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In the modern day, it is understood that the role of the teacher
comprises aspects of therapy directed towards the child. But to
what extent should this relationship be developed, and what are its
concomitant responsibilities? This book offers a challenging
philosophical approach to the inherent problems and tensions
involved with these issues.
The idea of education as therapy goes back to ancient times. Today,
it is understood that the role of the teacher comprises aspects of
therapy directed towards the child. But to what extent should this
relationship be developed, and what are its concomitant
responsibilities? This book offers a challenging philosophical
approach to these issues.
In recent years ideas about therapy have found their way
increasingly into educational practice: there is Circle Time in the
elementary school and a new emphasis on self-esteem, there is
assertiveness training and stress management for adults, and the
bookshop shelves are heavy with volumes on self-help. In a
different vein, and since ancient times, education has itself often
been thought of as a kind of therapy, at minimum a cure for bad
intellectual and moral habits, and sometimes a progressive working
on the self with philosophy its essential ally. Yet formal
education today, with its compulsive fixation on assessment and
league-tables, seems, ironically enough, to need therapy of its
own.
This book examines the many connections between education and
therapy, critically but sympathetically. It brings to bear on areas
of confusion and mystification the philosophical attention that has
sometimes been thought of as potentially therapeutic and conducive
to personal growth and flourishing.
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