At the time this book was first published the disciplines of philosophy of education, educational psychology, sociology of education and the history of education had developed rapidly. The papers in this volume outline the developments that took place. The first paper analyses the nature of a theory concerned with determining practice and the place of academic disciplines within that. What emerges is the crucial role of these disciplines, but also the need to develop much more adequately a domain of practical principles, assessed and critically reformulated in the light of those...
At the time this book was first published the disciplines of philosophy of education, educational psychology, sociology of education and the histor...
This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression. It also makes an important contribution towards getting a closely argued educational theory. In the first part of the book the author establishes general aims and ends with suggestions as to what the curriculum ought to be. The second part is concerned with the procedures of learning and teaching appropriate to such a curriculum.
This volume provides a rigorous examination of theoretical concepts such as need, interest, growth, play, experience, activity and self-expression....
Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular. The author is critical of many current views of the philosophy of education and argues the validity of philosophy as an integral part of education in its own right, against the creation of a new branch of philosophy, the philosophy of education . The book stresses that relativist ethical theories are no...
Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this boo...
Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author 's proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.
Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from p...
The subject matter of this book - what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not - explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).
The subject matter of this book - what happens in schools, the effects of curriculum change, the reasons why some children are successful and others a...
This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some current problems, especially the problems posed for schools for the 'culturally deprived.' The debate about differential provision of schooling for different social groups is taken up through examination of the assumption that schools are middle-class institutions, and the claims and counter claims about the possibility of there being a common culture as the basis for a common curriculum in comprehensive schools. The concept of culture and,...
This book examines the concepts of equality, class, culture, work and leisure and explores their interrelationship through the discussion of some curr...
The sociology of education has been at the forefront of new developments in sociological theory. This book examines and criticizes a number of these new developments and discusses some empirical work on issues of current concern. One of the few books that integrates radical and critical sociology into the field of education, it deals with the resultant difficulties. The topics covered include cultural deprivation, ideologies in education, classrooms, the teaching profession and the history of women's education.
The sociology of education has been at the forefront of new developments in sociological theory. This book examines and criticizes a number of these n...
Aimed at the layperson, this book discusses education for the man or woman in the street and the advantages to society of having an educated population, with the aim of not just convincing people of the importance of education but persuading them to take participate actively in education.
Aimed at the layperson, this book discusses education for the man or woman in the street and the advantages to society of having an educated popula...
Inevitably a product of the time in which it was published this book discusses important questions of neuro-psychology as well as setting out the early 'nature versus nurture' debate. The author also argues for changes in the care and education of those with learning difficulties to enable them to lead fulfilling lives, rather than being incarcerated in institutions (as was routinely the case in 1928).
Inevitably a product of the time in which it was published this book discusses important questions of neuro-psychology as well as setting out the earl...
When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class students who were either deterred by the class barriers erected by selective schools and elite universities, or, having broken through them to gain university entry, found themselves at sea. The authors admit at the end of the book they have raised and failed to answer many questions, and in spite of the disappearance of the majority of grammar schools, many of those questions still remain unanswered.
When first published this book had a significant influence on the campaign for comprehensive schools and it spoke to generations of working-class stud...
