Education, Autonomy and Democratic Citizenship: Philosophy in a Changing World

ISBN-13: 9780415153348 / Angielski / Twarda / 1997 / 294 str.

David Bridges

Opis

Across the globe educators are being required to respond to a changing political environment. New nations emerge out of the collapse of old empires; new democracies struggle out of old structures of oppression. Driven on by the fierce competitiveness of the tiger economies of the east, old social welfare-based democracies are transformed into new market driven enterprise societies. The essays in this collection are a response from 22 educators to these changes and to the reassessment that they provoke of some of the fundamental principles which shape educational thought and practice. They focus in particular on key clusters of issues to do with the role of education in cultivating: national identity - what role might nationalistic education play in the context of a democratic liberal education?; market principles - contributors offer different perspectives on the internationally pervasive application of the principles of the market economy to education and the consequent commodification of learning; personal autonomy - educators examine different dimentions of the contested notion of autonomy itself and the related discourses of edification.

Spis treści

John White, University of London Institute of Education, UK; Terence H. McLaughlin, University of Cambridge, UK; Palmira Juceviciene, Kaunas University of Technology, Lithuania; Ching-tien Tsai, Institute of Education at the National Chung Cheng University, Taiwan, ROC; David Bridges, University of East Anglia, Norwich, UK; Felisa Tibbitts, Human Rights Education Programmes, Netherlands Helsinki Committee, Utrecht, Netherlands; Robert Cowen, University of London Institute of Education, UK; James Tooley, University of Manchester School of Education, England; Geoff Whitty, Institute of Education, London, UK; Terry Hyland, University of Warwick, UK; Colin Wringe, University of Keele, UK; Richard Smith, University of Durham, UK; James Kaminski, Auburn University, USA; Gaye Heathcote, Manchaster University, UK; Michael Fielding, University of Cambridge Institute of Education, UK; Akilu Sani Indabawa, Bayero University, Nigeria; Ken Fogelman, University of Leicester, UK; Nikolai Nikandrov, Russian Academy of Education, Moscow, Russia; Penny Enslin, University of Witwatersrand, South Africa; Terry Phillips, Univeristy of East Anglia, UK; David Aspin, Monash University, Melbourne, Australia; John Arul Phillips, University of Malaysia, Malaysia

O autorze

David Bridges is Professor of Education in the School of Education and Professional Development at the University of East Anglia, Norwich, England.