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Preface | p. x |
Acknowledgements | p. xii |
A Note to Instructors on the Classics | p. xvi |
General Introduction | p. 1 |
The Nature and Aims of Education | p. 5 |
Introduction | p. 7 |
What is Education? | p. 15 |
Turning the Psyche | p. 16 |
Knowing How to Rule and be Ruled as Justice Demands | p. 26 |
An Educated Person Can Speak Well and Persuade | p. 28 |
The Exercise of Reason | p. 35 |
The Education of Nature | p. 43 |
The Democratic Conception in Education | p. 47 |
Education as Initiation | p. 55 |
Banking v. Problem-solving Models of Education | p. 68 |
Liberal Education and the Relationship between Education and Work | p. 76 |
Liberal v. Mechanical Education | p. 77 |
Learning the Value of Work | p. 83 |
Education for Labor and Leisure | p. 89 |
Education and Standards of Living | p. 95 |
The Liberal Studies in a Global World: A Self-examination | p. 102 |
Autonomy and Exit Rights | p. 111 |
The Child's Right to an Open Future | p. 112 |
Justice, Autonomy, and the Good | p. 124 |
"Mistresses of their Own Destiny": Group Rights, Gender, and Realistic Rights of Exit | p. 134 |
Educational Authority | p. 149 |
Introduction | p. 151 |
The Boundaries of Educational Authority | p. 155 |
Education and the Limits of State Authority | p. 156 |
Democracy and Democratic Education | p. 159 |
Justice, Inequality, and Home Schooling | p. 166 |
Is Teaching a Profession: How Would We Know? | p. 175 |
The Crisis in Education | p. 188 |
The Commercialization of Schooling | p. 193 |
The Role of Government in Education | p. 194 |
Commercialization or Citizenship: The Case of Education | p. 200 |
Channel One, the Anti-Commercial Principle, and the Discontinuous Ethos | p. 208 |
Educational Responsibilities | p. 221 |
Introduction | p. 223 |
Educational Adequacy and Equality | p. 229 |
The Law of Zero-correlation | p. 230 |
Interpreting Equal Educational Opportunity | p. 236 |
Whom Must We Treat Equally for Educational Opportunity to be Equal? | p. 243 |
Diversity and Nondiscrimination | p. 254 |
Culture, Subculture, Multiculturalism: Educational Options | p. 255 |
The Promise of Racial Integration in a Multicultural Age | p. 266 |
"Getting Religion": Religion, Diversity, and Community in Public and Private Schools | p. 283 |
Impairment, Disability, and Excellence | p. 290 |
The Myths of Learning Disabilities | p. 291 |
A Capability Perspective on Impairment, Disability, and Special Needs | p. 298 |
Educating Gifted Children | p. 314 |
Perfectionism and Educational Policy | p. 320 |
Teaching and Learning | p. 325 |
Introduction | p. 327 |
Teaching | p. 335 |
Real Teaching | p. 336 |
The Teacher's Grasp of Subject-Matter | p. 347 |
Understanding Students | p. 351 |
Beyond the Reflective Teacher | p. 357 |
Discipline and Care | p. 367 |
Social Control | p. 368 |
The One-Caring as Teacher | p. 372 |
School Sexual Harassment Policies: The Need for Both Justice and Care | p. 377 |
Inquiry, Understanding, and Constructivism | p. 389 |
Learning by Discovery | p. 390 |
The Good, the Bad, and the Ugly: The Many Faces of Constructivism | p. 398 |
Constructivisms and Objectivity: Disentangling Metaphysics from Pedagogy | p. 410 |
Education and the Advancement of Understanding | p. 417 |
Critical Thinking and Reasoning | p. 423 |
Reasoning with Children | p. 424 |
Against Reasoning with Children | p. 425 |
Education for Critical Thinking | p. 427 |
The Reasons Conception | p. 435 |
The Value of Reason: Why Not a Sardine Can Opener? | p. 448 |
Grading and Testing | p. 458 |
A Discourse on Grading | p. 459 |
Coercion and the Ethics of Grading and Testing | p. 465 |
What is at Stake in Knowing the Content and Capabilities of Children's Minds? A Case for Basing High Stakes Tests on Cognitive Models | p. 477 |
Curriculum and the Content of Schooling | p. 491 |
Introduction | p. 493 |
Moral Education | p. 497 |
Moral Conventions and Moral Lessons | p. 498 |
Cultivating the Moral and Intellectual Virtues | p. 507 |
Motivation by Ideal | p. 517 |
Curricular Controversies | p. 527 |
Should We Teach Patriotic History? | p. 528 |
Should Creationism be Taught in the Public Schools? | p. 539 |
Conflicting Philosophies of School Sex Education | p. 553 |
The Artistic-Aesthetic Curriculum | p. 561 |
Index | p. 567 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.