The topics covered in this volume, originally published in 1973, include the need for a more adequate concept or definition of education, the issue of whether indoctrination is compatible with education, particularly with moral education, and the processes of judging the merits of different approaches to aesthetic education. Two contributors present complementary analyses of the relations between freedom as a characteristic of institutions and the process of learning to be a free man. There is discussion of the neglected subject of rights and duties in education, with special emphasis on the question of a universal right to education. The volume concludes with papers on the relevance of philosophy to the practical judgments of educators and to education as a field of study.
|Publisher:||Taylor & Francis|
|Product dimensions:||0.55(w) x 0.85(h) x 0.80(d)|
Table of Contents
Introduction: Philosophy and Educational Judgments Part 1 1. The Concept of Education Today William K Frankena 2. Morality and Autonomy in Education Alan Gewirth 3. Comments on Frankena's 'The Concept of Education Today' Arnold S. Kaufman Part 2 4. On Avoiding Moral Indoctrination Edmund L. Pincoffs 5. Indoctrination and Justification Kurt Baier Part 3 6. The Aesthetic Dimension of Education H. S. Broudy 7. The Aesthetic Dimension of Education: A Reply Part 4 8. Freedom and the Development of the Free Man R. S. Peters 9. The Idea of a Free Man Joel Feinberg Part 5 10 Rights and Duties in Education Frederick A. Olafson 11. Olafson on the Right to Education A. I. Melden Part 6 12. Philosophies-of and the Curriculum Israel Scheffler 13. On Educational Relevance and Irrelevance Kingsley Price 14. Analytic Philosophy of Education at the Crossroads Abraham Edel