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This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing.
A collection of essays by presidents of prominent liberal arts colleges and leading intellectuals who reflect on the meaning of educating individuals for leadership and how it can be accomplished in ways consistent with the missions of liberal arts institutions.
How coherent is the claim that Catholic education is both distinctive and inclusive? This question, so crucial, both for the adequate articulation of a raison d'être for Catholic schools all over the world and also for the promotion of their healthy functioning, has not hitherto been addressed critically. Here it receives penetrating analysis and constructive resolution in a comprehensive treatment that integrates theological, philosophical and educational perspectives. The argument draws on wide-ranging scholarship, offering new insights into the relevance for Catholic education of thinkers whose work has been relatively neglected. The advance in understanding of how distinctiveness relates to inclusiveness is underpinned by the author's lengthy experience of teaching and leadership in Catholic schools; it is further informed by his extended and continuing dialogue with Catholic educators at all levels and in many different countries.
Enhance your critical thinking skills with an exploration of ideas in the liberal arts. This book encourages readers to engage with diverse perspectives and develop the analytical skills essential for intellectual growth and informed decision-making.
This monograph critically analyses the historical evolution of ideas, perceptions and principles on higher education and unravels a few of its interlinked aspects – content, quality, standard, massification, privatization and commercialization. It presents both original and penetrative critique of neoliberal ideas and policies reigning higher education since World War II. The volume argues that with the proliferation of ‘academic capitalism’ the academic quality of higher education has been inevitably compromised and it has thereby heralded a comprehensive ‘intellectual retrogression’. The book offers a meticulous evaluation of global research reflecting on impeccable evidence of decline in academic learning – in its effort, quality, standards and overall intellectual level and rigour. Finally, it illuminates why it is dangerous to continue clinging ideationally to neoliberal reign in education and thereby evading or effacing some of the lasting and universal wisdoms and precepts of the educational reign preceding neoliberal marketoriented predominancy. The book will be of interest to students, teachers and researchers of education, higher education, sociology of education, economics and politics of education. It will also be useful for academicians, higher education administration, policymakers, schoolteachers and those interested in debates and issues around higher education.
This book is based on a number of systems concepts, of which the following are emphasized here: oThe interacting systems of society and the environment are dynamic and evolution ary oEvolution of these systems carries them through stages of differential stability and instability, continuity and discontinuity oAssociated with evolution and instability is structural change that is essentially irre versible oThe present is a stage of world transformation that may not have been equaled for decades or even centuries oPolicies and decisions must match the times, in the present case the stage of world transformation The time 11:59:59 PM, approximately, on December 31, 2000 has an impor tant symbolic meaning. It marks the end of a minute, the end of an hour, the end of a day, the end of a year, the end of a decade, the end of a century, and the end of a millennium. The time and date provide a convenient yardstick against which we can evaluate the evolution of our thinking and the adequacy of our assumptions, mental models, paradigms, and policies. Will the beginning tum out to be appropriately dif ferent from the end? We hope that this book is helpful in such evaluation. This is a new-paradigm book, which both presents and advances the new way of thinking about the systems of science, technology, society, economics, politics, and the environment, and actively calls for the replacement of the worn out cognitive/sociotechnical paradigm.
This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today.
In many English-speaking countries, teachers are encouraged to differentiate their classrooms, and in some cases, through various policy mechanisms. This encouragement is often accompanied by threats and sanctions for not making the grade. By exploring the ways in which one education system in Australia has mandated differentiation through an audit of teacher practices, this book provides a timely engagement with the relationship between differentiated classrooms and social justice. It covers tensions, for instance, between providing culturally-appropriate classrooms, including constructing engaging and relevant curricula, and lowering expectations for students who have traditionally been marginalised by schooling. The data for this book has been collected from the same group of teachers over a period of three years, and offers detailed insights into how a particular politics of differentiation has played itself out in the context of a ‘global reform movement’ that has focused on improving student outcomes.