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020 _a9789400773110
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024 7 _a10.1007/978-94-007-7311-0
_2doi
050 4 _aLC8-6691
072 7 _aJNF
_2bicssc
072 7 _aEDU034000
_2bisacsh
082 0 4 _a379
_223
100 1 _aPapastephanou, Marianna.
_eeditor.
245 1 0 _aPhilosophical Perspectives on Compulsory Education
_h[electronic resource] /
_cedited by Marianna Papastephanou.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aXII, 191 p. 6 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aAcknowledgements -- Editor’s Introduction -- Part One: The General, Theoretical Challenges -- Chapter One: Volker Kraft, ‘Constants of Education’ -- Chapter Two: Robin Barrow, ‘Compulsory Common Schooling and Individual Difference’ -- Chapter Three: Geoffrey Hinchliffe, ‘Education, Liberty and Authority: justifying compulsory education’ -- Chapter Four: Kevin Williams, ‘Compulsion and Education as a Conversation: Are they compatible?’ -- Chapter Five: Naoko Saito, ‘Compulsion without Coercion: liberal education through uncommon schooling’ -- Chapter Six: Anders Schinkel, ‘On the justification of compulsory schooling’ -- Part Two: The Many Faces of Challenges Confronting the Compulsory -- Chapter Seven: David Blacker, ‘Compulsory Education Cycles Down’ -- Chapter Eight: Roni Aviram, ‘Is there hope for modern education systems in postmodern democracies?’ -- Chapter Nine: Kevin Williams, ‘Conscripts or volunteers?  The status of learners in faith schools’ -- Chapter Ten: Helen Lees, ‘Is the idea of compulsory schooling ridiculous?’ -- Chapter Eleven: Andrew Davis, ‘Homework: chronicles of wasted time?’ -- Chapter Twelve: Amrita Zahir, ‘Understanding Transformation’ -- Coda: Paul Gibbs, ‘Happiness and Education: Recognizing a fundamental attunement’.
520 _aContributions to this volume from diverse perspectives explore pedagogical practices of the contemporary world, namely the school. Themes of autonomy, authority and liberalism are surfaced in the debates and highly innovative insights presented in this book where philosophical perspectives shed light on the theoretical underpinnings of formal education and schooling. How we interpret the self, humanity and the world connects to perspectives on compulsory education.  General theoretical issues surrounding compulsory education are often tested through more concrete aspects of schooling, some of which have a specific origin in, or particular bearing on, the current socio-political conditions of schooling. For this reason, this book is sensitive to context and to empirical and concrete dimensions of the educational venture, and takes into account current concerns about neo-liberal policies and their effects on schooling. As a philosophical-educational intervention in the topic of compulsory education, these chapters draw connections between older philosophical debates on compulsoriness and new developments and emphases in schooling. 
650 0 _aEducation.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aEducation.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aEducational Philosophy.
650 2 4 _aPhilosophy of Education.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400773103
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-7311-0
912 _aZDB-2-SHU
999 _c93994
_d93994