By Marianna Papastephanou (auth.), Marianna Papastephanou (eds.)
From antiquity to the current, colleges of a few shape have, in a single manner or different, been interested in the fabric and symbolic replica of societies. Such diachronic resilience, in addition to the synchronic omnipresence of education frequently makes colleges seem as ordinary, self-evident and unavoidable. This naturalization of education is then prolonged to its glossy specification as obligatory in a universalist style. This ebook doesn't in basic terms search to discover what's left of older debates on obligatory schooling within the years’ hindsight but additionally to affiliate the dialogue of education with new theoretical advancements and new emphases. It includes a first half, which operates, essentially, on the conceptual and justificatory point and reserves a, roughly, certified welcome to a revisited inspiration of obligatory. And it supplementations this primary half with a moment, extra utilized one who makes a speciality of particular points of obligatory education and/or schooling. From Luther all the way down to John Stuart Mill and John Dewey, obligatory schooling has been heralded both as a car of social coordination and person health, or as a automobile of democratization and development, or as a method for shielding the rights of the younger and of society, etc etc. yet there have additionally been sessions of problem and denaturalization of obligatory schooling, generating various attention-grabbing and lively debates not just on concerns of academic legality but in addition on issues that boil right down to broader philosophical questions about the self and the realm. with out neglecting the lasting value of older debates, argumentation over education, its personality and its scope will be recast within the gentle of present philosophical academic debates. Given the truth that failure thoroughly to mine such connections results in an absence in philosophical-educational engagement with essentially the most significant pedagogical practices of the modern global, particularly, the varsity, the booklet aspires to treatment this lack and to place jointly paintings that addresses these connections in the course of the hugely unique and leading edge paintings of its participants. The subtext in all contributions is a imaginative and prescient of academic transformation in a single method or different. All chapters (from the main theoretical to the main practice-related) advertise a model of a recast or redirected obligatory schooling.
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Example text
We know from the experience of the UK tripartite system that, whatever its merits (and I am trying to recognize and retain its many benefits), there was widespread concern, first that the age of 11 was too early and second that although in theory the system allowed movement of back and forth between grammar, secondary or technical schools, in practice most people’s future was determined by the 11 plus examination, the particular form of which was itself also open to criticism. It seems altogether more reasonable to regard 16 or 17 as an age at which to make decisions about an individual’s likely future interests and inclinations.
Rezension von Winkler, Michael: Kritik der Pädagogik, Der Sinn der Erziehung. Stuttgart Kohlhammer 2006. html. Luhmann, N. (1991). Das Kind als Medium der Erziehung. In: Zeitschrift für Pädagogik, 37 (1), 19–40. Prange, K. (2005). Die Zeigestruktur der Erziehung. Grundriss der Operativen Pädagogik. Paderborn: Schöningh. , & Strobel-Eisele, G. (2006). Die Formen des pädagogischen Handelns. Eine Einführung. Stuttgart: Kohlhammer. Rosa, H. (2005). Beschleunigung. Die Veränderung der Zeitstrukturen in der Moderne.
These introductory remarks, of course, already invite certain questions, which, if not particularly difficult to answer, are nonetheless important. In particular, what do we mean by “education” here? And is our concern—should our concern be whether the state is the provider of a common education or whether a common education is provided? Without providing a full analysis of the concept of education, which has been done many times before, I should make it clear that I am not referring simply to passing on basic social norms and life and trade skills, such as parents, guilds and the like, have always striven to do (and not without success).
