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It is often argued that education is concerned with the
transmission of middle-class values and that this explains the
relative educational failure of the working class. Consequently,
distinctive culture needs a different kind of education. This
volume examines this claim and the wider question of culture in
British society. It analyses cultural differences from a social
historical viewpoint and considers the views of those applying the
sociology of knowledge to educational problems. The author
recognizes the pervasive sub-cultural differences in British
society but maintains that education should ideally transmit
knowledge which is relatively class-free. Curriculum is defined as
a selection from the culture of a society and this selection should
be appropriate for all children. The proposed solution is a common
culture curriculum and the author discusses three schools which are
attempting to put the theory of such curriculum into practice. This
study is an incisive analysis of the relationships between class,
education and culture and also a clear exposition of the issues and
pressures in developing a common culture curriculum.
This book deals with curriculum issues and problems, and one of its
aims is to help practising teachers to clarify their own theory and
practice in relation to the curriculum. The contributors look at
three popular theories or sets of assumptions held by teachers: the
child-centred view of education; the subject-centred or
knowledge-centred view; and the society-centred view. Each of these
views is incomplete on its own, but each has something to
contribute in planning a curriculum as a whole, and the authors
emphasize that a comprehensive theory of curriculum planning would
take into account the individual nature of the pupil and also
recognize the social value of education. This kind of comprehensive
curriculum planning has been described as the situation-centred
curriculum, based on the idea that schools should be concerned with
preparing the young for the world as it will be when they leave
school. One of the purposes of education is to develop a child's
autonomy; he or she must learn to cope with the variety of
situations which will face him or her in society. Thus many
different approaches must be employed in establishing a basis for
the complex task of curriculum planning. The book draws on the
disciplines of philosophy, psychology, history and sociology to
suggest new approaches to curriculum objectives and evaluation. It
considers the theoretical bases of curriculum models, practical
issues of planning, evaluation and pedagogy and discusses some
urgent contemporary questions about the politics and control of the
curriculum.
Titles in the Class, Race and Social Structure set of the
International Library of Sociology consider every problem of
socio-political importance that affected society in the years
following the Second World War.
It is important that all those concerned with education - parents,
teachers, administrators and policymakers - should have a
reasonable understanding of the present system and how it has
developed, sometimes over a period of many years. This work traces
the development of Western educational ideas from the Greek society
of Socrates, Plato and Aristotle, to the ideas and ideologies
behind some of the controversial issues in education today. This
book discusses the continuous development of educational thought
over three millennia. The focus upon the history of ideas in this
volume is partly an attempt to move history of education away from
an approach based on 'great men' to technological, economic and
political influences on ideas and beliefs. It reviews many issues,
ranging from the purposes of education from the earliest times, to
the challenge of postmodernism in the present century. The authors
provide an accessible and thought-provoking guide to the
educational ideas that underlie practice.
Values in education - how they are taught, the ethics of teaching
itself, plus their role in the education of educators - is an area
of lively and passionate debate. This book provides an essential
resource of ideas, issues and current practice for all those with
an interest in this area of education. Presenting a range of
critical writing, this book deals with issues relating to education
in values; approaches to teaching values; teacher education and
values; research for education in values; and international
comparative studies. Highly regarded when it was first published in
hardback in 2000, the book now appears in paperback for the first
time with a new introduction, which updates the main ideas and
themes of the book.
It is often argued that education is concerned with the
transmission of middle-class values and that this explains the
relative educational failure of the working class. Consequently,
distinctive culture needs a different kind of education. This
volume examines this claim and the wider question of culture in
British society. It analyses cultural differences from a social
historical viewpoint and considers the views of those applying the
sociology of knowledge to educational problems. The author
recognizes the pervasive sub-cultural differences in British
society but maintains that education should ideally transmit
knowledge which is relatively class-free. Curriculum is defined as
a selection from the culture of a society and this selection should
be appropriate for all children. The proposed solution is a common
culture curriculum and the author discusses three schools which are
attempting to put the theory of such curriculum into practice. This
study is an incisive analysis of the relationships between class,
education and culture and also a clear exposition of the issues and
pressures in developing a common culture curriculum.
This yearbook on education for 2001 brings together leading
international voices on values in education and presents a window
on current debates. These include such fundamental issues as who
should decide upon the values we adopt.
Until fairly recently the separation of pupils according to
religion was felt to be compatible with a comprehensive education.
That consensus no longer holds and there is a strong positive lobby
either to absorb faith schools altogether within the state system
or at least to dilute their membership ensuring they include
children from other faiths, or no faith at all. This book addresses
the current concerns, questions and interest surrounding the
legitimacy, support and intended expansion of faith schools.
Divided into five sections, it includes chapters on: * the legal
frameworks for faith schools and the rights of the child *
faith-based schools in the UK, Northern Ireland, France and the USA
* the impact of faith schools on pupil performance * faith schools,
religious education and citizenship * political and research
issues. Faith Schools: Consensus or Conflict? is of interest to
educators, policymakers, researchers and students of education,
religion and sociology.
Until fairly recently the separation of pupils according to
religion was felt to be compatible with a comprehensive education.
That consensus no longer holds and there is a strong positive lobby
either to absorb faith schools altogether within the state system
or at least to dilute their membership ensuring they include
children from other faiths, or no faith at all. This book addresses
the current concerns, questions and interest surrounding the
legitimacy, support and intended expansion of faith schools.
Divided into five sections, it includes chapters on: * the legal
frameworks for faith schools and the rights of the child *
faith-based schools in the UK, Northern Ireland, France and the USA
* the impact of faith schools on pupil performance * faith schools,
religious education and citizenship * political and research
issues. Faith Schools: Consensus or Conflict? is of interest to
educators, policymakers, researchers and students of education,
religion and sociology.
In 1997 Tony Blair broke with tradition by naming education as a
major priority for the General Election Manifesto. In the past,
Labour leaders had tended to give education a much lower priority.
Despite this, Blair has been greatly criticised for his educational
programme 1997-2001. Was he taking education away from traditional
labour values of fairness and equality? Was Blair's 'Third Way'
just 'Thatcherism in Trousers'? Denise Lawton approaches such
questions by analysing labour education policies since 1900 and
shows that from the very beginning the labour Party lacked unity
and ideological coherence concerning education. Specifically, there
has always been a tension between those like the early Fabians who
saw educational reform in terms of economic efficiency, and the
ethical socialists whose vision of a more moral society stressed
the importance of social justice in education. After an assessment
of Labour ideologies in the past, this book concludes with an
examination of New Labour and the 'Third Way' in education and
suggests some changes that will be necessary in the near future.
In 1997 Tony Blair broke with tradition by naming education as a
major priority for the General Election Manifesto. In the past,
Labour leaders had tended to give education a much lower priority.
Despite this, Blair has been greatly criticised for his educational
programme 1997-2001. Was he taking education away from traditional
labour values of fairness and equality? Was Blair's 'Third Way'
just 'Thatcherism in Trousers'? Denise Lawton approaches such
questions by analysing labour education policies since 1900 and
shows that from the very beginning the labour Party lacked unity
and ideological coherence concerning education. Specifically, there
has always been a tension between those like the early Fabians who
saw educational reform in terms of economic efficiency, and the
ethical socialists whose vision of a more moral society stressed
the importance of social justice in education. After an assessment
of Labour ideologies in the past, this book concludes with an
examination of New Labour and the 'Third Way' in education and
suggests some changes that will be necessary in the near future.
This is an up-to-date guide for teachers and parents,
administrators, governors, students and others to help the find
their way about the increasingly complex world of education. The
main section provides a dictionary that is more than a simple set
of definitions: many words in education have been put into some
kind of historical context to become fully meaningful. The second
part gives some important landmarks from the nineteenth century to
the present time, and also provides a list of political heads of
education since state education was established. The final section
is devoted to a list of acronyms and abbreviations, both of which
have been the subject of multiple definitions in recent
years.
It is important that all those concerned with education - parents,
teachers, administrators and policymakers - should have a
reasonable understanding of the present system and how it has
developed, sometimes over a period of many years. This work traces
the development of Western educational ideas from the Greek society
of Socrates, Plato and Aristotle, to the ideas and ideologies
behind some of the controversial issues in education today. This
book discusses the continuous development of educational thought
over three millennia. The focus upon the history of ideas in this
volume is partly an attempt to move history of education away from
an approach based on 'great men' to technological, economic and
political influences on ideas and beliefs. It reviews many issues,
ranging from the purposes of education from the earliest times, to
the challenge of postmodernism in the present century. The authors
provide an accessible and thought-provoking guide to the
educational ideas that underlie practice.
The debate about the national curriculum neccessarily involves
values: some subjects are excluded and when subjects are given
priority over others, this is an expression of values. It has been
suggested that in a multi-cultural, multi-faith society there was
insufficient agreement on values on which to base a national
curriculum for all young people aged 5-16.
If the curriculum can be defined as a selection from the culture of
society', the central question then becomes who selects'. This
volume answers this question, reviewing various aspects of the
curriculum and its planning. For many years the control of the
curriculum was uncontroversial. In the 1970s this situation
changed: teachers were increasingly criticised for having too much
power; the Department of Education was suspected of wanting more
control and local education authorities felt they should be more
involved in curriculum planning. In reviewing some of the reasons
for these conflicting pressures, two central themes emerge: first,
the change from a partnership model of control to a complex system
of accountability; and second the fact that these and many other
changes which occur tend to be brought about as a result of secret
decisions and central manipulation rather than through open
negotiation. Among the areas covered are the changing position of
teachers and the Department of Education, the influence of
examinations on the curriculum, and some political aspects of
curriculum evaluation and the different models used.
If the curriculum can be defined as a selection from the culture
of society, the central question then becomes who selects . This
volume answers this question, reviewing various aspects of the
curriculum and its planning. For many years the control of the
curriculum was uncontroversial. In the 1970s this situation
changed: teachers were increasingly criticised for having too much
power; the Department of Education was suspected of wanting more
control and local education authorities felt they should be more
involved in curriculum planning. In reviewing some of the reasons
for these conflicting pressures, two central themes emerge: first,
the change from a partnership model of control to a complex system
of accountability; and second the fact that these and many other
changes which occur tend to be brought about as a result of secret
decisions and central manipulation rather than through open
negotiation. Among the areas covered are the changing position of
teachers and the Department of Education, the influence of
examinations on the curriculum, and some political aspects of
curriculum evaluation and the different models used.
Academics across the world continue to debate the topic of values
in education. Whether the focus for discussion is how we teach
values, the values of teaching itself, or the role of values in the
education of educators, it is clear that no education system -
compulsory, post-compulsory or higher - can avoid the issues of
citizenship, morals or ethics. This challenge - to further
contribute to democratic, civilized and inclusive societies - is
comprehensively and positively addressed in this wide-ranging
guide.;The book brings together an international group of authors,
critically considering the role and future of education and values
in five structured parts. It first delineates and presents a range
of approaches to teaching values. These are then developed and
illuminated in parts that consider issues in education in values,
teacher development and education and educational research in and
for values education. It concludes with a section of comparative
studies that place the issues in an international context.
Titles in the Class, Race and Social Structure set of the
International Library of Sociology consider every problem of
socio-political importance that affected society in the years
following the Second World War.
This book deals with curriculum issues and problems, and one of
its aims is to help practising teachers to clarify their own theory
and practice in relation to the curriculum. The contributors look
at three popular theories or sets of assumptions held by teachers:
the child-centred view of education; the subject-centred or
knowledge-centred view; and the society-centred view. Each of these
views is incomplete on its own, but each has something to
contribute in planning a curriculum as a whole, and the authors
emphasize that a comprehensive theory of curriculum planning would
take into account the individual nature of the pupil and also
recognize the social value of education. This kind of comprehensive
curriculum planning has been described as the situation-centred
curriculum, based on the idea that schools should be concerned with
preparing the young for the world as it will be when they leave
school. One of the purposes of education is to develop a child s
autonomy; he or she must learn to cope with the variety of
situations which will face him or her in society. Thus many
different approaches must be employed in establishing a basis for
the complex task of curriculum planning. The book draws on the
disciplines of philosophy, psychology, history and sociology to
suggest new approaches to curriculum objectives and evaluation. It
considers the theoretical bases of curriculum models, practical
issues of planning, evaluation and pedagogy and discusses some
urgent contemporary questions about the politics and control of the
curriculum.
There is now a broad agreement that citizenship should form a major
part of the curriculum. That, broadly, is where the agreement ends.
What pupils should learn, how and why they should learn it and how
that learning should be assessed are all contentious issues. These
questions and others provide the opportunities for theoretical
debate yet, at the same time, busy practitioners have to teach
citizenship and teach it effectively now. This helpful book is
based on the assumption that theory needs to be related to
practice, and also that there is already much good practice from
which we can learn. Denis Lawton is Professor of Education and Jo
Cairns and Roy Gardner are Senior Lecturers at the Institute of
Education, University of London.
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