In the current economic crisis which has given rise to high and persisting levels of unemployment, the relations between education and training, on the one hand, and work and employment, on the other, have been the object of lively debates and have stimulated a large body of research. This text analyzes the literature in this field and establishes an institutional and intellectual cartography for Britain, Germany and Italy. It examines the multiple connections between education, broadly defined, and work, through an analysis of the literature on the transition from school to work, on...

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...

In both paid and unpaid work contexts adults learn powerfully from their experiences. In this book, the authors argue that this should be the basis for a new perception of what is truly educational in life. Drawing on the works of Aristotle, Wittgenstein and Russell, along with contemporary conceptual work, they use both philosophical argument and empirical example to establish their view.
This work will be of essential interest to philosophers of education and educational theorists worldwide. It will also interest teachers, trainers, facilitators, and all those with an interest in adult...

The Philosophy of Human Learning addresses current concerns with the nature of human learning from a distinctive philosophical perspective. Using insights derived from the work of Wittgenstein, it mounts a vigorous attack on influential contemporary accounts of learning, both in the 'romantic' Rousseauian tradition and in the 'scientific' cognotivist tradition. These two schools, Professor Winch argues, are more closely related than is commonly realised.

In both paid and unpaid work contexts adults learn powerfully from their experiences. In this book, the authors argue that this should be the basis for a new perception of what is truly educational in life. Drawing on the works of Aristotle, Wittgenstein and Russell, along with contemporary conceptual work, they use both philosophical argument and empirical example to establish their view.
This work will be of essential interest to philosophers of education and educational theorists worldwide. It will also interest teachers, trainers, facilitators, and all those with an interest in adult...