By Robin Barrow; R. G. Woods
This introductory textual content, now in its fourth variation, is a vintage in its box. It indicates, at the start, the significance of philosophy in academic debate and as a history to any sensible task equivalent to instructing. what's fascinated with the assumption of teaching an individual or the assumption of academic luck? What are the factors for setting up the optimal stability among formal and casual educating suggestions? How reliable is academic learn? as well as those questions, which strike to the center of the explanation for the educative procedure as an entire, the authors discover such techniques as tradition, creativity, autonomy, indoctrination, wishes, pursuits and studying by means of discovery. during this new up-to-date variation, the authors draw at the most up-to-date learn in genetics to argue that schooling is uniquely human and is largely what develops us as people. Resisting smooth traits to equate wisdom with opinion, and cost decisions with flavor, this ebook leads the reader into the enterprise of philosophising and champions the reason for cause in schooling.
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Extra resources for An Introduction to Philosophy of Education, 4th Edition
If you cannot give an account of Thinking about education 11 what you mean by a ‘well-educated person’, then we can make no sense of any claim you go on to make about education, such as that it matters, that it is well-provided in this school, that another isn’t really contributing to it at all, or that good teachers should proceed in this way rather than that. I have deliberately used a variety of phrases as synonymous with ‘knowing what education means’: ‘knowing what it is to be educated’; ‘knowing what constitutes education’; ‘what education is’; ‘what we presume education involves’.
This brings us to the truly remarkable story of Athens in the fifth century BC. Greece was not then a unified country as it is today. It consisted of a number of quite independent and small city-states, with different histories and sometimes different racial backgrounds, and often at war with one another. The city-state of Athens covered an area of about 1000 square miles, and had somewhere in the region of 50,000 adult males (outnumbered by 100,000 slaves and 20,000 resident foreigners, not to mention the women).
This is a purely conceptual point. Such a connection between ‘education’ and what is valuable does not imply any particular commitment to content. It is a further question what the particular standards are in virtue of which activities The concept of education 27 are thought to be of value and what grounds there might be for claiming that these are correct ones. 1 Peters is surely right in what he says. Vast sums of money are not spent on education simply because no other uses can be found for it, or just for the hell of it, or in the hope that positive harm will result.