LEADER 05539nam 2200685Ia 450 001 9910146115003321 005 20170924214734.0 010 $a1-282-03017-5 010 $a9786612030178 010 $a1-4443-0731-2 010 $a1-4443-0732-0 035 $a(CKB)1000000000725439 035 $a(EBL)437461 035 $a(OCoLC)318239411 035 $a(SSID)ssj0000125592 035 $a(PQKBManifestationID)11936854 035 $a(PQKBTitleCode)TC0000125592 035 $a(PQKBWorkID)10027244 035 $a(PQKB)10452524 035 $a(MiAaPQ)EBC437461 035 $a(EXLCZ)991000000000725439 100 $a20080625d2008 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe common school and the comprehensive ideal$b[electronic resource] $ea defence by Richard Pring with complementary essays /$fedited by Mark Halstead and Graham Haydon 210 $aChichester, U.K. ;$aMalden, MA $cWiley-Blackwell$d2008 215 $a1 online resource (352 p.) 225 0 $aJournal of philosophy of education The common school and the comprehensive ideal 300 $aDescription based upon print version of record. 311 $a1-4051-8738-7 320 $aIncludes bibliographical references and index. 327 $aThe 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? 327 $aMINIMAL 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 Assessment 327 $aE. 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? 327 $aVII 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 OFLIBERALISM 327 $aIV 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 OPPRESSIVE 327 $aREASON FOUR:SYMBOLS MAY BE DISRUPTIVE 330 $aA 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 606 $aPublic schools$zUnited States 606 $aEducation$xAims and objectives 608 $aElectronic books. 615 0$aPublic schools 615 0$aEducation$xAims and objectives. 676 $a370 676 $a370.973 686 $a5,3$2ssgn 686 $aDV 2850$2rvk 701 $aPring$b Richard$0873238 701 $aHalstead$b Mark$0873239 701 $aHaydon$b Graham$0873240 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910146115003321 996 $aThe common school and the comprehensive ideal$91949421 997 $aUNINA LEADER 01906nas 2200613-a 450 001 996209542203316 005 20240112213020.0 011 $a1614-6840 035 $a(DE-599)ZDB2594556-7 035 $a(OCoLC)702150954 035 $a(CKB)1000000000033746 035 $a(CONSER)--2011242065 035 $a(EXLCZ)991000000000033746 100 $a20110216a20119999 s-- a 101 0 $aeng 135 $aurcnu---u|uuu 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aAdvanced energy materials 210 $aWeinheim $cWiley-VCH$d2011- 300 $aRefereed/Peer-reviewed 311 $a1614-6832 531 $aADV ENERGY MATER 531 $aADV. 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