By Robin Barrow; R. G. Woods

ISBN-10: 0203969952

ISBN-13: 9780203969953

ISBN-10: 0415381266

ISBN-13: 9780415381260

ISBN-10: 0415381274

ISBN-13: 9780415381277

This introductory textual content, now in its fourth variation, is a vintage in its box. It indicates, at the beginning, the significance of philosophy in academic debate and as a historical past to any useful task comparable to instructing. what's curious about the assumption of teaching someone or the belief of academic luck? What are the factors for constructing the optimal stability among formal and casual instructing options? How reliable is academic examine? as well as those questions, which strike to the center of the reason for the educative approach as a complete, the authors discover such thoughts as tradition, creativity, autonomy, indoctrination, wishes, pursuits and studying by means of discovery. during this new up-to-date version, the authors draw at the most modern study in genetics to argue that schooling is uniquely human and is largely what develops us as people. Resisting smooth trends to equate wisdom with opinion, and price decisions with style, this booklet 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

Sample text

It is an evaluative term, generally used commendatorily; it is used to grade people, to indicate that the speaker, generally speaking, rates a person highly. It is a less general term of commendation than ‘first-class’ (we can use ‘first-class’ of a hundred and one different things, but this is not so with ‘educated’, although even here perusal of the sports columns of newspapers yields ‘the educated left jab of Mohammed Ali’ or ‘the educated feet of David Beckham’) nevertheless term of commendation it is, and we shall find it being differently employed by different people; that is, we shall find different criteria for its use being employed by different people.

It is some time between 1400 and 1500 BC that an alphabetic script first emerged in the Middle East, and this, having reached Greece, is used in writing down the Homeric poems at Athens in the seventh century BC. 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.

Does, then, analysis of the concept of the educated man yield no more than analysis of the concept of education? Is it the case that just as people have differing positive conceptions of education so too they employ differing criteria governing their use of the commendatory epithet ‘educated’? Is there any possibility of unearthing the right criteria? In terms of the familiar language of educational aims – related, obviously, to the language of positive conceptions of education and the language of criteria for being educated – isn’t it simply the case that different people have different aims and there’s an end on’t?

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


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