Discipline is of profound educational importance, both inside educational institutions and outside of them in personal and social life. Reclaiming Discipline for Education revisits neglected philosophical ideas about discipline in education and uses these ideas to re-think practices and discourses of discipline in education today. Chapters in this book trace the evolution of thought regarding discipline in education all the way from Kant through to Durkheim, Foucault, Peters, Dewey and Macmurray. MacAllister also critically examines the strengths and weaknesses of contemporary school discipline practices in the UK, the US and Australia, including behaviour management, zero tolerance and restorative approaches. The educational credentials of psychological constructs of grit and self-discipline are also questioned. This book concludes by considering the current and future state of discipline in education on the basis of the different philosophical, practical and policy perspectives discussed. In particular, MacAllister examines why it is problematic to consider practices of discipline in isolation from the wider purposes of education. This book is suitable for an international audience and should be read by anyone who is interested in education and educational leadership, as well as those interested in the philosophy of education.

Discipline is of profound educational importance, both inside educational institutions and outside of them in personal and social life. Reclaiming Discipline for Education revisits neglected philosophical ideas about discipline in education and uses these ideas to re-think practices and discourses of discipline in education today. Chapters in this book trace the evolution of thought regarding discipline in education all the way from Kant through to Durkheim, Foucault, Peters, Dewey and Macmurray. MacAllister also critically examines the strengths and weaknesses of contemporary school discipline practices in the UK, the US and Australia, including behaviour management, zero tolerance and restorative approaches. The educational credentials of psychological constructs of grit and self-discipline are also questioned. This book concludes by considering the current and future state of discipline in education on the basis of the different philosophical, practical and policy perspectives discussed. In particular, MacAllister examines why it is problematic to consider practices of discipline in isolation from the wider purposes of education. This book is suitable for an international audience and should be read by anyone who is interested in education and educational leadership, as well as those interested in the philosophy of education.

In Wilsonian Visions, James McAllister recovers the history of the most influential forum of American liberal internationalism in the immediate aftermath of the First World War: The Williamstown Institute of Politics. Established in 1921 by Harry A. Garfield, the president of Williams College, the Institute was dedicated to promoting an informed perspective on world politics even as the United States, still gathering itself after World War I, retreated from the Wilsonian vision of active involvement in European political affairs. Located on the Williams campus in the Berkshire Mountains of Western Massachusetts, the Institute's annual summer session of lectures and roundtables attracted scholars, diplomats, and peace activists from around the world. Newspapers and press services reported the proceedings and controversies of the Institute to an American public divided over fundamental questions about US involvement in the world. In an era where the institutions of liberal internationalism were just taking shape, Garfield's institutional model was rapidly emulated by colleges and universities across the US. McAllister narrates the career of the Institute, tracing its roots back to the tragedy of the First World War and Garfield's disappointment in America's failure to join the League of Nations. He also shows the Progressive Era origins of the Institute and the importance of the political and intellectual relationship formed between Garfield and Wilson at Princeton University in the early 1900s. Drawing on new and previously unexamined archival materials, Wilsonian Visions restores the Institute to its rightful status in the intellectual history of US foreign relations and shows it to be a formative institution as the country transitioned from domestic isolation to global engagement.

The eighteenth and nineteenth centuries witnessed a change in the perception of the arts and of philosophy. In the arts this transition occurred around 1800, with, for instance, the breakdown of Vitruvianism in architecture, while in philosophy the foundationalism of which Descartes and Spinoza were paradigmatic representatives, which presumed that philosophy and the sciences possessed a method of ensuring the demonstration of truths, was undermined by the idea, asserted by Nietzsche and Wittgenstein, that there exist alternative styles of enquiry among which a choice is open. The essays in this book examine the circumstances, features, and consequences of this historical transition, exploring in particular new aspects and instances of the inter-relatedness of content and its formal representation in both the arts and philosophy.

James McAllister outlines a new account of early Cold War history, one that focuses on the emergence of a bipolar structure of power, the continuing importance of the German question, and American efforts to create a united Western Europe. Challenging the conventional wisdom among both international relations theorists and Cold War historians, McAllister argues that America's central objective from the Second World War to the mid-1950s was to create a European order that could be peaceful and stable without requiring the permanent presence of American ground forces on the continent.

The permanent presence of American forces in Europe is often seen as a lesson that policymakers drew from the disastrous experiences of two world wars, but McAllister's archival research reveals that both FDR and Eisenhower, as well as influential strategists such as George Kennan, did not draw this lesson. In the short term, American power was necessary to balance the Soviet Union and reassure Western Europe about the revival of German power, but America's long-term objective was to create the conditions under which Western Europe could take care of both of these problems on their own.

In the author's view, the key element of this strategy was the creation of the European Defense Community. If Western Germany could be successfully integrated and rearmed within the context of the EDC, Western Europe would have taken the most important step to becoming a superpower on par with the United States and the Soviet Union. Understanding why this strategy was pursued and why it failed, McAllister asserts, has important implications for both international relations theory and contemporary questions of American foreign policy.

The eighteenth and nineteenth centuries witnessed a change in the perception of the arts and of philosophy. In the arts this transition occurred around 1800, with, for instance, the breakdown of Vitruvianism in architecture, while in philosophy the foundationalism of which Descartes and Spinoza were paradigmatic representatives, which presumed that philosophy and the sciences possessed a method of ensuring the demonstration of truths, was undermined by the idea, asserted by Nietzsche and Wittgenstein, that there exist alternative styles of enquiry among which a choice is open. The essays in this book examine the circumstances, features, and consequences of this historical transition, exploring in particular new aspects and instances of the inter-relatedness of content and its formal representation in both the arts and philosophy.