An Introduction to Philosophy of Education, 4th Edition by Robin Barrow; R. G. Woods

By Robin Barrow; R. G. Woods

This introductory textual content, now in its fourth variation, is a vintage in its box. It indicates, initially, the significance of philosophy in academic debate and as a history to any functional task equivalent to educating. what's eager about the belief of training anyone or the assumption of academic good fortune? What are the factors for constructing the optimal stability among formal and casual educating suggestions? How reliable is academic examine? as well as those questions, which strike to the center of the explanation for the educative strategy as a complete, the authors discover such strategies as tradition, creativity, autonomy, indoctrination, wishes, pursuits and studying by way of discovery. during this new up-to-date variation, the authors draw at the most modern learn in genetics to argue that schooling is uniquely human and is largely what develops us as people. Resisting glossy developments to equate wisdom with opinion, and price decisions with style, 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

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For our purposes at the moment it is safe to regard these different phrases as interchangeable, along with some slightly more technical formulations such as: ‘recognizing the defining criteria of education’; ‘analyzing the concept of education’; ‘establishing the necessary and sufficient conditions of being educated’. All of these different ways of speaking have this in common: they refer to the need to define the word education, not in the way that the dictionary does it (which usually simply refers to some examples of the word’s use and provides a broadly equivalent synonym or synonymous phrase), but in the sense of establishing what is essential to its meaning.

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.

Similarly, at least in most systems, they play a part in categorizing and stereotyping individuals: schools just do tend to throw up the class clown, the computer geek, the sporting and the intellectual type, and they play a part in making individuals see themselves in particular lights, without anyone necessarily wanting to mould particular people into particular forms. More broadly, schools clearly contribute to classifying people as clever, dumb, hard working, lazy, etc. The educational system also makes a significant contribution to the immediate and often the long-term happiness, confidence, and character development of people.

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