This book takes the thinking of Quentin Skinner, Philip Pettit and J.G.A. Pocock on republican liberty and explores the way in which this idea of liberty can be used to illuminate educational practice. It argues that republican liberty is distinct from both positive and negative liberty, and its emphasis on liberty as non-dependency gives the concept of liberty a particularly critical role in contemporary society. Each chapter formulates and expounds the idea that an empire of liberty requires the existence of what are termed ‘liberty-bearing agents’, and shows how education – with a particular emphasis on knowledge – is needed to foster the human powers which allow people to become liberty-bearing. It is also emphasised, however, that republican liberty is non-perfectionist and non-eudaimonic: the core values enshrined in an empire of liberty centre on non-dependency rather than the promulgation of a certain way of life. Drawing on prominent seventeenth century contract theorists, the link between liberty and authority is explained, suggesting that appropriate authoritative structures need to underpin the provision of education, and especially schooling, if educational practice devoted to the pursuit of liberty is to flourish. Liberty and Education will be of value to both educational theorists unfamiliar with republican theory, as well as republican theorists interested in how their theory might play out in education. It will also be of interest to researchers and students from the fields of politics and the philosophy of education.
This book takes the thinking of Quentin Skinner, Philip Pettit and J.G.A. Pocock on republican liberty and explores the way in which this idea of liberty can be used to illuminate educational practice. It argues that republican liberty is distinct from both positive and negative liberty, and its emphasis on liberty as non-dependency gives the concept of liberty a particularly critical role in contemporary society. Each chapter formulates and expounds the idea that an empire of liberty requires the existence of what are termed ‘liberty-bearing agents’, and shows how education – with a particular emphasis on knowledge – is needed to foster the human powers which allow people to become liberty-bearing. It is also emphasised, however, that republican liberty is non-perfectionist and non-eudaimonic: the core values enshrined in an empire of liberty centre on non-dependency rather than the promulgation of a certain way of life. Drawing on prominent seventeenth century contract theorists, the link between liberty and authority is explained, suggesting that appropriate authoritative structures need to underpin the provision of education, and especially schooling, if educational practice devoted to the pursuit of liberty is to flourish. Liberty and Education will be of value to both educational theorists unfamiliar with republican theory, as well as republican theorists interested in how their theory might play out in education. It will also be of interest to researchers and students from the fields of politics and the philosophy of education.
The author's contention is that Chekhov's plays have often been misinterpreted by scholars and directors, particularly through their failure to adequately balance the comic and tragic elements inherent in these works. Through a close examination of the form and content of Chekhov's dramas, the author shows how deeply pessimistic or overly optimistic interpretations fail to sufficiently account for the rich complexity and ambiguity of these plays. The author suggests that, by accepting that Chekhov's plays are synthetic tragi-comedies which juxtapose potentially tragic sub-texts with essentially comic texts, critics and directors are more likely to produce richer and more deeply satisfying interpretations of these works. Besides being of general interest to any reader interested in understanding Chekhov's work, the book is intended to be of particular interest to students of Drama and Theatre Studies and to potential directors of these subtle plays.
First published in 1967, this book seeks to show the causes which led to Coleridge’s breakdown in 1802 and to indicate how his views on poetry changed as a result of it. The approach is selective in that it only focuses on one part of Coleridge’s life (roughly 1793-1810); however the author attempts to relate a number of different areas of his activity and to trace his emotional and moral development more closely than might be possible in a full-scale biography. The account of Coleridge’s life ends in 1810, when his relationship with the two key figures in his life Asra and Wordsworth had ruptured, as this reflected which of Coleridge’s Notebooks were available at the time.
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