A case for liberating learning Enhancing students' quality of life through education in the classroom and beyond Throughout the history of our civilisation, education has been seen by philosophers, national leaders and educators as essential for social cohesion and economic development. However, there is a tension between the (proper) interest of governments in ensuring that education prepares young people to be effective citizens, and the desire of educators to ensure that students maintain individuality and a rich learning experience. While it is important to have comparable standards within and between countries, when it comes to issues of curriculum standardisation risks constraint and over-regulation. In education the liberal tradition places great emphasis on individual freedom, moving well beyond 'freedom from...' and rather positioning and promoting education as 'freedom to...'. It is this commitment to education's emancipatory potential that underpins all of the essays in this book. While exploring the impact of globalisation and emerging technologies on the teaching and learning practices of schools and universities, Liberating Learning presents a variety of pioneering initiatives advocated by seminal thinkers and practitioners with a series of commentaries on where education is, and where it is going. There are three key areas of focus: the curriculum; pedagogy; and the role of secondary education in widening participation in higher education. Collectively, the perspectives outlined here consider how we might transform our vision of education as authentically enabling and emancipatory into a reality for all young people. In a climate where the imperative for sharing ideas and good practice between distinct educational sectors, and between educators and policy makers, is crucial, our hope is that this collection will serve as catalyst for further debate on how to liberate learning and broaden participation.

With origins as far back as the 14th Century, Westminster School is one of the oldest in the country with a long tradition of scholarship - and outstanding results, both in academic and public life. Over the centuries, Westminster has stood apart from other prominent schools. Firmly grounded between Westminster Abbey and the Houses of Parliament, it has remained curiously unswayed by the influence and ethos of figures such as Thomas Arnold and the Victorian public school tradition, combining a distinctive evolution with the retention of much of its unique character. A great many of the school's former pupils are famous names. At one time, some of those pupils were uncontrolled outside school hours and notoriously unruly about town, but always encouraged to question, challenge and debate - and above all to respect genuine scholarship. They rank among this country's most distinguished thinkers, writers, theologians, scientists, politicians, artists and musicians. Ben Jonson, George Herbert, Richard Busby, John Locke, Christopher Wren, Robert Hooke, Lord Mansfield, Charles Wesley, Warren Hastings, Jeremy Bentham, Henry Mayhew, A. A. Milne, John Spedan Lewis, Richard Doll and Tony Benn are the individuals the authors recognise as 'loyal dissenters', at once respectful of peers, staff and principles, yet unafraid to forge their own direction.