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OverviewThis is a critical examination of the idea that compulsory education is a social good, and that adulthood and childhood should be considered as entirely separate realms. Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness. This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a 'fully semiotic' perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind. Continuum Studies in Educational Research (CSER) is a major new series in the field of educational research. Written by experts and scholars for experts and scholars, this ground-breaking series focuses on research in the areas of comparative education, history, lifelong learning, philosophy, policy, post-compulsory education, psychology and sociology. Based on cutting edge research and written with lucidity and passion, the CSER series showcases only those books that really matter in education - studies that are major, that will be remembered for having made a difference. Full Product DetailsAuthor: Andrew StablesPublisher: Continuum Publishing Corporation Imprint: Continuum Publishing Corporation ISBN: 9781441190185ISBN 10: 144119018 Pages: 210 Publication Date: 07 April 2011 Audience: College/higher education , Postgraduate, Research & Scholarly , Postgraduate, Research & Scholarly Format: Electronic book text Publisher's Status: Active Availability: Not yet available  This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release. Table of ContentsIntroduction: The conception of childhood; Part I: The Aristotelian Heritage; 1.1. How Anti-Aristotelian can one be?; 1.2. Aristotle's debt to Plato; 1.3. Aristotle: children as people in formation; 1.4. Histories of childhood: footnotes to Aristotle?; 1.5. Pessimism and sin: the Puritan child; 1.6. Optimism and enlightenment: the liberal child; 1.7. Trailing clouds of glory: the romantic child; 1.8. The postmodern child: less than not much?; Part II: A Fully Semiotic View of Childhood; 2.1. Living as semiotic engagement; 2.2. The meaning-making semiotic child; 2.3 Learning and schooling: Dewey and beyond; Part III: Education Reconsidered; 3.1. The roots of compulsory schooling; 3.2 The extension of the in-between years; 3.3 Teaching for significant events: identity and non-identity; Part IV: The Child in Society; 4.1 The child and the law; 4.2 Semiosis and social policy; 4.3 Doing children justice; References; Index.ReviewsAuthor InformationAndrew Stables in Professor of Education and Philosophy in the Department of Education at the University of Bath, UK. Tab Content 6Author Website:Countries AvailableAll regions |
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