Educational Controversies Towards a Discourse of Reconciliation
Nonfiction, Reference & Language, Education & Teaching
| Author: | Pamela Lapage, Hugh Sockett | ISBN: | 9781134489404 |
| Publisher: | Taylor and Francis | Publication: | January 14, 2004 |
| Imprint: | Routledge | Language: | English |
| Author: | Pamela Lapage, Hugh Sockett |
| ISBN: | 9781134489404 |
| Publisher: | Taylor and Francis |
| Publication: | January 14, 2004 |
| Imprint: | Routledge |
| Language: | English |
For the last 100 years, people have argued vigorously about a vast number of educational issues. At the heart of the arguments lies the question: What is the purpose of education? This conflict of educational purpose has seen rifts between academics, educators, politicians and parents. The authors of this book don't believe the conflicts need to be so hysterical, nor that the oppositions are incompatible. Rather, that it is in the manner in which debate is conducted that is so damaging.
In this book, the authors contend that there are political, social, moral and civic needs for a new stance to debate the way forward. Examining a number of key controversies in educational discourse the book suggests ways in which controversies may be reconciled by looking for interrelations, mutual dependencies and links of importance. It develops current debate and provides suggestions for developing nurturing and supportive learning communities and so lead to educational change.
For the last 100 years, people have argued vigorously about a vast number of educational issues. At the heart of the arguments lies the question: What is the purpose of education? This conflict of educational purpose has seen rifts between academics, educators, politicians and parents. The authors of this book don't believe the conflicts need to be so hysterical, nor that the oppositions are incompatible. Rather, that it is in the manner in which debate is conducted that is so damaging.
In this book, the authors contend that there are political, social, moral and civic needs for a new stance to debate the way forward. Examining a number of key controversies in educational discourse the book suggests ways in which controversies may be reconciled by looking for interrelations, mutual dependencies and links of importance. It develops current debate and provides suggestions for developing nurturing and supportive learning communities and so lead to educational change.
