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[null,"1.","Record Nr.",null,"UNINA9910830450303321"]
[null,null,"Titolo",null,"The common school and the comprehensive ideal [[electronic resource] ] : a defence by Richard Pring with complementary essays / / edited by Mark Halstead and Graham Haydon"]
[null,null,"Pubbl/distr/stampa",null,"Chichester, U.K. ; ; Malden, MA, : Wiley-Blackwell, 2008"]
[null,null,"ISBN",null,"1-282-03017-5"]
[{"$nulls":4},"9786612030178"]
[{"$nulls":4},"1-4443-0731-2"]
[{"$nulls":4},"1-4443-0732-0"]
[null,null,"Descrizione fisica",null,"1 online resource (352 p.)"]
[null,null,"Collana",null,"Journal of philosophy of education The common school and the comprehensive ideal"]
[null,null,"Classificazione",null,"5,3"]
[{"$nulls":4},"DV 2850"]
[null,null,"Disciplina",null,"370"]
[{"$nulls":4},"370.973"]
[null,null,"Soggetti",null,"Public schools - United States"]
[{"$nulls":4},"Education - Aims and objectives"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"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?"]
[{"$nulls":4},"MINIMAL AND MAXIMALINTERPRETATIONS OFTHE COMPREHENSIVE IDEALVALUES UNDERLYING THE COMPREHENSIVE IDEAL; CONCLUSION; NOTES; REFERENCES; 3 On the Necessity of Radical State Education: Democracy and the Common School; DEMOCRACY AND THE COMMON SCHOOL; RADICAL TRADITIONS O FSTATE EDUCATION; PREFIGURATIVE PRACTICE; PREFIGURATIVE PRACTICE AND THE COMMON SCHOOL; A. An Intended and Proclaimed Democratic Coherence; B. A Vibrant, "]
[{"$nulls":4},"Inclusive Public Realm; C. Interpersonal and Structural Integrity; D. Radical Collegiality, Radical Curriculum and the Challenge of Assessment"]
[{"$nulls":4},"E. Insistent Affirmation of PossibilityF. Delight and Belief in Intergenerational Reciprocity; G. Interrogative, Dialogic Openness; LIBERTE  ́ ,E  ́ GALITE  ́ ,FRATERNITE  ́ -O UL A MORT; NOTES; REFERENCES; 4 Common Schooling and the Need for Distinction; I; II; III; IV; V; VI; VII; NOTES; REFERENCES; 5 Educational Justice and Socio-Economic Segregation in Schools; I JUSTICE INEDUCATION; II THE COMPREHENSIVE IDEAL; III SOCIOECONOMIC SEGREGATION AND EDUCATIONAL INJUSTICE; IV LIBERTY,FAMILYVALUES AND JUSTICE; VJUSTICE WITHOUT STRUCTURALREFORM?; VI JUSTICE WITHOUT DE-SEGREGATION?"]
[{"$nulls":4},"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 OFLIBERALISM"]
[{"$nulls":4},"IV MORAL AGENCY AND LIBERAL DEMOCRATIC EDUCATIONNOTES; REFERENCES; 8 Common Schools and Multicultural Education; I COMMONSCHOOLING IS INSTRUMENTAL FOR MULTICULTURAL EDUCATION; II MULTICULTURAL EDUCATIONIS INSTRUMENTALFOR COMMON SCHOOLING; III COMMONSCHOOLING EXPRESSES THE MULTICULTURAL IDEAL; IV MULTICULTURAL EDUCATIONAND COMMON SCHOOLING FACE SIMILAR CHALLENGES; NOTE; REFERENCES; 9 What Not To Wear: Dress Codes and Uniform Policies in the Common School; INTRODUCTION; REASON ONE:TOPRESERVE THE PUBLIC SPHERE; REASON TWO:SYMBOLS MAYB E OFFENSIVE; REASON THREE: SYMBOLS MAYBE OPPRESSIVE"]
[{"$nulls":4},"REASON FOUR:SYMBOLS MAY BE DISRUPTIVE"]
[null,null,null,"Sommario/riassunto","A 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"]