By Charles H. Bailey
ISBN-10: 0203861221
ISBN-13: 9780203861226
ISBN-10: 0710098979
ISBN-13: 9780710098979
Charles Bailey advances a latest characterization and justification of liberal schooling and defends any such view of liberal schooling opposed to modern demanding situations. The e-book can be of distinct worth to these guiding academic coverage, designing curricula and reflecting on their lonesome instructing perform. An introductory a part of the publication describes the necessity for justification and the exact nature of liberal schooling in comparison with different characterizations of schooling in utilitarian phrases. the writer bargains a favorable account of the content material of liberal schooling, after a attention and critique of the paintings of Paul Hirst, Philip Phenix and John White and follows this with an account of instructor procedure, perspective and technique acceptable to liberal schooling. the ultimate a part of the e-book describes modern developments and demanding situations to the belief of liberal schooling and indicates how they fail to supply a coherent substitute to liberal schooling as a foundation for common obligatory schooling.
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Additional info for Beyond the Present and the Particular (International Library of the Philosophy of Education Volume 2): A Theory of Liberal Education
Example text
1 Introduction In Chapter 2 it was argued that it did not make sense to talk of justifying education as such, partly because we already build into the notion of education the idea of some worthwhile, that is to say justifiable, influence being exerted upon someone’s behaviour and beliefs. There is something odd about seeking a justification for exerting a justifiable influence! Nevertheless, it was also argued that when we claim that an influence is worthwhile we need to show that it is worthwhile, and this is where justification comes in.
The first point to make in this argument is the desirability of arguing from the idea of adult duties rather than from the idea of children’s rights. I am doubtful about the coherences of theories of rights and even more doubtful about their application, their motivating force. The doubt about coherence is too big a matter to be a diversion here, but the doubt about application warrants a mention. e. what feelings and motivations are likely to be held by possessors of rights as compared with possessors of duties?
The answer is clearly that the rules of reason must be presupposed to give intelligibility to such questions. So far, so good. ’ There is a move from the general to the particular here that rouses our suspicions, for we move from the general idea of rationality itself and its fundamental principles to the particularity of any kind of rational knowledge. If this merely means that questioning whether any kind of knowledge should be pursued rationally rather than irrationally is self-defeating then again the argument is clearly sound.
Beyond the Present and the Particular (International Library of the Philosophy of Education Volume 2): A Theory of Liberal Education by Charles H. Bailey
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