This unique book synthesizes relevant research findings for science teachers and highlights their implications for the quality of teaching and learning science. Whether you are a teacher looking to improve your practice or a researcher looking for a concise overview of the literature, this book will prove a valuable acquisition.

There is increasingly wide agreement among teachers, researchers, inspectors, advisers and policy-makers that both teaching and research will benefit from being brought closer together. But how can this be achieved? Hard-pressed practioners cannot be expected to review a constant flow of conference papers, journals and other publications, even if such items were accessibly written. This unique book synthesizes relevant research findings for the professional practioner and highlights their implications for the quality of teaching and learning. Whether you are a teacher looking to improve...

- What are the fundamental aims and values underlying education?

- What values should education try to promote in a world of value pluralism?

- What is morality, and should schools teach it?

- In a secular society, how should schools treat the links between morality and religion?

- How should values enter into professional education and educational leadership?

This book, an updated edition of Teaching about Values, will help the reader to think about these questions and many others concerning values in education. Drawing on philosophy without assuming...

Philosophy in Schools is a collection of original philosophical essays that together make a robust case for the teaching of philosophy in schools. Leading philosophers of education explode the myth that philosophy is somehow too difficult or abstract for children and set out a series of compelling arguments for its inclusion in the school curriculum.

Key themes addressed include:
- the role of philosophy in teaching controversial issues
- the epistemological basis of critical thinking
- the practice of conceptual analysis
- philosophical thinking in moral and...

Is Religious Education Possible?: A Philosophical Investigation tackles a well-established problem in the philosophy of education. The problem is the threat posed to the logical possibility of non-confessional religious education by the claim that religion constitutes an autonomous language-game or form of knowledge. Defenders of this claim argue that religion cannot be understood from the outside: it is impossible to impart religious understanding unless one is also prepared to impart religious belief.

Michael Hand argues for two central points: first, that non-confessional...