By John White
ISBN-10: 0203861019
ISBN-13: 9780203861011
ISBN-10: 0415562554
ISBN-13: 9780415562553
ISBN-10: 0710009984
ISBN-13: 9780710009982
John White's research is the main great paintings on what the goals of schooling may be on account that Whitehead's Aims of Education of 1929. It draws on fabric not just from faculties and schools, but additionally from the wider educative or miseducative nature of the 'ethos' of society and a few of its significant associations. Sifting different perspectives approximately goals that are now standard and circulating on the earth of schooling, he integrates the extra defensible of them into an articulated set of optimistic concepts. The examine takes a largely philosophical and non-technical stand; it really is written to assist practitioners orient themselves in what's frequently bewildering territory, at a time while the query of what the goals of schooling should be has bought a brand new urgency for politicians and academic directors, in addition to for these without delay keen on academic associations, head lecturers and their employees.
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Extra resources for The Aims of Education Restated (International Library of the Philosophy of Education Volume 22)
Sample text
It may seem that this argument leads into an impasse. To say that he does not attach himself to determinate ends under the impression that their achievement constitutes his good is to imply, it seems, that he must live constantly on a reflective plane, reminding himself of the peculiar nature of human existence, its absence of a summum bonum etc. etc. But is this not to make the reflective life his good? Is he not, in choosing to reflect, attaching himself to an end just as determinate as the life of a Don Juan or of a sybarite?
Thought tolerable in a civilised society and also, perhaps, about what kind of thing counts as a basic good. ) Since these topics are controversial, it would seem reasonable to make the pupils themselves aware of this fact. ’ is one upon which the pupil could at some stage usefully reflect. The alternatives would be either to ignore this basic good as irrelevant to his education, an option ruled out by the argument so far, or to impose on him some particular belief about what this minimum should be.
Would we become something more like a non-human animal, equipped by nature with certain goal-seeking potentialities which structure our behaviour, but not guiding our actions by any conception of our own or others’ well-being? But we cannot conceive of ourselves still as human beings but so far lacking in self-awareness as to have no thought for anything but the satisfaction of immediate desires. We cannot help having some understanding of and concern about the future. Unless we commit suicide, we must structure out our future to some extent and according to some scheme of priorities.
The Aims of Education Restated (International Library of the Philosophy of Education Volume 22) by John White
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