by a radical analysis of basic democratic principles and assumptions, and a fundamental critique of the power-sharing machinery of such contemporary democratic societies as the UK and USA.
Selected Contents: 1. Democratic Principles and Basic Assumptions 2. Realising Democratic Principles: Institutions and Attitudes 3. Political Education 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 and coherent 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 and categories and questions which will form the skeleton of the subject. He therefore 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. Mistakes and Methodology Part 2: Learning 3. The Implications of Learning 4. What There is to Learn Part 3: Education and Human Nature 5. Happiness and Learning 6. Seriousness and Fantasy 7. Love and Morality
December 2009: 216x138: 262pp Hb: 978-0-415-56489-2