This book, first published in 1959, was written to primarily address teachers and students of education, as well as those with a general interest in the changing practices of schools. Under the terms of the 1944 Education Act, which charged Local Authorities with contributing towards the ‘spiritual, moral, mental, and physical development of the community’. The author examines these ideas whilst examining the state of education in the United Kingdom after the 1944 Education Act.
Preface; Acknowledgements; Part One: The Challenge of the Present Situation; 1. The Challenge of an Evolving Society 2. The Increase in Scale of Modern Communities 3. Changing Attitudes to Authority and Tradition; Part Two: The Response, Aims and Resources; 4. The Resources of Our Community: Our Living Values 5. The Creation of a Tradition: The Place of the Individual Conscience 6. Educational Objectives; Part Three: The Underlying Assumptions; 7. The Development of Values and Attitudes in the Growing Personality 8. Self and Conscience 9. Learning 10. Scientific and Ethical Presuppositions; Part Four: Educational Principles; 11. Authority and Discipline 12. Authority and Participation 13. The Rhythm of Learning 14. Integrity 15. Science and General Education; List of References; Index
This set of 62 volumes, originally published between 1959 and 2005, amalgamates a wide breadth on the sociology of education, with a particular focus on culture, class and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of sociology, education and those undertaking teaching qualifications.