Presents the texts of a series of lectures delivered between 1912 and 1928 on the purposes and practice of education.

Here international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: * social justice * national identity * curriculum * critical thinking * social practices. The contributors write from a variety of standpoints, offering many interpretations of what liberalism might mean in educational terms.

This book explores what we might teach if we take happiness seriously as an aim of education.

This open access book presents a discussion on human rights-based attributes for each article pertinent to the substantive rights of children, as defined in the United Nations Convention on the Rights of the Child (UNCRC). It provides the reader with a unique and clear overview of the scope and core content of the articles, together with an analysis of the latest jurisprudence of the UN Committee on the Rights of the Child. For each article of the UNCRC, the authors explore the nature and scope of corresponding State obligations, and identify the main features that need to be taken into consideration when assessing a State’s progressive implementation of the UNCRC. This analysis considers which aspects of a given right are most important to track, in order to monitor States' implementation of any given right, and whether there is any resultant change in the lives of children. This approach transforms the narrative of legal international standards concerning a given right into a set of characteristics that ensure no aspect of said right is overlooked. The book develops a clear and comprehensive understanding of the UNCRC that can be used as an introduction to the rights and principles it contains, and to identify directions for future policy and strategy development in compliance with the UNCRC. As such, it offers an invaluable reference guide for researchers and students in the field of childhood and children’s rights studies, as well as a wide range of professionals and organisations concerned with the subject.

The revised fourth edition provides a broad perspective on the basic curriculum questions educators face regarding the purposes, content, design, and structure of educational programs. The authors deal with fundamental contemporary issues of curriculum theory and instructional practice.

'An Aims-based Curriculum' spells out a groundbreaking alternative curriculum based not on subjects, but on what schools should be for. It argues that aims are not to be seen as high-sounding principles that can be easily ignored: they are the lifeblood of everything a school does, equipping learners to lead personally fulfilling lives.

This book features a group of top-notch philosophers tackling some of the biggest questions in higher education: What role should the liberal arts have in a college education? Should colleges orient themselves to the educational demands of the business sector? What is the role of highly selective colleges in the public sphere? To what extent should they be subsidized directly, or indirectly, by the public? Should they simply teach students skills and academic knowledge, or should they play a role in shaping character, and if so to what end? Should highly selective colleges admissions practices give an edge to racial minorities, or legacies, or poor students? How much should the public purse subsidize disadvantaged students attending such institutions? These questions are fundamentally about moral and political valuesquestions of distributive justice and of what constitutes valuable education. Philosophers are trained to identify value considerations in great detailindeed, often with more precision than is ever needed for practical purposes!but most disagreements about policy and practice proceed with minimal attention to the values assumed on either side, and all sides can benefit from more clarity about exactly what moral values are at play. The philosophers here, then, address some of the fundamental questions underlying debates about higher educationand in ways that are interesting and accessible to others."

Here international philosophers of education explore and question diverse strains of the liberal tradition, discussing not only autonomy but other key issues such as: * social justice * national identity * curriculum * critical thinking * social practices. The contributors write from a variety of standpoints, offering many interpretations of what liberalism might mean in educational terms.

What are the purposes of education and what is the relationship between educational research and policy? Using the twin lenses of Visible Learning and educational philosophy, these are among the many fascinating topics discussed in extended conversations between John Hattie and Steen Nepper Larsen. This wide-ranging and informative book offers fundamental propositions about the nature of education. It maps out in fascinating detail a coming together of Hattie’s empirical data and world-famous Visible Learning paradigm with the rich heritage of educational philosophy. Additionally, it explores the inevitable questions of the purpose of education and the development of students in a learning society. Part clash of cultures, part meeting of minds, always fascinating and illuminating, this intriguing book will inspire teachers, students, and parents at all levels of the educational system – from kindergarten through school to university. Conversations include: What are the purposes of education? Does educational data speak for itself? What is the role of the teacher? Is learning a visible phenomenon? Is it important to teach and learn specific subjects? What is the role of neuroscience research? What is the relationship between educational research and educational politics? What is the role of the state in education?