Education, autonomy, and democratic citizenship : philosophy in a changing world
著者
書誌事項
Education, autonomy, and democratic citizenship : philosophy in a changing world
(Routledge international studies in the philosophy of education, 2)
Routledge, 1997
並立書誌 全1件
大学図書館所蔵 全19件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Across the globe educators are being required to respond to a changing political environment. New nations emerge out of the collapse of old empires; new democracies struggle out of old structures of oppression. Driven on by the fierce competitiveness of the 'tiger economies' of the east, old social welfare[1]based democracies are transformed into new market led enterprise societies. The essays in this international collection are a response from twenty-two educators to these changes and to the reassessment that they provoke of some of the fundamental principles which shape educational thought and practice. They focus in particular on four key clusters of issues to do with the role of education in cultivating: * national identity Authors from political settings as culturally distant as Lithuania and Taiwan consider what role, if any, nationalistic education might play in the context of a democratic liberal education. * market principles Contributors offer different perspectives on the internationally pervasive application of the principles of the market economy to education and the consequent 'commodification' of learning. * personal autonomy Different dimensions of the contested notion of autonomy are examined along with the related discourses of 'edification' and 'empowerment'. * democratic citizenship From post-Soviet Russia to the new South Africa, in schools and in the context of professional training, educators examine what education for democratic citizenship might mean in practice and tease out some of the conflicts of principle which are raised in its implementation. The contributors are distinguished scholars drawn from every continent. They write consciously for an international readership and there is constant cross reference to developments in different parts of the world. All are practitioners in education sharing an interest in the philosophical issues underlying social change. The philosophical discussion is clearly rooted in and referred back to the world of educational practice and its political context.
目次
- John White, University of London Institute of Education, UK
- Terence H. McLaughlin, University of Cambridge, UK
- Palmira Juceviciene, Kaunas University of Technology, Lithuania
- Ching-tien Tsai, Institute of Education at the National Chung Cheng University, Taiwan, ROC
- David Bridges, University of East Anglia, Norwich, UK
- Felisa Tibbitts, Human Rights Education Programmes, Netherlands Helsinki Committee, Utrecht, Netherlands
- Robert Cowen, University of London Institute of Education, UK
- James Tooley, University of Manchester School of Education, England
- Geoff Whitty, Institute of Education, London, UK
- Terry Hyland, University of Warwick, UK
- Colin Wringe, University of Keele, UK
- Richard Smith, University of Durham, UK
- James Kaminski, Auburn University, USA
- Gaye Heathcote, Manchaster University, UK
- Michael Fielding, University of Cambridge Institute of Education, UK
- Akilu Sani Indabawa, Bayero University, Nigeria
- Ken Fogelman, University of Leicester, UK
- Nikolai Nikandrov, Russian Academy of Education, Moscow, Russia
- Penny Enslin, University of Witwatersrand, South Africa
- Terry Phillips, Univeristy of East Anglia, UK
- David Aspin, Monash University, Melbourne, Australia
- John Arul Phillips, University of Malaysia, Malaysia
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