|
Showing 1 - 9 of
9 matches in All Departments
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.
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|