| Description |
1 online resource : text file, PDF |
| Series |
New Directions in the Philosophy of Education |
| Contents |
Cover; Title; Copyright; Contents; List of figures; List of tables; About the author; Preface; Acknowledgements; Dedication; Poem; PART I Thinking philosophically; 1 Trends and tensions of philosophy and sociology; Case 1: properties of the triangle; Case 2: knowing your students; Dewey, Vygotsky and philosophy; Durkheim, Habermas and sociology; Neoliberalism and the decline of epistemology; 2 Understandings of epistemology; Historical location of epistemology; Centrality of human action; Mead, the social act and intersubjectivity; Epistemologies and neoliberalism |
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3 Action theory and theoristsCommunication and the linguistic turn; Culture and conscientisation; Complexity and the physical and social worlds; Consciousness and quantum mechanics; Great community and the public sphere; 4 Creative democracy, ethics, power and control; Creative democracy; Formation of ethical conduct; Power and control of curriculum; Generative themes for a cohesive education; Part I reflections; PART II Thinking educationally; 5 Education as philosophy of practice; Philosophy 1: education as a knowledge discipline |
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Scenario 1: education as philosophy of practice (from a teacher's perspective)Tensions and similarities; Exegesis: Jemma, education and pragmatism; Philosophy 2: religion, the sacred and profane; Scenario 2: religion (from the perspective of a secondary school student); Exegesis 2: Emmet, culture and knowledge; Philosophy 3: conservatism, what is or should be; Scenario 3: conservatism (from the perspective of a working class mother); Exegesis 3: Rydia, fractions and frictions; Philosophy 4: neoliberalism, capitalism personified |
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Scenario 4: neoliberalism (from the perspective of a middle manager)Exegesis 4: Emile and the occasional dilemma of conscience; Philosophy 5: social democracy, in practice or in name; Scenario 5: social democracy (from the perspective of a trade union official); Exegesis 5: democratic thought and deed; Philosophy 6: science, explanation or understanding; Scenario 6: science (from the perspective of an industrial chemist); Exegesis 6: principles of the everyday and everyplace; Philosophy 7: Marxism, social class and social division; Scenario 7: Marxism (from the perspective of an artist) |
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Exegesis 7: aesthetics of matter and energyConfirmations and conflicts across philosophies of practice; Investigating how, why and what we know; Part II reflections; PART III Thinking democratically; 6 Social class, equity and socio-economic positions; Social class in education; Feminism, pragmatism and equity in education; Socio-economic position and culture; 7 Connecting with Indigenous education; Marginalised knowledge; Discursive learning; Funds of knowledge; Researching the bricolage; Conclusion: cultural change for recognition and respect |
| Summary |
"Radical Schooling for Democracy proposes that formal education around the world has a serious philosophical weakness: as the ideology of neoliberalism increasingly dominates economic and as a consequence, educational and social life, formal education has adopted a narrow, rational and economic purpose for all students. Hooley argues that, under these circumstances, schooling is inherently frustrating and alienating for vast numbers of children as they are systematically removed from the big ideas and practices of history and knowledge of which they and their communities are a part and are instead inducted into a technical and superficial rationality of human existence. Radical Schooling for Democracy begins with a progressive and contemporary overview of philosophical and sociological thought during the European Enlightenment and identifies a framework of understanding that is extremely weak in education. This action framework of integrated philosophy, sociology and epistemology generates an 'action theory' that not only accounts for human progress, but has the potential to radically change the nature of schooling. A number of theorists who generally support a 'theory of action' is considered, ranging from Aristotle, Marx, Dewey and Freire to Habermas. From this analysis, the curriculum, pedagogical, assessment and research constructs of schooling are detailed such that a coherent and integrated model of education as an attribute of being human can be articulated, rather than being seen as a disparate derivative from other disciplines. With its coverage of internationally relevant issues, this book will be essential reading for academics, graduate students, policymakers and researchers in education, philosophy, sociology and epistemology, as well as teachers and pre-service teachers."--Provided by publisher |
| Subject |
Education -- Philosophy.
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Democracy and education.
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Educational change.
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Common good.
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School improvement programs.
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School improvement programs
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Common good
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Democracy and education
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Education -- Philosophy
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Educational change
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| Form |
Electronic book
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| ISBN |
9781315627205 |
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1315627205 |
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