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This book engages in a broad reading of Rousseau's writings on
educational and political thought in order to explore and address
the competing demands of the enculturation and individuation of the
young in Western societies. Although Rousseau's Emile has been
frequently utilised in educational debate, much of his other work
has been largely neglected, as too has the relationship between his
educational and political thinking, which this work seeks to
redress. Drawing on the thinking of philosophers Foucault and
Richard Rorty, the book considers the public and private conflicts
of education and politics in modern societies, treating them as the
tension between the demands of truth and freedom. This tension
exists across a range of educational and political systems, such as
teaching in and by the family, school, the government and,
separately, for women. Wain suggests that the conflict between
truth and freedom began with Rousseau and remains a central
challenge in our contemporary world of political and educational
thought. This book's examination of the public and private roles in
education and politics can enhance our understanding of modern
educational systems and current political nihilism. Between Truth
and Freedom provides an analysis of Rousseau's position on the
politics of education, arguing that his thoughts were much wider
and more sophisticated than the ideas presented in Emile imply.
This new consideration of the work of a classic figure will appeal
to researchers and academics in the fields of the philosophy of
education and political education.
This book, first published in 1987, provides a rigorous
philosophical analysis of lifelong education. The author presents
his arguments simply and directly so that the book is accessible to
students who are new to philosophy and adult education.
This book engages in a broad reading of Rousseau's writings on
educational and political thought in order to explore and address
the competing demands of the enculturation and individuation of the
young in Western societies. Although Rousseau's Emile has been
frequently utilised in educational debate, much of his other work
has been largely neglected, as too has the relationship between his
educational and political thinking, which this work seeks to
redress. Drawing on the thinking of philosophers Foucault and
Richard Rorty, the book considers the public and private conflicts
of education and politics in modern societies, treating them as the
tension between the demands of truth and freedom. This tension
exists across a range of educational and political systems, such as
teaching in and by the family, school, the government and,
separately, for women. Wain suggests that the conflict between
truth and freedom began with Rousseau and remains a central
challenge in our contemporary world of political and educational
thought. This book's examination of the public and private roles in
education and politics can enhance our understanding of modern
educational systems and current political nihilism. Between Truth
and Freedom provides an analysis of Rousseau's position on the
politics of education, arguing that his thoughts were much wider
and more sophisticated than the ideas presented in Emile imply.
This new consideration of the work of a classic figure will appeal
to researchers and academics in the fields of the philosophy of
education and political education.
This book identifies neglected areas of research and indicates how
research results can be integrated in secondary school curricula.
It compares research findings and encourages cooperation in a field
of particular interest.
This book, first published in 1987, provides a rigorous
philosophical analysis of lifelong education. The author presents
his arguments simply and directly so that the book is accessible to
students who are new to philosophy and adult education.
Lifelong learning has become a key concern as the focus of
educational policy has shifted from mass schooling toward the
learning society. The shift started in the mid 1960s and early
1970s under the impetus of a group of writers and adult educators,
gravitating around UNESCO, with a humanist philosophy and a leftist
agenda. The vocabulary of that movement was appropriated in the
1990s by other interests with a very different performativist
agenda emphasizing effectiveness and economic outcomes. This change
of interest, described in the book, has signified the death of
education. The Learning Society in a Postmodern World explores
different theoretical resources to respond to this situation,
mainly those that propose some restoration of an educated public
or, to the contrary, individual self-creation, and uses the works
of a broad range of philosophers and thinkers--notably MacIntyre,
Habermas, Foucault, Derrida, Rorty, and Baudrillard. In addition,
it raises important questions about postmodern and
poststructuralist responses to education in the postmodern world.
Its comprehensiveness and historical background make it an
essential textbook for theoretical courses in lifelong learning and
in educational theory in general. A broad range of interests and
subject matter make it important reading for educators, policy
specialists, media specialists, researchers on the subject of
lifelong learning and on the relation between education and the
postmodern world, political theorists, philosophers, and
philosophers of education.
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