As philosophers throughout the ages have asked: What is justice? What is truth? What is art? What is law? In Education Reconfigured, the internationally acclaimed philosopher of education, Jane Roland Martin, now asks: What is education? In answer, she puts forward a unified theory that casts education in a brand new light. Martin s "theory of education as encounter" places culture alongside the individual at the heart of the educational process, thus responding to the call John Dewey made over a century ago for an enlarged outlook on education. Look through her theory s lens and you can see that education takes place not only in school but at home, on the street, in the mall everywhere and all the time. Look through that lens and you can see that education does not always spell improvement; rather, it can be for the better or the worse. Indeed, you can see that education is inevitably a maker and shaper of both individuals and cultures.

Above all, Martin s new educational paradigm reveals that education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person.

As philosophers throughout the ages have asked: What is justice? What is truth? What is art? What is law? In Education Reconfigured, the internationally acclaimed philosopher of education, Jane Roland Martin, now asks: What is education? In answer, she puts forward a unified theory that casts education in a brand new light. Martin 's "theory of education as encounter" places culture alongside the individual at the heart of the educational process, thus responding to the call John Dewey made over a century ago for an enlarged outlook on education. Look through her theory 's lens and you can see that education takes place not only in school but at home, on the street, in the mall everywhere and all the time. Look through that lens and you can see that education does not always spell improvement; rather, it can be for the better or the worse. Indeed, you can see that education is inevitably a maker and shaper of both individuals and cultures.

Above all, Martin 's new educational paradigm reveals that education is too important to be left solely to the professionals; that it is one of the great forces in human society and, as such, deserves the attention and demands the vigilance of every thoughtful person.

A preeminent philosopher of education in the United States, Jane Roland Martin challenges conventional wisdom that education consists of small, incremental changes within a student's life. Using case studies of personal transformations, or metamorphoses, Martin examines Malcolm X, George Bernard Shaw's Eliza Doolittle, Victor - the Wild Boy of Aveyron, Minik the Inuit Child, and several others to demonstrate how substantial personal change can be and how vital education is as a fundamental determinant of the human condition. Martin's study results in three important claims: that each of us undergoes personal metamorphoses as a result of education; that these changes can result in a radically altered identity and can therefore be either good or bad; and that each change constitutes a culture crossing which can be accompanied by feelings of guilt, accusations of betrayal, alienation, and a sense of loss.

A preeminent philosopher of education in the United States, Jane Roland Martin challenges conventional wisdom that education consists of small, incremental changes within a student's life. Using case studies of personal transformations, or metamorphoses, Martin examines Malcolm X, George Bernard Shaw's Eliza Doolittle, Victor - the Wild Boy of Aveyron, Minik the Inuit Child, and several others to demonstrate how substantial personal change can be and how vital education is as a fundamental determinant of the human condition. Martin's study results in three important claims: that each of us undergoes personal metamorphoses as a result of education; that these changes can result in a radically altered identity and can therefore be either good or bad; and that each change constitutes a culture crossing which can be accompanied by feelings of guilt, accusations of betrayal, alienation, and a sense of loss.

This book explores the plight of feminist scholars in the academy. Martin contends that feminist scholars have traded their idealism and concerns about their lived experience for a place in the academy. Martin is a philosopher of education who looks at the ways that feminists working in the academy find themselves estranged from each other and how estrangement in general is the 'membership fee' the academy exacts on all of its members and feminist scholars in particular. Martin concludes that this dissociation can be stopped only by radically reforming the gendered system on which the academy is based, with feminist scholars leading the fight.

At what price entry? Philosopher of education Jane Roland Martin contends that feminist scholars have traded in their idealism for a place in the academy. In Coming of Age in Academe, she looks at the ways that academic feminists have become estranged from women. Determining that this is the "membership fee" the academy exacts on all its members, she calls for the academy's transformation. Part one explores the chilly research climate for feminist scholars, the academic traps of essentialism and aerial distance, and the education gap in the feminist text. In part two, Martin likens the behavior of present-day feminist scholars to nineteenth-century immigrants to the United States and examines their assimilation into the world of work, politics and the professions. She finds that when you look at higher education, you see what a brutal filter of women it is. Part three highlights the academy's "brain drain" and its containment of women and then proposes actions both great and small that aim at fundamentalchange. In this rousing call to action, Martin concludes that the dissociation from women that the academy demands--its "entrance fee"--can only be stopped by radically reforming the gendered system on which the academy is based.

Renowned feminist philosopher of education, Jane Roland Martin, charts her struggle to make the presence of women felt in curriculum studies, at a time before feminist ideas were widely welcomed. This collection includes a new introduction by the author in which she reflects on her work and responds to the reactions it has provoked. The book offers a compelling portrait of Martin's intellectual journey as a feminist and as an educational thinker.

The late 1930s and early 1940s were the peak of progressive education in the United States, and Elisabeth Irwin's Little Red School House in New York City was iconic in that movement. For the first time, stories and recollections from students who attended Little Red during this era have been collected by author Jane Roland Martin. Now in their late eighties, these classmates can still sing the songs they learned in elementary school and credit the progressive education they loved with shaping their outlooks and life trajectories. Martin frames these stories from the former students "tell it like it was" point of view with philosophical commentary, bringing to light the underpinnings of the kind of progressive education employed at Little Red and commenting critically on the endeavor. In a time when the role of the arts in education and public schooling itself are under attack in the United States, Martin makes a case for a different style of education designed for the defense of democracy and expresses hope that an education like hers can become an opportunity for all.

The late 1930s and early 1940s were the peak of progressive education in the United States, and Elisabeth Irwin's Little Red School House in New York City was iconic in that movement. For the first time, stories and recollections from students who attended Little Red during this era have been collected by author Jane Roland Martin. Now in their late eighties, these classmates can still sing the songs they learned in elementary school and credit the progressive education they loved with shaping their outlooks and life trajectories. Martin frames these stories from the former students "tell it like it was" point of view with philosophical commentary, bringing to light the underpinnings of the kind of progressive education employed at Little Red and commenting critically on the endeavor. In a time when the role of the arts in education and public schooling itself are under attack in the United States, Martin makes a case for a different style of education designed for the defense of democracy and expresses hope that an education like hers can become an opportunity for all.

In this book Jane Roland Martin joins in conversation with five philosophers-Plato, Rousseau, Mary Wollstonecraft, Catharine Beecher, and Charlotte Perkins Gilman-about how women should be educated in an ideal society, and she draws out implications for the education of both sexes today. "A timely and important contribution both to feminist theory and to the philosophy of education."-Carol Gilligan, Harvard University "Fascinating. . . . The juxtaposition of views, together with Martin's critical comparisons, illuminates each account."-Martha Nussbaum, New York Review of Books "Martin's careful work shows [that]. . . a serious effort to design ideal education for women makes it necessary also to rethink men's schooling. This is an important book."-Library Journal "Martin has provided a uniquely valuable service to educators."-Sandra Harding, Journal of Education "This is a decidedly intelligent and well-written book."-Margaret Canovan, Times Higher Education Supplement "The book ends with questions rather than answers: how best can each of us reflect all things human in our own lives, and how can education prepare us to do so effectively? The great strength of Martin's work is the historical resonance that it gives both to these questions and the understanding of their fundamental importance for men and women alike."-Margaret Rouse Bates, Signs Selected as an American Educational Studies Association's "Critics Choice" book for 1986

Drawing selectively from reform movements of the past and relating them to the unique needs of today's parents and children, Jane Martin presents a philosophy of education that is responsive to America's changed and changing realities. As more and more parents enter the workforce, the historic role of the domestic sphere in the education and development of children is drastically reduced. Consequently, Martin advocates removing the barriers between the school and the home.