This book arises from a bold suggestion: that education is to be understood mainly as a practice in its own right, as opposed to a subordinate activity controlled largely by society's 'powers-that-be'. Yet the long history of the practice has abundant examples that reveal just the latter. Many centuries of ecclesiastical control have cast teachers and pupils alike in an acquiescent role, and proclaimed a paternalistic order of things to be the natural one in the world of learning. In a secular age, a more mercantile credo gains ascendancy, but the hierarchical order of things in education...
This book arises from a bold suggestion: that education is to be understood mainly as a practice in its own right, as opposed to a subordinate acti...
Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a society's powers-that-be?
What difference does it make if students are chiefly viewed as recipients of a set of skills and knowledge, or as active participants in their own learning?
Does education have a responsibility in cultivating humanity's maturity, or are its purposes to be effectively matched to the functional requirements of a globalized age?
The New Significance of Learning explores...
Should education be understood mainly as a practice in its own right, or is it essentially a subordinate affair to be shaped and controlled by a so...
