In this volume, educationists and experts on values, including the Archbishop of Canterbury, discuss the question of values and the curriculum in societies which are changing rapidly and in which disagreements about values are sometimes acrimonious.
In this volume, educationists and experts on values, including the Archbishop of Canterbury, discuss the question of values and the curriculum in soci...
With contributions from around the world, this yearbook on education for 2001 brings together leading international voices on values in education and presents a window on current debates. These include such fundamental issues as who should decide upon the values we adopt, and the key issues raised by the various perspectives on values, be they religious, moral or political.
With contributions from around the world, this yearbook on education for 2001 brings together leading international voices on values in education and ...
If the curriculum can be defined as a 'selection from the culture of society', the central question then becomes 'who selects?'. This volume answers this question, reviewing various aspects of the curriculum and its planning.
If the curriculum can be defined as a 'selection from the culture of society', the central question then becomes 'who selects?'. This volume answers t...
This text deals with curriculum issues and problems, and one of its aims is to help practising teachers to clarify their own theory and practice in relation to the curriculum.
This text deals with curriculum issues and problems, and one of its aims is to help practising teachers to clarify their own theory and practice in re...
There are many aspects of an education system that only make sense if we know how that system has developed over time. Part of this comes from knowing how institutions have changed, but it is also important to understand how ideas in education have developed. This book discusses the continuous development of educational thought over three millennia. The focus upon the history of ideas in this volume is partly an attempt to move history of education away from an approach based on 'great men' to technological, economic and political influences on ideas and beliefs. It reviews many issues,...
There are many aspects of an education system that only make sense if we know how that system has developed over time. Part of this comes from knowing...
It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of the working class. Consequently, distinctive culture needs a different kind of education. This volume examines this claim and the wider question of culture in British society. It analyses cultural differences from a social historical viewpoint and considers the views of those applying the sociology of knowledge to educational problems. The author recognizes the pervasive sub-cultural differences in British society but maintains that education...
It is often argued that education is concerned with the transmission of middle-class values and that this explains the relative educational failure of...
