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Although the different contributions to this book range over a wide
spectrum of substantive issues, they share a common interest. This
is a concern to explore the ways in which notions of the relations
between theory and practice, between belief and action, can be used
to develop three kinds of sensitivity in the sociology of
education. A sensitivity towards how school systems are created,
maintained and made to function; towards developing a more refined,
critical and constructive awareness of the reliability and validity
of descriptions, analyses and explanations offered in this field of
study; and a sensitivity towards the ways in which changes take
place within the education system and how the insights and
realisations generated in the discipline might be used to control
such occurrences.
Parents soon find out that young children are natural learners.
They are like explorers or research scientists busily gathering
information and making meaning out of the world. This volume looks
at the process of natural learning and how it can be hindered or
halted by insensitive adult interference.
Intended to stimulate sociologically informed thinking about
educating, this book has become firmly established in its field,
winning places on reading lists for Education Studies, Initial
Teacher Training and Continuing Professional Development courses.
The book begins with a light-hearted taste of sociology, and then
goes on to explorefive key areas of education: - the hidden
curriculum - ideologies of educating - sociological perspectives
and the study of education - educational life chances, and - the
next learning system. This new edition includes sections on
personalized learning, progressive education, and the impact of
assessment on pupils. It also comes with a new chapter The
Discourses of Education. Roland Meighan is a former Special
Professor of Education, University of Nottingham, UKand Senior
Lecturer, University of Birmingham, UK. Clive Harber is Professor
of Education and Head of the School of Education, University of
Birmingham, UK. He brings with him expertise in the field of
International Education and Educational Development With
contributions by Len Barton and Iram Siraj-Blatchford, both of the
Institute of Education, University of London; and Stephen Walker,
Reader in the Sociology of Education and Visiting Professor in the
Science of Education, University of Bari.
The Continuum Library of Education Thought series is a major
international reference series providing comprehensive accounts of
the work of seminal educational thinkers from a variety of periods,
disciplines and traditions. It is the most ambitious and
prestigious project of its kind ever published--a definitive
resource for at least a generation.
Each volume includes the following chapters:
1. Intellectual biography
2. Critical exposition of the thinker's work
3. The reception and influence of the work
4. The relevance of the work today
5. Bibliography
6. Index
Although the different contributions to this book range over a
wide spectrum of substantive issues, they share a common interest.
This is a concern to explore the ways in which notions of the
relations between theory and practice, between belief and action,
can be used to develop three kinds of sensitivity in the sociology
of education. A sensitivity towards how school systems are created,
maintained and made to function; towards developing a more refined,
critical and constructive awareness of the reliability and validity
of descriptions, analyses and explanations offered in this field of
study; and a sensitivity towards the ways in which changes take
place within the education system and how the insights and
realisations generated in the discipline might be used to control
such occurrences.
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John Holt (Hardcover, New)
Roland Meighan; Series edited by Richard Bailey
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R6,243
Discovery Miles 62 430
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Ships in 12 - 17 working days
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John Holt is indisputably a major thinker in education. Roland
Meighan's volume offers the most coherent account of Holt's
educational thought. This work is divided into: intellectual
biography; critical exposition of Holt's work; and the reception
and influence of Holt's work and the relevance of the work
today.This is a major international reference series providing
comprehensive accounts of the work of seminal educational thinkers
from a variety of periods, disciplines and traditions. It is the
most ambitious and prestigious such project ever published - a
definitive resource for at least a generation. The thinkers
include: Aquinas, Aristotle, Bourdieu, Bruner, Dewey, Foucault,
Freire, Holt, Kant, Locke, Montessori, Neill, Newman, Owen, Peters,
Piaget, Plato, Rousseau, Steiner, Vygotsky, West, and
Wollstonecraft.
Intended to stimulate sociologically informed thinking about
educating, this book has become firmly established in its field,
winning places on reading lists for Education Studies, Initial
Teacher Training and Continuing Professional Development courses.
The book begins with a light-hearted taste of sociology, and then
goes on to explore five key areas of education such as: the hidden
curriculum; ideologies of educating; sociological perspectives and
the study of education; educational life chances; and, the next
learning system. This new edition includes sections on personalized
learning, progressive education, and the impact of assessment on
pupils. It also comes with a new chapter 'The Discourses of
Education'.
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