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Books > Social sciences > Education > Organization & management of education
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Philosophical Perspectives on Compulsory Education (Hardcover, 2014 ed.)
Loot Price: R3,778
Discovery Miles 37 780
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Philosophical Perspectives on Compulsory Education (Hardcover, 2014 ed.)
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Total price: R3,798
Discovery Miles: 37 980
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From antiquity to the present, schools of some form have, in one
way or other, been involved in the material and symbolic
reproduction of societies. Such diachronic resilience, along with
the synchronic omnipresence of schooling often makes schools appear
as natural, self-evident and unavoidable. This naturalization of
schooling is then extended to its modern specification as
compulsory in a universalist fashion. This book does not only seek
to explore what is left of older debates on compulsory education in
the years' hindsight but also to associate the discussion of
schooling with new theoretical developments and new emphases. It
contains a first part, which operates, primarily, at the conceptual
and justificatory level and reserves a, more or less, qualified
welcome to a revisited notion of compulsory. And it supplements
this first part with a second, more applied one that focuses on
specific aspects of compulsory schooling and/or education. From
Luther down to John Stuart Mill and John Dewey, compulsory
education has been heralded either as a vehicle of social
coordination and individual well-being, or as a vehicle of
democratization and progress, or as a means for protecting the
rights of the young and of society, and so on and so forth. But
there have also been periods of challenge and denaturalization of
compulsory education, producing a range of interesting and spirited
debates not only on matters of educational legality but also on
matters that boil down to broader philosophical questions about the
self and the world. Without neglecting the lasting significance of
older debates, argumentation over schooling, its character and its
scope can be recast in the light of current philosophical
educational debates. Given the fact that failure adequately to mine
such connections leads to a lack in philosophical-educational
engagement with one of the most central pedagogical practices of
the contemporary world, namely, the school, the book aspires to
remedy this lack and to put together work that addresses those
connections through the highly original and innovative work of its
contributors. The subtext in all contributions is a vision of
educational transformation in one way or other. All chapters (from
the most theoretical to the most practice-related) promote a
version of a recast or redirected compulsory schooling.
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