This volume completes G H Bantock’s comprehensive study of educational thought, and its relationship to the broad development of European culture, from the time of the Renaissance to the present day. During the period under consideration, the new freedom from dogma and hierarchy allowed for the emergence of a large number of models of education intended to accommodate the autonomous personality and at the same time to meet the demand for educational expansion. The need to educate ‘the masses’ was increasingly recognized, and the dilemma posed by ‘mass civilisation and minority culture’ became acute as ‘liberal’ autonomy was increasingly threatened by new egalitarian and collectivist notions. The author considers the work of key theorists from the period, including such writers as Coleridge, Nietzsche and Tolstoy, all relatively neglected as educationists.
Table of Contents
Acknowledgements. Introduction. Part Three The Moderns: ‘Processes’ 1. ‘A Hermit Who Mixes Little with Other Men’: The Legacy of Rousseau. 2. ‘The Buisness of Life’: Joseph Priestley 3. ‘UNNECESSARY AND PRECIPITATE INNOVATION’: Vicesimus Knox 4. ‘The Laws of Nature’: Pestalozzi and Froebel 5. ‘A Clerisy’: Coleridge 6. ‘Diversified Innocent Amusement’: Robert Owen 7. ‘The Circle of Knowledge’: J F Herbart 8. ‘The Greatest Happiness Principle’: the Utilitarians 9. ‘The Best Self’: Matthew Arnold 10. ‘The Muck of Ages’: Karl Marx 11. ‘Radical Aristocrat’: Nietzsche 12. ‘The Non-Interference of the School’: Tolstoy 13. ‘Schooling in Decline’?: the Twentieth Century. Conclusion. Short Biographies of the Main Theorists. Select Bibliography. Index.