By C. Winch
What are the ideas and theories at the back of present debates approximately education?This finished advent to philosophy of schooling discusses concerns which are of present public curiosity and debate. It locates schooling on the middle of questions serious about tradition, ethics, politics, economics and indicates how key academic matters need to be approached in a contextual means. Written in a transparent and available demeanour with present concerns in brain the booklet covers: the curriculum instructing and studying academic learn overview ethical, own and civic schooling autonomy and multicultural concerns in a liberal society schooling and paintings privatisation and markets This booklet can be really beneficial to scholars on schooling reports classes, to these getting ready for a profession in educating, to scholars of politics and to serving academics project additional learn in schooling.
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Additional info for Philosophy and Educational Policy: A Critical Introduction
Example text
It is exactly the role of a liberal democratic government to choose between such visions and, in this sense, such alternatives are a necessary condition for a centralised curriculum rather than an argument against it. However, this does not mean that such a curriculum must be unchangeable. Any reasonable education system must include mechanisms for critical review and possible change. And the very possibility of such changes means that we will always need competing visions of what might be in order to review the existing provision of what, in fact, is in place.
If someone is teaching something to someone, must this mean that the someone is learning what is taught? If someone is learning, must there be a teacher who is teaching them? On these questions philosophers of education disagree about the answers. In America there were attempts to explicate an analogy initially suggested by John Dewey (1933) between teaching and learning and buying and selling. If such an analogy is correct, then there would be a logical relationship between the two terms. Just as it is impossible to sell something without a buyer, or to buy something without a seller, then it would be impossible to teach without somebody learning or to learn without somebody teaching.
The times tables or a respectable chronology of events, are not an impediment to such know-how, but rather, a good practical aid. Second, and Ryle’s arguments notwithstanding, while we can begin to teach our pupils how to ask the right questions about, say, a poem or historical primary sources, they probably cannot get satisfactory answers to such questions without a background of factual knowledge. So, for instance, one might provide history students with source material concerning industrialisation in nineteenth-century Lancashire and although they can begin to engage critically with the documents, they probably cannot reach a reasonable assessment of such material without a knowledge of the process of industrialisation elsewhere in the country.
