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This book examines the subject of adult education with a holistic approach, covering topics such as education vs training, professional practice in adult and vocational education, and experience, self direction and reflection.

Education has been widely criticised as being too narrowly focused on skills, capacities and the transference of knowledge that can be used in the workplace.As a result of the dominance of economic rationalism and neo-liberalism, it has become commodified and marketed to potential customers. As a consequence, students have become consumers of an educational product and education has become an industry. There is deep dissatisfaction with these neo-liberal developments. What is missing is any conception of education as a key factor in the `human formation¿ that will lead students to develop the virtues and values that they will need to not only lead successful lives, but also be responsible members of their communities ¿ working for the common good and acting to transform them into just societies.This volume draws together a number of different perspectives on what is meant by `human formation¿, argues for a much richer conception of education and addresses the lack of attention to human fulfilment. It also highlights the importance of philosophy in the articulation of novel ways of conceptualising education ¿ providing alternatives to the dominant neo-liberal and economic rationalist models. The central question with which the book is concerned is a renewed understanding of education as the formation of persons, of civil society and the role of philosophy in fostering that renewal.In this volume there are a variety of voices from diverse traditions and cultures. Both East and West are represented, and it might be expected that this would result in a divergence of opinion about the purpose of education. However, in spite of the diversity, there is some significant convergence in thinking about the ways in which education ought to serve the needs of both individuals and their communities. What is also particularly useful, and what is fresh about the essays presented here, is that there is also diversity in the philosophical approaches to the problem. This means that the convergence on the importance of `human formation¿ as the cornerstone of education does not rely on a rivileged philosophical method.

This important book demonstrates how Derrida's work provides a highly relevant perspective on the aims, content and nature of education in contemporary, multicultural societies.

In discussing Durkheim's modern relevance, this book explores his desire to integrate practical and theoretical aspects of education, and his stress on the moral base of education and the importance of the social and society.

Explains the distinction, on the one hand, between indoctrination and education, and, on the other, between responsibility-subverting manipulation and mere causation. This book is suitable for philosophers and advanced students working in free will, moral psychology, and the philosophy of education.

This book explores the ways childhood and materiality are intertwined and assembled. It makes a scholarly contribution to current understanding of the complex relatedness of childhood and materiality.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 2014. Routledge is an imprint of Taylor & Francis, an informa company.

The 1980s were an important decade for educational inquiry. It was the moment of the ¿linguistic turn,¿ with its emphasis on the role of language as a constructor of reality, a structuring agent for institutions such as schools, and a medium for translating knowledge into elements of power for processes of social regulation. Drawing on the work and insights of educational researcher Thomas S. Popkewitz, this book shows how the linguistic turn provided an alternative to both mainline educational research grounded in the ideals of political liberalism and the effort of neo-Marxists to challenge liberal thinking in favor of a scholarship based on class conflict and economic determinism.

Following Lyotard's death in 1998, this book provides a timely exploration of the recurrent theme of education in his work.

Robin Barrow has been one of the leading philosophers of education for more than forty years. This book is a critical but appreciative examination of his work by some of the leading philosophers of education at work today, with responses from Professor Barrow. It will focus on his work on curriculum, the analytic tradition in philosophy, education and schooling, and his use of Greek philosophy to enrich current debates in the subject. This work will be of interest to all those who have been influenced by his contributions to educational and philosophical debate.

This volume explores the reception of John Dewey¿s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey¿s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.

This text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

Rather than having formed a global community, today¿s society is more fragmented than ever. In light of this, education faces some formidable new challenges. The authors of this collection of essays explore these challenges, and suggest some novel ways of dealing with them.

This volume explores the reception of John Dewey¿s ideas in various historical and geographical settings such as Japan, China, Argentina, Mexico, Chile, Spain, Russia, and Germany, analyzing how and why Dewey¿s thought was interpreted in various ways according to mediating local discursive and ideological configurations and formations.

The workers based in institutions designed to serve the public are expected to reorganize their thoughts and practice in accordance with a 'performance' management model of accountability which encourages a rigid bureaucracy. This book shows how and why this performance model may be expected, paradoxically, to make practices less accountable.

This book scrutinizes how social ¿ common sense ¿ knowledge is shared, transmitted and transformed in different social and psychological contexts, particularly in research related to education, social work and communication.

This volume examines the multiple connections between education, broadly defined, and work, through an analysis of the literature on the transition from school to work, on vocational training and on the labour market.

Beauty is something we value instinctively. We find it in art and in nature, in words, images and ideas, seeking it through our senses and through our intellect, in others and in ourselves. This book seeks to re-awaken educators to the power of beauty as an educational concept, to its relevance for schools and the needs of students and teachers.

Brings the writings of British philosopher, Isaiah Berlin to bear on the subject of multiculturalism in schools, that his work has been applied to matters of education. Tackling the often-contradictory issues surrounding liberal pluralism, this book poses serious questions for the education system in the US and in the UK.