An Introduction to Philosophy of Education by Ronald Woods, Robin Barrow

By Ronald Woods, Robin Barrow

'Well-written, available to scholars without past history in philosophy ...an first-class introduction.' - THES This introductory textual content, now in its 3rd version, is a vintage in its box. It exhibits, at the start, the significance of philosophy of schooling in academic debate and as a initial to any functional job akin to instructing. Barrow and Woods speak about a number of elements of schooling and their relative significance - the concept that of data in making plans curricula, indoctrination and rationality, self-determination, wishes, pursuits, studying through discovery, and the weather of creativity and tradition in education. This variation encompasses a new preface and thoroughly new chapters on curriculum concept and study into educating.

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The use of case studies to illustrate the complexity and ambiguity of professional practice relates strongly to the work of Schon (1983). Here, the intention is to demonstrate what Schon referred to as the messiness of professional practice in a much broader social, economic, political and organizational context. In this style of case study, ‘right’ and ‘wrong’ answers are few and far between. Rather, the case study serves as a vehicle for getting students to make sense of theory and develop their own critical frameworks, with the teacher acting as a facilitator or co-inquirer within this process.

Barnett (1990) calls for the notion of student academic freedom to be more than an empty slogan and identifies negative and positive aspects of learner rights. Among the rights of the student identified by Barnett are voluntary participation and what is referred to as ‘intellectual space’ for students to evaluate the prevailing theories of the subject. Hence, the protection of the academic freedom of students is one, if not the first, academic duty of teachers in higher education. However, 24 The professional and ethical context while this entitlement is traditionally associated with freedom for academics to express opinions, regardless of their popularity, academic freedom must be meaningfully extended to the student body.

The notion of reversibility allows the impact of decisions on the individual The lost dimension 37 to be thought through rather than generalizing about the overall impact of decisions using a utilitarian rationale. However, both the utilitarian and Kantian approaches to ethics emphasize the importance of following a rational set of rules rather than engaging directly with our own character and judgement. In dealing with ethical problems people do not tend to sit down and decide to act as either a ‘utilitarian’ or a ‘Kantian’ (Solomon, 1992).

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