This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of education in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

At the time this book was first published the disciplines of philosophy of education, educational psychology, sociology of education and the history of education had developed rapidly. The papers in this volume outline the developments that took place. The first paper analyses the nature of a theory concerned with determining practice and the place of academic disciplines within that. What emerges is the crucial role of these disciplines, but also the need to develop much more adequately a domain of practical principles, assessed and critically reformulated in the light of those disciplines. The following papers are concerned with the contributions four of those disciplines are now making.

In this reissued collection of essays, first published in 1985, Paul Q. Hirst assesses the limits of the Marxist theory of history in its various versions. It begins with an extended critical discussion of Perry Anderson and Edward Thompson, and includes chapters on G.A Cohena (TM)s attempt to re-state the Marxist theory of history in terms compatible with analytic philosophy, on R.G. Collingwooda (TM)s theory of history, on Andersona (TM)s work on Absolutism, on Thompsona (TM)s Poverty of Theory, and on the contemporary politics of democratic socialism.

In the last forty years philosophy of education has become established as a distinct area of philosophical study concerned within educational thought and practice. Twentieth century analytic philosophy prompted the emergence of a philosophy of education as a separate subject. The work collected here represents the major ideas and arguments which have come to characterise philosophy of education. This comprehensive set includes work from the perspectives of Marxism, phenomenology, feminist theory, critical theory and others. The individual volumes cover: * philosophy and education * education and human being * society and education * problems of educational content and practice. The featured articles map the most important writings within the analytic and intersecting traditions, and the set presents an influential and essential body of work for researchers in the philosophy of education, the field of educational studies and educationally-oriented policy studies.

Modern societies currently lack positive alternative visions of the future. Many writers have claimed that the only option is a return to free-market capitalism, in which success and survival depend on being as competitive as possible whether as a nation, firm or individual. Paul Hirst argues that there are viable alternative futures and widely applicable models that can be used to structure change. Hirst's distinctive approach to political theory reasons from real political problems rather than confining itself to abstract concepts. Presenting an innovative political position, this collection of essays represents an attempt to re-state a practical third way between the discredited ideals of state socialism and laissez-faire capitalism.

Modern societies currently lack positive alternative visions of the future. Many writers have claimed that the only option is a return to free-market capitalism, in which success and survival depend on being as competitive as possible whether as a nation, firm or individual.; Paul Hirst argues that there are viable alternative futures and widely applicable models that can be used to structure change. Hirst's distinctive approach to political theory reasons from real political problems rather than confining itself to abstract concepts.; Presenting an innovative political position, this collection of essays represents an attempt to re- state a practical third way between the discredited ideals of state socialism and laissez-faire capitalism.

This book aims to unlock the current crisis in democratic accountability by supplementing representative democracy with democratic governance in civil society.

This book aims to unlock the current crisis in democratic accountability by supplementing representative democracy with democratic governance in civil society.

This book explores the implications for the curriculum, for teaching and for the authority structure of schools and colleges of an analysis of education in which the development of knowledge and understanding is accorded a central position. The book explains what philosophy of education is, and by concentrating on its central concepts, initiates readers into exploring it for themselves. It also serves as a succinct introduction to the growing literature on philosophy of education in the UK.

At the time this book was first published the disciplines of philosophy of education, educational psychology, sociology of education and the history of education had developed rapidly. The papers in this volume outline the developments that took place. The first paper analyses the nature of a theory concerned with determining practice and the place of academic disciplines within that. What emerges is the crucial role of these disciplines, but also the need to develop much more adequately a domain of practical principles, assessed and critically reformulated in the light of those disciplines. The following papers are concerned with the contributions four of those disciplines are now making.

In this reissued collection of essays, first published in 1985, Paul Q. Hirst assesses the limits of the Marxist theory of history in its various versions. It begins with an extended critical discussion of Perry Anderson and Edward Thompson, and includes chapters on G.A Cohen's attempt to re-state the Marxist theory of history in terms compatible with analytic philosophy, on R.G. Collingwood's theory of history, on Anderson's work on Absolutism, on Thompson's Poverty of Theory, and on the contemporary politics of democratic socialism.

At the end of the twentieth century, it becomes ever more clear that Western countries are witnessing the exhaustion of the two great political and economic systems - democratic capitalism and collective state socialism - that have held sway for the past 150 years. Yet neither the traditional Right nor Left has been able to provide viable solutions to this crisis. In this book, Paul Hirst offers a new approach, which he calls associative democracy. Not simply a utopian idea, associative democracy calls for new forms of economic and social governance as supplements to representative democracy and market economies. It addresses the problems of the overload of big government by democratizing and empowering civil society. It transfers social provision to self-governing voluntary associations, while retaining public funding and political accountability. In the economic sphere, it advocates regional economic regulation through public-private partnerships, the promotion of self-governing industrial districts, and the democratization of the company.