Reflecting on the meaning and purpose of an education at the mercy of political changes and innovation, this book considers the social, historical, religious and cultural contexts that define education systems. With a particular focus on how historical contexts shape the nature of education and its relevance to wider society, it explores the history of education in relation to social reform, economic relevance and raising standards.
The first part of the book describes the developing system of education within England and Wales from the 19th century, with reference to the growing consciousness of the need for ‘education for all’. The second part identifies key philosophical influences on the evolving understandings of education, and thereby of the developing policies and arrangements made in the light of those understandings which they generated. Finally, the third part of the book revisits the ‘aims of education’ in the light of the historical development and the philosophical critiques.
This book will be of great interest to academics, researchers, postgraduate students and policy makers interested in the history of education and the moments that have defined it.
Table of Contents
Summary of Chapters
Introduction: Historical understanding and philosophical reflection
Part I. Historical evolution of education – its meaning and its provision
Chapter 1, Developing pattern and meaning of education from early 19th century
Chapter 2, Apprenticeships and practical learning: lessons to be learnt
Chapter 3, Primary and secondary education for all
Chapter 4, Further education and youth service
Chapter 5, The shifting sands of qualifications
Chapter 6, Higher education: its changing nature
Chapter 7, Religious Influence: Education and Faith Schools
Chapter 8, Changing political control
Part II. Prelude: Philosphical Assumptions and Critical Questions
Chapter 9, Summary of changing concept of ‘education’
Chapter 10, Utilitarianism, Idealism, and Socialism
Chapter 11, Positivism, Post-Modernism and Wisdom of the Market
Chapter 12, Pragmatism
Chapter 13, Respect for truth: problems of political discourse
Part III. Conclusion
Chapter 14, Aims of education: human flourishing and development of persons
Richard Pring is Emeritus Professor of Education, and was formerly Director of Department of Educational Studies, University of Oxford, UK.