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 general view of Russell's work amongst philosophers has been that repeat edly, during his long and distinguished career, crucial changes of mind on fun damental points were significant enough to cause him to successively adopt a diversity of radically new philosophical positions. Thus Russell is seen to have embraced and then abandoned, amongst others, neo-Hegelianism, Platonic re alism, phenomenalism and logical atomism, before settling finally on a form of neutral monism that philosophers have generally found to be incredible. This view of Russell is captured in C. D. Broad's famous...

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...