05623nam 2200733Ia 450 991101956970332120200520144314.09786612030178978128203017612820301759781444307313144430731297814443073201444307320(CKB)1000000000725439(EBL)437461(SSID)ssj0000125592(PQKBManifestationID)11936854(PQKBTitleCode)TC0000125592(PQKBWorkID)10027244(PQKB)10452524(MiAaPQ)EBC437461(OCoLC)352829848(Perlego)2783556(EXLCZ)99100000000072543920080625d2008 uy 0engur|n|---|||||txtccrThe common school and the comprehensive ideal a defence by Richard Pring with complementary essays /edited by Mark Halstead and Graham HaydonChichester, U.K. ;Malden, MA Wiley-Blackwell20081 online resource (352 p.)Journal of philosophy of education The common school and the comprehensive ideal Description based upon print version of record.9781405187381 1405187387 Includes bibliographical references and index.The Common School and the Comprehensive Ideal; Plate 1; The Common School and the Comprehensive Ideal; Contents; Notes on Contributors; Preface; 1 The Common School; INTRODUCTION; THE COMMONSCHOOL; COMMUNITY; CULTURE; THE COMMONSCHOOLREVISITED; EDUCATIONAL AIMS REVISITED; FOSTERING DIFFERENCE-AGAINST THE COMMONSCHOOL; COMMONSCHOOLOR COMMONSCHOOLSYSTEM?; REFERENCES; Part I Defending and Questioning the Comprehensive Ideal; 2 In Search of the Comprehensive Ideal: By Way of an Introduction; WHAT IS ONE COMMITTED TO WHEN ONE SUPPORTS THE COMMONSCHOOL?; WHAT IS THE COMMONSCHOOL?MINIMAL AND MAXIMALINTERPRETATIONS OFTHE COMPREHENSIVE IDEALVALUES UNDERLYING THE COMPREHENSIVE IDEAL; CONCLUSION; NOTES; REFERENCES; 3 On the Necessity of Radical State Education: Democracy and the Common School; DEMOCRACY AND THE COMMON SCHOOL; RADICAL TRADITIONS O FSTATE EDUCATION; PREFIGURATIVE PRACTICE; PREFIGURATIVE PRACTICE AND THE COMMON SCHOOL; A. An Intended and Proclaimed Democratic Coherence; B. A Vibrant, Inclusive Public Realm; C. Interpersonal and Structural Integrity; D. Radical Collegiality, Radical Curriculum and the Challenge of AssessmentE. Insistent Affirmation of PossibilityF. Delight and Belief in Intergenerational Reciprocity; G. Interrogative, Dialogic Openness; LIBERTE ́ ,E ́ GALITE ́ ,FRATERNITE ́ -O UL A MORT; NOTES; REFERENCES; 4 Common Schooling and the Need for Distinction; I; II; III; IV; V; VI; VII; NOTES; REFERENCES; 5 Educational Justice and Socio-Economic Segregation in Schools; I JUSTICE INEDUCATION; II THE COMPREHENSIVE IDEAL; III SOCIOECONOMIC SEGREGATION AND EDUCATIONAL INJUSTICE; IV LIBERTY,FAMILYVALUES AND JUSTICE; VJUSTICE WITHOUT STRUCTURALREFORM?; VI JUSTICE WITHOUT DE-SEGREGATION?VII CONCLUDING COMMENTNOTES; REFERENCES; Part II Common Schools in Multicultural Societies; 6 Culture and the Common School; THE RANKING OFCULTURES; A FLATTENED CULTURAL HORIZON; THE PROBLEM OFWHAT TO TEACH WHEN CULTURE BECOMES 'CULTURE'; CULTURE-FOR-EDUCATIONAL-PURPOSE; CULTURE AS CULTURING; THE TASK OFTHE COMMONSCHOOL; NOTES; REFERENCES; 7 What is Common about Common Schooling? Rational Autonomy and Moral Agency in Liberal Democratic Education; I AUTONOMY AND HUMAN FLOURISHING; II AUTONOMY AND THE LIBERAL STATE; III THE OTHER FACE OFLIBERALISMIV MORAL AGENCY AND LIBERAL DEMOCRATIC EDUCATIONNOTES; REFERENCES; 8 Common Schools and Multicultural Education; I COMMONSCHOOLING IS INSTRUMENTAL FOR MULTICULTURAL EDUCATION; II MULTICULTURAL EDUCATIONIS INSTRUMENTALFOR COMMON SCHOOLING; III COMMONSCHOOLING EXPRESSES THE MULTICULTURAL IDEAL; IV MULTICULTURAL EDUCATIONAND COMMON SCHOOLING FACE SIMILAR CHALLENGES; NOTE; REFERENCES; 9 What Not To Wear: Dress Codes and Uniform Policies in the Common School; INTRODUCTION; REASON ONE:TOPRESERVE THE PUBLIC SPHERE; REASON TWO:SYMBOLS MAYB E OFFENSIVE; REASON THREE: SYMBOLS MAYBE OPPRESSIVEREASON FOUR:SYMBOLS MAY BE DISRUPTIVEA topical and provocative volume that invites consideration of the most fundamental issues concerning future educational provision: what is the purpose of our schools, and what should we do in them?Cutting-edge research by contributors who are leading figures internationally in philosophy and education, for whom these issues have been particular points of concernIncludes a substantial keynote essay by leading philosopher of education, Richard Pring, which is the springboard for the complementary essays that followEngages with questions Pring raises under five themes: defending Public schoolsUnited StatesEducationAims and objectivesPublic schoolsEducationAims and objectives.370370.9735,3ssgnDV 2850rvkPring Richard1598440Halstead Mark1840561Haydon Graham1621345MiAaPQMiAaPQMiAaPQBOOK9911019569703321The common school and the comprehensive ideal4420139UNINA