Kirjahaku

This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory. In doing so, it exposes a number of common confusions and misunderstandings about morality, and presents a strong argument for some indisputable truths in relation to the moral sphere. Divided into four parts, the book covers the key issues within moral philosophy: part one provides a lucid and powerful account of the nature and limits of moral theory, sharply distinguishing it from religion part two outlines a positive moral theory by exploring the defining principles of morality and the reasons for being moral part three distinguishes moral values from others such as ecological, health and safety and sexual values part four is concerned with the implications of our moral understanding for moral education. While this book concentrates on argument and ideas, a commentary to each chapter provides historical context and contemporary reference points. It will prove an invaluable resource for students of both Education and Philosophy.

This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory. In doing so, it exposes a number of common confusions and misunderstandings about morality, and presents a strong argument for some indisputable truths in relation to the moral sphere. Divided into four parts, the book covers the key issues within moral philosophy: part one provides a lucid and powerful account of the nature and limits of moral theory, sharply distinguishing it from religion part two outlines a positive moral theory by exploring the defining principles of morality and the reasons for being moral part three distinguishes moral values from others such as ecological, health and safety and sexual values part four is concerned with the implications of our moral understanding for moral education. While this book concentrates on argument and ideas, a commentary to each chapter provides historical context and contemporary reference points. It will prove an invaluable resource for students of both Education and Philosophy.

Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.

Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.

This book addresses the question ‘What should be taught in schools and why?’. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the positive curricular recommendations, with virtually every candidate for curriculum time examined and assessed in respect of its educational worth.

Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular. The author is critical of many current views of the philosophy of education and argues the validity of philosophy as an integral part of education in its own right, against the creation of a ‘new’ branch of philosophy, the ‘philosophy of education’. The book stresses that relativist ethical theories are no more ‘known’ to be valid than the absolutist theories they have replaced, and in the second section the author argues for a modified utilitarian position. The final section enables the reader to relate the general argument of the second part to several specific issues.

The first part of the book reviews empirical work relating to happiness (including attitudinal studies), claims made in an educational context and postwar philosophical treatment of the concept. There is a useful account of Aristotle’s pioneering work and a stimulating summary of some of the main themes to be found in the literature concerning happiness. In the second part the author elucidates the concept of happiness, and consider the significance, reliability and plausibility of the various empirical claims in the light of a clear understanding of what happiness is. After discussing whether happiness ought to be valued in general terms the study concludes by outlining the ways in which it can be related to education and schooling and by suggesting action which could be taken in schools in order to promote happiness.

This volume is a comprehensive critique of the radical tradition in educational theory. It traces the development of the key ideas in radical literature from Rousseau to the present day. Two opening chapters set Rousseau’s educational views and arguments in their political perspective, and subject them to an extended critical treatment. Subsequent chapters provide detailed analyses and examination of the ideas of A S Neill, Paul Goodman, Ivan Illich and Everett Reimer, Charles Weingartner and Neil Postman. Each author is treated separately but certain common themes and ideas are extracted and considered without reference to any particular author. Amongst others, the concepts of nature, learning, hidden curriculum and the relativity of knowledge are examined; at the same time broader arguments about the degree and nature of freedom that should be provided to children, deschooling and assessment are pursued.

This introduction to Plato’s philosophical and educational thought examines Plato’s views and relates them to issues and questions that occupy philosophers of education. Robin Barrow stresses the relevance of Plato today, while introducing the student both to Plato’s philosophy and to contemporary educational debate. In the first part of the book the author examines Plato’s historical background and summarizes the Republic. Successive chapters are concerned with the critical discussion of specific educational issues. He deals with questions relating to the impartial distribution of education, taking as a starting point Plato’s celebrated dictum that unequals should be treated unequally. He examines certain methodological concepts such as ‘discovery-learning’ and ‘play’ and also raises the wider question of children’s freedom. He looks critically at the content of the curriculum and discusses Plato’s theory of knowledge and attitude to art. Finally Robin Barrow discusses Plato’s view of moral education and the related problem of what constitutes moral indoctrination

The first part of the book reviews empirical work relating to happiness (including attitudinal studies), claims made in an educational context and postwar philosophical treatment of the concept. There is a useful account of Aristotle’s pioneering work and a stimulating summary of some of the main themes to be found in the literature concerning happiness. In the second part the author elucidates the concept of happiness, and consider the significance, reliability and plausibility of the various empirical claims in the light of a clear understanding of what happiness is. After discussing whether happiness ought to be valued in general terms the study concludes by outlining the ways in which it can be related to education and schooling and by suggesting action which could be taken in schools in order to promote happiness.

This volume is a comprehensive critique of the radical tradition in educational theory. It traces the development of the key ideas in radical literature from Rousseau to the present day. Two opening chapters set Rousseau’s educational views and arguments in their political perspective, and subject them to an extended critical treatment. Subsequent chapters provide detailed analyses and examination of the ideas of A S Neill, Paul Goodman, Ivan Illich and Everett Reimer, Charles Weingartner and Neil Postman. Each author is treated separately but certain common themes and ideas are extracted and considered without reference to any particular author. Amongst others, the concepts of nature, learning, hidden curriculum and the relativity of knowledge are examined; at the same time broader arguments about the degree and nature of freedom that should be provided to children, deschooling and assessment are pursued.

This introduction to Plato’s philosophical and educational thought examines Plato’s views and relates them to issues and questions that occupy philosophers of education. Robin Barrow stresses the relevance of Plato today, while introducing the student both to Plato’s philosophy and to contemporary educational debate. In the first part of the book the author examines Plato’s historical background and summarizes the Republic. Successive chapters are concerned with the critical discussion of specific educational issues. He deals with questions relating to the impartial distribution of education, taking as a starting point Plato’s celebrated dictum that unequals should be treated unequally. He examines certain methodological concepts such as ‘discovery-learning’ and ‘play’ and also raises the wider question of children’s freedom. He looks critically at the content of the curriculum and discusses Plato’s theory of knowledge and attitude to art. Finally Robin Barrow discusses Plato’s view of moral education and the related problem of what constitutes moral indoctrination

Plato is indisputably a major thinker in education. Robin Barrow's volume offers the most coherent account of Plato's educational thought. This work is divided into: intellectual biography, critical exposition of Plato's work, and, the reception and influence of Plato's work and the relevance of the work today.This is a major international reference series providing comprehensive accounts of the work of seminal educational thinkers from a variety of periods, disciplines and traditions. It is the most ambitious and prestigious such project ever published - a definitive resource for at least a generation. The thinkers include: Aquinas, Aristotle, Bourdieu, Bruner, Dewey, Foucault, Freire, Holt, Kant, Locke, Montessori, Neill, Newman, Owen, Peters, Piaget, Plato, Rousseau, Steiner, Vygotsky, West and Wollstonecraft.

Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular. The author is critical of many current views of the philosophy of education and argues the validity of philosophy as an integral part of education in its own right, against the creation of a ‘new’ branch of philosophy, the ‘philosophy of education’. The book stresses that relativist ethical theories are no more ‘known’ to be valid than the absolutist theories they have replaced, and in the second section the author argues for a modified utilitarian position. The final section enables the reader to relate the general argument of the second part to several specific issues.

This book addresses the question ‘What should be taught in schools and why?’. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the positive curricular recommendations, with virtually every candidate for curriculum time examined and assessed in respect of its educational worth.

This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.

This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.

Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship – what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought. The author presents a series of formidable arguments regarding the more controversial social and moral issues of our time, and in doing so he gives the general reader and the student of philosophy a clearer appreciation of the nature of the philosophical contribution.

Abortion, distribution of wealth, civil disobedience, reverse discrimination, sex-role stereotyping, censorship – what does philosophy have to contribute to these practical moral issues? In this important book, first published in 1982, Robin Barrow argues convincingly that the capacity to make fine conceptual discriminations is crucial to an informed response to such issues, and he alerts us to the degree to which this ability has been lacking in much previous philosophical thought. The author presents a series of formidable arguments regarding the more controversial social and moral issues of our time, and in doing so he gives the general reader and the student of philosophy a clearer appreciation of the nature of the philosophical contribution.