This collection of essays by philosophers and educationalists of international reputation, all published here for the first time, celebrates Paul Hirst's professional career. The introductory essay by Robin Barrow and Patricia White outlines Paul Hirst's career and maps the shifts in his thought about education, showing how his views on teacher education, the curriculum and educational aims are interrelated. Contributions from leading names in British and American philosophy of education cover themes ranging from the nature of good teaching to Wittgensteinian aesthetics. The collection concludes with a paper in which Paul Hirst sets out his latest views on the nature of education and its aims. The book also includes a complete bibliography of works by Hirst and a substantial set of references to his writing.
The Art of Science presents the best of Museum Victoria’s remarkable collection of natural history artworks, currently on a national touring exhibition of the same name. Based on the museum’s collection of rare books, field sketches, art works and taxonomic studies, the book features some of the most exquisite, rare and important illustrations of flora and fauna ever created. In addition to the artworks, which tell a story of exploration, discovery, painstaking research and documentation, the book also traces the lives, curiosities and observations of the artists and explorers, whom throughout history often worked against the odds to gather and record. The Art of Science is a unique collection of exquisite images that will enrich our understanding of the history of art and science, the natural world, and the miracle of human perception.
This book addresses the question 'What should be taught in schools and why?'. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the positive curricular recommendations, with virtually every candidate for curriculum time examined and assessed in respect of its educational worth.
Three lines of argument are central to this book: that Plato's views as expounded in the Republic indicate that he was a utilitarian; that utilitarianism is the only acceptable ethical theory; that these conclusions have significant repercussions for education. Throughout the book the exposition of utilitarianism and the interpretation of the Republic are closely linked. The author assesses the nature of recent Platonic criticism and provides a critical summary of the Republic. He expounds and defends utilitarianismn and examines in greater depth the consequences for education of accepting a utilitarian position, showing how, for example, from this standpoint such key terms in educational debate as 'autonomy' and 'self-development' must be reassessed as educational objectives.
Why is the United States the only advanced capitalist country with no labor party? This question is one of the great enduring puzzles of American political development, and it lies at the heart of a fundamental debate about the nature of American society. Tackling this debate head-on, Robin Archer puts forward a new explanation for why there is no American labor party--an explanation that suggests that much of the conventional wisdom about "American exceptionalism" is untenable. Conventional explanations rely on comparison with Europe. Archer challenges these explanations by comparing the United States with its most similar New World counterpart--Australia. This comparison is particularly revealing, not only because the United States and Australia share many fundamental historical, political, and social characteristics, but also because Australian unions established a labor party in the late nineteenth century, just when American unions, against a common backdrop of industrial defeat and depression, came closest to doing something similar. Archer examines each of the factors that could help explain the American outcome, and his systematic comparison yields unexpected conclusions. He argues that prosperity, democracy, liberalism, and racial hostility often promoted the very changes they are said to have obstructed. And he shows that it was not these characteristics that left the United States without a labor party, but, rather, the powerful impact of repression, religion, and political sectarianism.
The seventh edition of Jacobs, White and Ovey: The European Convention on Human Rights is a clear and concise companion to this increasingly important and extensive area of the law.The authors examine each of the Convention rights in turn, explore the pivotal cases in each area and examine the principles that underpin the Court's decisions.The focus on the European Convention itself, rather than its implementation in any one member state, makes this book essential reading for all students looking for a concise yet authoritative overview of the work of the Strasbourg Court.Online Resource Centre:The text is accompanied by an Online Resource Centre that features updates on cases and legislation since publication as well as links to useful websites and further reading on the European Convention.
This introductory text, now in its fourth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests and learning by discovery. In this new updated edition, the authors draw on the latest research in genetics to argue that education is uniquely human and is essentially what develops us as humans. Resisting modern tendencies to equate knowledge with opinion, and value judgements with taste, this book leads the reader into the business of philosophising and champions the cause of reason in education.
This clearly-written and comprehensive introductory text provides a critical review of the principal theoretical approaches to the study of Third World politics in the second half of the twentieth century. Arguments are illustrated by examples drawn from a wide and diverse range of regions and countries. All chapters have been extensively amended and updated for this substantially revised edition to include such developments as the debt crisis and democratisation, and a new chapter has been added on the impact of globalisation on the postcolonial world.
This book, first published in 1981, provides a penetrating and lucid introduction to the philosophy of education. The emphasis on schooling rather than education draws attention to the broad spectrum of the book: recognising that schools generally do more than educate, Dr. Barrow specifically addresses himself to the larger question of what schools are for and what they should do. This book will be of interest both to students of philosophy and students of education.
This introduction to Plato’s philosophical and educational thought examines Plato’s views and relates them to issues and questions that occupy philosophers of education. Robin Barrow stresses the relevance of Plato today, while introducing the student both to Plato’s philosophy and to contemporary educational debate. In the first part of the book the author examines Plato’s historical background and summarizes the Republic. Successive chapters are concerned with the critical discussion of specific educational issues. He deals with questions relating to the impartial distribution of education, taking as a starting point Plato’s celebrated dictum that unequals should be treated unequally. He examines certain methodological concepts such as ‘discovery-learning’ and ‘play’ and also raises the wider question of children’s freedom. He looks critically at the content of the curriculum and discusses Plato’s theory of knowledge and attitude to art. Finally Robin Barrow discusses Plato’s view of moral education and the related problem of what constitutes moral indoctrination
Teachers and students are frequently confused as to the relevance of abstract philosophical theorising to the reality of the classroom and this book is distinctive for the attention it devotes to philosophy and its potential contribution to practical matters, and education in particular. The author is critical of many current views of the philosophy of education and argues the validity of philosophy as an integral part of education in its own right, against the creation of a ‘new’ branch of philosophy, the ‘philosophy of education’. The book stresses that relativist ethical theories are no more ‘known’ to be valid than the absolutist theories they have replaced, and in the second section the author argues for a modified utilitarian position. The final section enables the reader to relate the general argument of the second part to several specific issues.
This book presents and argues for a moral theory which draws on most of the major theoretical positions to some degree, but it also spells out the limits and boundaries of a moral theory. In doing so, it exposes a number of common confusions and misunderstandings about morality, and presents a strong argument for some indisputable truths in relation to the moral sphere. Divided into four parts, the book covers the key issues within moral philosophy: part one provides a lucid and powerful account of the nature and limits of moral theory, sharply distinguishing it from religion part two outlines a positive moral theory by exploring the defining principles of morality and the reasons for being moral part three distinguishes moral values from others such as ecological, health and safety and sexual values part four is concerned with the implications of our moral understanding for moral education. While this book concentrates on argument and ideas, a commentary to each chapter provides historical context and contemporary reference points. It will prove an invaluable resource for students of both Education and Philosophy.
Section one of the book explores the nature of the philosophy of education and its relation to other aspects of educational theory and research. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophical thought on education, providing the basis and reference point for an exploration of contemporary issues. --
This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.
An exquisite sequel to "The Secret Diary of Anne Boleyn", "Maxwell's second novel breathes extraordinary life into the scandals, political intrigue, and gut-wrenching battles that typified Queen Elizabeth's reign" ("Publishers Weekly").
This work explores the connections between two of the most transformative processes of the 21st century, global environmental change and globalization. It presents a conceptual framework for analyzing the interactions between these two processes.
This updated resource offers ten models that allow teachers to work together to create learner-centered classrooms by grouping elements from various content areas into a coherent, standards-based curriculum.
In Essays on Pedagogy, Robin Alexander brings together some of his most powerful writing, drawing on his research in Britain and other countries over the past two decades.
Most Canadians think of travel as a way to escape the snow, cold, and dreary winter skies. But Robin Esrock loves all that our eastern provinces have to offer visitors, and so will you! The Great Atlantic Canada Bucket List highlights the best travel experiences to be had on Canada’s East Coast. Not your typical travel guide, Robin’s recommendations encompass outdoor adventure and natural wonders as well as the unique food, culture, and history of the Maritimes. Categorized by province, The Great Atlantic Canada Bucket List will give you a first-hand perspective on: • Ziplining over a waterfall in New Brunswick. • Harvesting an iceberg for a Newfoundland cocktail. • Exploring Nova Scotia’s Cabot Trail. • Walking the seabed beneath Hopewell Rocks. • Cycling across Canada’s island province. • Rafting a tidal wave in the Bay of Fundy.
An examination of the transformations in lowland Britain's material culture over the course of the long fifth century CE during the late Roman regime and its end"--
Miz Miranda Maracona and Miz Kookie Kombuis - one so fair, the other so, so dark! - are two enormously talented and hugely endowed transvestites who run the M. K. Agency. Looking for something different? Well, Prince Igor Pisskossovitch certainly is, and when the girls take on the handsome royal as a client, they find themselves in a glorious Ruritanian foperetta in the remote principality of Bejesustan, where camp is the watchword and coups d'état the national sport. Divided loyalties and lingering lusts turn would-be assassins and victims into brothers in arms in Robin Anderson's sophisticated fantasy of 'courtly' love with a special twist. There's plenty to relish in these pages for lovers of laughter, and indeed lovers of all sorts.
From Robin Esrock, author of The Great Canadian Bucket List, comes a look at the best that Canada’s prairies have to offer. Having travelled to over one hundred countries on six continents, international travel guru and bestselling author Robin Esrock turns his attention to the Canadian prairies. Robin spent years personally discovering these one-of-a-kind destinations and activities you have to try in Manitoba and Saskatchewan: Float in “Canada’s Dead Sea” Track polar bears along Hudson Bay Horse-ride through herds of free-roaming bison Uncover ancient archaeological mysteries in Winnipeg Learn what it takes to join the Royal Canadian Mounted Police Witness the largest gathering of snakes in the world Party with the wildest sports fans in Canada Bask on a tropical beach — on a prairie lake Bundled with an extensive up-to-date companion website, The Great Canadian Prairies Bucket List provides all the inspiration and information you’ll need to follow in his footsteps.
Seven authoritative contributions to the emerging field of pedagogy and to comparative, cultural and policy studies in education. A must for those who want to do more than merely comply with received versions of ‘best practice’. Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription? In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. The book includes chapters on a number of themes, expertly woven together: the politicisation of school and classroom life and the trend towards a pedagogy of compliance; the benefits and hazards of international comparison; pedagogical dichotomies old and new, and how to avoid them; how education and pedagogy might respond to a world in peril; the rare and special chemistry of the personal and the professional which produces outstanding teaching; the scope and character of pedagogy itself, as a field of enquiry and action. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
Renowned travel writer and TV host Robin Esrock explored every inch of central Canada to craft the definitive Bucket List for the region. Running the gamut of nature, food, culture, history, adrenaline rushes, and quirky Canadiana, Robin's personal quest to tick off the very best of Ontario and Quebec packs in enough for a lifetime.
The highly experienced and respected authors select the most important case law and give a highly authoritative, concise account of the European Convention on Human Rights. Focuses on the European Convention itself rather than its implementation in any one member state, and so is essential reading for human rights students across Europe. Examines each Convention right in turn, with a newly revised structure to map even more closely to human rights courses. As a lecturer and a practitioner, the authors are perfectly placed to provide up-to-date coverage of Strasbourg case law and explain it in a lively, straightforward manner" -- From publisher's website.
From the Financial Times's global finance correspondent, the incredible true story of the iconoclastic geeks who defied conventional wisdom and endured Wall Street's scorn to launch the index fund revolution, democratizing investing and saving hundreds of billions of dollars in fees that would have otherwise lined fat cats' pockets. Fifty years ago, the Manhattan Project of money management was quietly assembled in the financial industry's backwaters, unified by the heretical idea that even many of the world's finest investors couldn't beat the market in the long run. The motley crew of nerds—including economist wunderkind Gene Fama, humiliated industry executive Jack Bogle, bull-headed and computer-obsessive John McQuown, and avuncular former WWII submariner Nate Most—succeeded beyond their wildest dreams. Passive investing now accounts for more than $20 trillion, equal to the entire gross domestic product of the US, and is today a force reshaping markets, finance and even capitalism itself in myriad subtle but pivotal ways. Yet even some fans of index funds and ETFs are growing perturbed that their swelling heft is destabilizing markets, wrecking the investment industry and leading to an unwelcome concentration of power in fewer and fewer hands. In Trillions, Financial Times journalist Robin Wigglesworth unveils the vivid secret history of an invention Wall Street wishes was never created, bringing to life the characters behind its birth, growth, and evolution into a world-conquering phenomenon. This engrossing narrative is essential reading for anyone who wants to understand modern finance—and one of the most pressing financial uncertainties of our time.
Douglass North once emphasized that development takes centuries, but he did not have a theory of how and why change occurs. This groundbreaking book advances such a theory by examining in detail why England and Spain developed so slowly from 1000 to 1800. A colonial legacy must go back centuries before settlement, and this book points to key events in England and Spain in the 1260s to explain why Mexico lagged behind the United States economically in the twentieth century. Based on the integration of North's institutional approach with Mancur Olson's collective action theory, Max Weber's theory of value change, and North's focus on dominant coalitions based on rent and military in In the Shadow of Violence, this theory of change leads to exciting new historical interpretations, including the crucial role of the merchant-navy alliance in England and the key role of George Washington's control of the military in 1787.
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