Education, Social Reform and Philosophical Development: Evidence from the Past, Principles for the Future

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Summary of chapters
Introduction: Historical understanding and philosophical reflection
	Purpose of the book
	Division of the book
	References
Part I: Historical evolution of education – its meaning and provision
	Chapter 1: Developing pattern and meaning of education from early 19th century
		Elementary beginnings
		Shaping of national education through Royal commissions
		Elementary education for all: 1870 Education Act
		Development of technical education
		Interim conclusion: are there lessons to be learnt?
		References
	Chapter 2: Apprenticeships and practical learning: Lessons to be learnt
		Introduction
		Apprenticeships: a long tradition
		Apprenticeship and practical learning
		Philosophical issues: the nature of knowledge
		Practical engagement, aesthetic appreciation and human flourishing
		Conclusion
		References
	Chapter 3: Primary and secondary education for all
		Introduction
		Bryce Commission into secondary education 1895
		Education Act, 1902 and developing arguments
		Looking to the future: issues emerging
		Approaching a partial resolution of the problems
		Reflections on the changing aims of education
		Onward to the 1944 education act
		Final victory for the common school
		Primary schools
		Conclusion: changing understanding of ‘education’
		References
	Chapter 4: Further education and youth service
		Introduction: recognition of technical education
		Development of concept of apprenticeship
		Expansion of Further Education
		Expansion of qualifications
		Changing conception of education?
		Youth centres and youth work
		Conclusion
		References
	Chapter 5: The shifting sands of qualifications
		Beginning of a national system
		Need to respect practical and vocational education
		Reform of national qualifications
		Need for further qualification pathways – a 14–19 diploma
		Arrival of the EBacc
		Clarification of pathways through the ‘shifting sands’?
		Concluding comments
		References
	Chapter 6: Higher education: Its changing nature
		Introduction
		Liberal education: the idea of a university
		New universities: secular and civic
		University extension: adult education
		Developing idea of ‘university’, leading to the Robbins review
		Grounds for concern?
		Concluding comment: into 20th century – a changing concept?
		References
	Chapter 7: Religious influence: Education and Faith Schools
		Introduction
		Religious basis for education in 19th century
		Changing ‘horizons of significance’ – secularisation of society
		School organisation: different educational values
		Underlying philosophical issues
		Conclusion
		References
	Chapter 8: Changing political control
		Introduction
		Teachers’ responsibility for curriculum
		Beginnings of government control
		Shifting control of education through political advisers
		The diminishing role of the LEAs
		1988 Educational Reform Act: a national curriculum
		Language of management
		Shifting control through changing qualifications
		Interim concluding remarks
		References
Part II: Prelude: philosophical assumptions and critical questions
	Chapter 9: Summary of changing concept of ‘education’
		Introduction
		Changing perceptions of ‘education’ and its purposes
		Concluding comments
		References
	Chapter 10: Utilitarianism, idealism and socialism
		Introductory comments
		Philosophical influences
		Key concepts
		Equality
		Culture
		Concluding comment
		References
	Chapter 11: Positivism, post-modernism, wisdom of the market
		Introduction
		Dominant strain of ‘positivism’
		Post-Modernist response
		Wisdom of the market
		A place for ‘the common good’?
		References
	Chapter 12: Pragmatism
		Introduction
		Key ideas
		Pragmatism
		Relevance to changing concept of education
		References
	Chapter 13: Respect for truth: Problems of political discourse
		Introduction
		Lessons from the past
		Lessons not learnt
		Change in the advisory service
		Post-truth society
		Concluding comment
		References
Part III: Conclusion
	Chapter 14: Aims of education: Human flourishing and development of persons
		Introduction
		The emerging aims of education
		Human flourishing as the aim of education?
		Conclusion
		References
Name Index
Subject Index
	Legislation
	Reports and Commissions
	Subjects