Terence H. McLaughlin
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199253661
- eISBN:
- 9780191601972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199253668.003.0006
- Subject:
- Political Science, Political Theory
Terence Mclaughlin’s essay addresses the conceptual and practical complexities involved in identifying and evaluating the nature, status, and institutional context of common (public) education in ...
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Terence Mclaughlin’s essay addresses the conceptual and practical complexities involved in identifying and evaluating the nature, status, and institutional context of common (public) education in pluralist societies. He explores some of the neglected burdens and dilemmas faced by common schools in pluralist, multicultural, and liberal–democratic societies. The potential weight and complexity of these burdens and dilemmas is reflected in Stephen Macedo’s observation that common schools give rise to questions relating to some of the ‘deepest divisions’ and ‘most intractable conflicts’ characterizing the public lives of modern states. The chapter has five sections: Section 5.1 outlines some general considerations relating to common schooling and a conception of common education, pointing out that the relationship between the two is a contingent one – the adequacy of a particular institutional arrangement, such as the common school, depends critically on the extent to which it embodies an adequate conception of common education; Section 5.2 offers a sketch of some general features of such conceptions; in Sections 5.3 and 5.4, respectively, some of the burdens and dilemmas of common schooling are explored; Section 5.5 addresses neglected questions relating to the pre-eminently practical burdens and dilemmas highlighted in the previous two sections. McLaughlin’s chapter is especially helpful in identifying a number of the most important considerations in the presumption in favour of common schools as the most suitable arrangement for advancing common education, and his essay maps the conceptual, curricular, pedagogical, and policy issues that must be addressed in clarifying and defending the role of common schools and common education in liberal–democratic societies.Less
Terence Mclaughlin’s essay addresses the conceptual and practical complexities involved in identifying and evaluating the nature, status, and institutional context of common (public) education in pluralist societies. He explores some of the neglected burdens and dilemmas faced by common schools in pluralist, multicultural, and liberal–democratic societies. The potential weight and complexity of these burdens and dilemmas is reflected in Stephen Macedo’s observation that common schools give rise to questions relating to some of the ‘deepest divisions’ and ‘most intractable conflicts’ characterizing the public lives of modern states. The chapter has five sections: Section 5.1 outlines some general considerations relating to common schooling and a conception of common education, pointing out that the relationship between the two is a contingent one – the adequacy of a particular institutional arrangement, such as the common school, depends critically on the extent to which it embodies an adequate conception of common education; Section 5.2 offers a sketch of some general features of such conceptions; in Sections 5.3 and 5.4, respectively, some of the burdens and dilemmas of common schooling are explored; Section 5.5 addresses neglected questions relating to the pre-eminently practical burdens and dilemmas highlighted in the previous two sections. McLaughlin’s chapter is especially helpful in identifying a number of the most important considerations in the presumption in favour of common schools as the most suitable arrangement for advancing common education, and his essay maps the conceptual, curricular, pedagogical, and policy issues that must be addressed in clarifying and defending the role of common schools and common education in liberal–democratic societies.
Zena Hitz
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199644384
- eISBN:
- 9780191743344
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199644384.003.0007
- Subject:
- Philosophy, Ancient Philosophy
It is widely agreed that Aristotle holds that the best moral education involves habituation in the proper pleasures of virtuous action. But it is rarely acknowledged that Aristotle repeatedly ...
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It is widely agreed that Aristotle holds that the best moral education involves habituation in the proper pleasures of virtuous action. But it is rarely acknowledged that Aristotle repeatedly emphasizes the social and political sources of good habits, and strongly suggests that the correct law‐ordained education in proper pleasures is very rare or non‐existent. A careful look at the Nicomachean Ethics along with parallel discussions in the Eudemian Ethics and Politics suggests that Aristotle divided public moral education or law‐ordained habituation into two types. One type is a defective form practiced by the Spartans, producing civic courage and similar defective virtue‐like states motivated by external incentives. By contrast Aristotle endorses the law‐ordained musical education described in Politics 8. The chapter argues that Aristotle considers the well‐habituated state of proper pleasures in virtue to be best cultivated by this kind of musical education; and that this explains both his emphasis on good laws and on their scarcity.Less
It is widely agreed that Aristotle holds that the best moral education involves habituation in the proper pleasures of virtuous action. But it is rarely acknowledged that Aristotle repeatedly emphasizes the social and political sources of good habits, and strongly suggests that the correct law‐ordained education in proper pleasures is very rare or non‐existent. A careful look at the Nicomachean Ethics along with parallel discussions in the Eudemian Ethics and Politics suggests that Aristotle divided public moral education or law‐ordained habituation into two types. One type is a defective form practiced by the Spartans, producing civic courage and similar defective virtue‐like states motivated by external incentives. By contrast Aristotle endorses the law‐ordained musical education described in Politics 8. The chapter argues that Aristotle considers the well‐habituated state of proper pleasures in virtue to be best cultivated by this kind of musical education; and that this explains both his emphasis on good laws and on their scarcity.
Walter Feinberg
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199253661
- eISBN:
- 9780191601972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199253668.003.0015
- Subject:
- Political Science, Political Theory
The essays in Part III of the book, on liberal constraints and traditionalist education, argue for a more regulatory conception of liberal education and emphasize the need for some controls over ...
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The essays in Part III of the book, on liberal constraints and traditionalist education, argue for a more regulatory conception of liberal education and emphasize the need for some controls over cultural and religious educational authority. Walter Feinberg’s essay, on religious education in liberal–democratic societies in relation to the question of accountability and autonomy, takes up the issue of educational constraints with respect to religious schools in such societies. While he allows that religious education need not be inconsistent with liberal goals, and can find reasons why some liberal societies feel it appropriate to provide public support for religious schools, he argues that certain conditions can render such support tyrannical and unwise. He concludes that if the conditions are appropriate for public support of religious schools, then there should also be significant public control. After an introduction in Section 14.1, the chapter has six further sections: Section 14.2 discusses some of the potential lines of conflict between religious liberal education and public (common) education; Section 14.3 examines a number of arguments that have been advanced in support of public funding for religious schools; Section 14.4 looks at a potentially fundamental reason for denying public funding for religious schools – that it would be tyrannical to take tax funds from one believer in order to advance the beliefs of another – and the implications as regards the First Amendment to the United States Constitution; both Sections 14.4 and 14.5 suggest some of the conditions that need to be satisfied in order to supply this funding – primarily that it must be predicated on the school advancing individual and social autonomy; Section 14.6 briefly suggests what such an arrangement might entail for the traditional way in which the public/private divide is conceived; Section 14.7 concludes.Less
The essays in Part III of the book, on liberal constraints and traditionalist education, argue for a more regulatory conception of liberal education and emphasize the need for some controls over cultural and religious educational authority. Walter Feinberg’s essay, on religious education in liberal–democratic societies in relation to the question of accountability and autonomy, takes up the issue of educational constraints with respect to religious schools in such societies. While he allows that religious education need not be inconsistent with liberal goals, and can find reasons why some liberal societies feel it appropriate to provide public support for religious schools, he argues that certain conditions can render such support tyrannical and unwise. He concludes that if the conditions are appropriate for public support of religious schools, then there should also be significant public control. After an introduction in Section 14.1, the chapter has six further sections: Section 14.2 discusses some of the potential lines of conflict between religious liberal education and public (common) education; Section 14.3 examines a number of arguments that have been advanced in support of public funding for religious schools; Section 14.4 looks at a potentially fundamental reason for denying public funding for religious schools – that it would be tyrannical to take tax funds from one believer in order to advance the beliefs of another – and the implications as regards the First Amendment to the United States Constitution; both Sections 14.4 and 14.5 suggest some of the conditions that need to be satisfied in order to supply this funding – primarily that it must be predicated on the school advancing individual and social autonomy; Section 14.6 briefly suggests what such an arrangement might entail for the traditional way in which the public/private divide is conceived; Section 14.7 concludes.
Jeff Spinner‐Halev
- Published in print:
- 2000
- Published Online:
- October 2005
- ISBN:
- 9780198297703
- eISBN:
- 9780191602948
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019829770X.003.0003
- Subject:
- Political Science, Political Theory
Arguments are presented for extending diversity in education, with specific reference to the issue of religion, and taking the example of the USA. The arguments advanced also work for other liberal ...
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Arguments are presented for extending diversity in education, with specific reference to the issue of religion, and taking the example of the USA. The arguments advanced also work for other liberal democracies that include immigrant societies and at least several religions, although they do not where religious identity is tied to national identities. The case is argued for religiously diverse public schools, and the growth and importance of the many parochial schools in the USA is acknowledged. The question of financing parochial schools is addressed. Three ways are discussed as a means of extending diversity: cooperation between public and parochial schools (but without direct funding of parochial schools); the achievement of multiculturalism in public schools by fairly including religious students and perspectives; and the accommodation of religious beliefs in public schools by such means as offering alternative assignments.Less
Arguments are presented for extending diversity in education, with specific reference to the issue of religion, and taking the example of the USA. The arguments advanced also work for other liberal democracies that include immigrant societies and at least several religions, although they do not where religious identity is tied to national identities. The case is argued for religiously diverse public schools, and the growth and importance of the many parochial schools in the USA is acknowledged. The question of financing parochial schools is addressed. Three ways are discussed as a means of extending diversity: cooperation between public and parochial schools (but without direct funding of parochial schools); the achievement of multiculturalism in public schools by fairly including religious students and perspectives; and the accommodation of religious beliefs in public schools by such means as offering alternative assignments.
Walter Feinberg and Kevin McDonough
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199253661
- eISBN:
- 9780191601972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199253668.003.0001
- Subject:
- Political Science, Political Theory
In the first section of this introductory essay, the dilemma of public education in liberal multicultural societies is introduced, and the aim of this book is outlined. This is described as an ...
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In the first section of this introductory essay, the dilemma of public education in liberal multicultural societies is introduced, and the aim of this book is outlined. This is described as an examination of some of the fundamental philosophical issues that give rise to conflicting views on public education in order to shed light on questions of educational policy in liberal–democratic societies. In two further sections, the essay focuses on outlining the philosophical and educational contexts that unify the subsequent essays and together clarify the purpose of the book as a whole. The essay concludes with an overview of the book.Less
In the first section of this introductory essay, the dilemma of public education in liberal multicultural societies is introduced, and the aim of this book is outlined. This is described as an examination of some of the fundamental philosophical issues that give rise to conflicting views on public education in order to shed light on questions of educational policy in liberal–democratic societies. In two further sections, the essay focuses on outlining the philosophical and educational contexts that unify the subsequent essays and together clarify the purpose of the book as a whole. The essay concludes with an overview of the book.
Kevin McDonough and Walter Feinberg (eds)
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199253661
- eISBN:
- 9780191601972
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199253668.001.0001
- Subject:
- Political Science, Political Theory
The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational ...
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The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational rights when liberalism’s concern to protect and promote children’s autonomy conflicts with the desire to maintain communal integrity; whether, given the advances made by the forces of globalization, the liberal–democratic state can morally justify its traditional purpose of forging a cohesive national identity or whether increasing globalization has rendered this educational aim obsolete and morally corrupt; and whether liberal education should instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification. In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The 15 essays included (which were originally presented at a symposium on ‘Collective Identities and Cosmopolitan Values: Group Rights and Public Education in Liberal–Democratic Societies’, held in Montreal from June 22 to 25, 2000), and an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists. The essays are arranged in three parts: I: Cosmopolitanism, Liberalism and Common Education (six chapters); II: Liberalism and Traditionalist Education (four chapters); and III: Liberal Constraints on Traditionalist Education (five chapters).Less
The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational rights when liberalism’s concern to protect and promote children’s autonomy conflicts with the desire to maintain communal integrity; whether, given the advances made by the forces of globalization, the liberal–democratic state can morally justify its traditional purpose of forging a cohesive national identity or whether increasing globalization has rendered this educational aim obsolete and morally corrupt; and whether liberal education should instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification. In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The 15 essays included (which were originally presented at a symposium on ‘Collective Identities and Cosmopolitan Values: Group Rights and Public Education in Liberal–Democratic Societies’, held in Montreal from June 22 to 25, 2000), and an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists. The essays are arranged in three parts: I: Cosmopolitanism, Liberalism and Common Education (six chapters); II: Liberalism and Traditionalist Education (four chapters); and III: Liberal Constraints on Traditionalist Education (five chapters).
Catherine Robson
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691119366
- eISBN:
- 9781400845156
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691119366.003.0002
- Subject:
- Literature, Criticism/Theory
This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. ...
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This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. Thus, this historical survey begins by scrutinizing the experiences of partial populations of individuals at relatively elite levels of society. First, it considers the utility of verse and memorization for very early learners, examining the service role played by poetry and poetic devices in the extended period during which rudimentary education in English was understood primarily as a necessary tool to unlock the Bible and Christian scriptures. It then proceeds to the era in which certain kinds of schools began to assign the memorization and recitation of vernacular literary and oratorical extracts as a task for their advanced readers. The chapter concludes with a brief consideration of the factors that affected the constitution of juvenile recitation canons over the years.Less
This chapter investigates recitation's progress within the mass educational systems that developed in Great Britain and the United States over the course of the nineteenth and twentieth centuries. Thus, this historical survey begins by scrutinizing the experiences of partial populations of individuals at relatively elite levels of society. First, it considers the utility of verse and memorization for very early learners, examining the service role played by poetry and poetic devices in the extended period during which rudimentary education in English was understood primarily as a necessary tool to unlock the Bible and Christian scriptures. It then proceeds to the era in which certain kinds of schools began to assign the memorization and recitation of vernacular literary and oratorical extracts as a task for their advanced readers. The chapter concludes with a brief consideration of the factors that affected the constitution of juvenile recitation canons over the years.
Theodore Zeldin
- Published in print:
- 1977
- Published Online:
- March 2012
- ISBN:
- 9780198221258
- eISBN:
- 9780191678424
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198221258.003.0004
- Subject:
- History, European Modern History
This chapter focuses on the history of education in France. It reviews of some of the main ideas which inspired the advocates of popular education, and the reasons why the movement bred so much ...
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This chapter focuses on the history of education in France. It reviews of some of the main ideas which inspired the advocates of popular education, and the reasons why the movement bred so much frustration and disappointment, even though it succeeded in bringing all children into schools. It discusses the different forces in French education that led to the use of techniques which made the relation between school and the world outside it distinctly formal and uncompromising. It also considers moral and civic training, which was the heart of the new primary education developed by the Third Republic. Primary education came to be accepted, and demanded, as the essential basis of human dignity and equality, and it became the indispensable stepping-stone to advancement and social mobility. By joining forces with ambition, it emerged as one of the forces which affected society most powerfully.Less
This chapter focuses on the history of education in France. It reviews of some of the main ideas which inspired the advocates of popular education, and the reasons why the movement bred so much frustration and disappointment, even though it succeeded in bringing all children into schools. It discusses the different forces in French education that led to the use of techniques which made the relation between school and the world outside it distinctly formal and uncompromising. It also considers moral and civic training, which was the heart of the new primary education developed by the Third Republic. Primary education came to be accepted, and demanded, as the essential basis of human dignity and equality, and it became the indispensable stepping-stone to advancement and social mobility. By joining forces with ambition, it emerged as one of the forces which affected society most powerfully.
Holly Sutherland and Panos Tsakloglou
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780199860586
- eISBN:
- 9780199932948
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199860586.003.0005
- Subject:
- Social Work, Social Policy, Children and Families
This chapter extends previous analyses of the distributional effects of welfare programs in rich countries, focusing on three of the most important public transfers in kind, namely, public education ...
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This chapter extends previous analyses of the distributional effects of welfare programs in rich countries, focusing on three of the most important public transfers in kind, namely, public education services, public health care services, and public housing. It analyzes their short-term distributional effects in a strictly comparable framework in five EU countries (Belgium, Germany, Greece, Italy, and the UK). The chapter begins by describing the methods of calculating the value of each of the three sources of in-kind benefits and identifying beneficiaries. This is followed by a presentation of the main results of the distributional analysis, showing the effects of the three noncash elements of income in terms of their relative importance in aggregate and across the cash income distribution. Their effects are compared with those of the cash benefits systems, and their overall impact on measures of inequality and poverty are estimated. The next section discusses the welfare interpretation of the empirical findings and outlines an alternative approach using different sets of equivalent scales.Less
This chapter extends previous analyses of the distributional effects of welfare programs in rich countries, focusing on three of the most important public transfers in kind, namely, public education services, public health care services, and public housing. It analyzes their short-term distributional effects in a strictly comparable framework in five EU countries (Belgium, Germany, Greece, Italy, and the UK). The chapter begins by describing the methods of calculating the value of each of the three sources of in-kind benefits and identifying beneficiaries. This is followed by a presentation of the main results of the distributional analysis, showing the effects of the three noncash elements of income in terms of their relative importance in aggregate and across the cash income distribution. Their effects are compared with those of the cash benefits systems, and their overall impact on measures of inequality and poverty are estimated. The next section discusses the welfare interpretation of the empirical findings and outlines an alternative approach using different sets of equivalent scales.
Jean Drèze and Amartya Sen
- Published in print:
- 2002
- Published Online:
- May 2010
- ISBN:
- 9780199257492
- eISBN:
- 9780191717826
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199257492.003.0005
- Subject:
- Economics and Finance, Development, Growth, and Environmental
This chapter discusses the empowerment and redistributive effects of basic education. Topics covered include: the state of school education; educational hopes and the discouragement effect; female ...
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This chapter discusses the empowerment and redistributive effects of basic education. Topics covered include: the state of school education; educational hopes and the discouragement effect; female education; universal elementary education; public expenditure and education policy; school quality and the need for accountability; the schooling revolution in Himachal Pradesh; compulsory schooling and the right to education; and education and political action.Less
This chapter discusses the empowerment and redistributive effects of basic education. Topics covered include: the state of school education; educational hopes and the discouragement effect; female education; universal elementary education; public expenditure and education policy; school quality and the need for accountability; the schooling revolution in Himachal Pradesh; compulsory schooling and the right to education; and education and political action.
Desmond S. King and Rogers M. Smith
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691142630
- eISBN:
- 9781400839766
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691142630.003.0007
- Subject:
- Political Science, Public Policy
This chapter considers two of the most important foundational systems in American life: public education, and governmental classification of the population in terms of race and ethnicity. Education ...
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This chapter considers two of the most important foundational systems in American life: public education, and governmental classification of the population in terms of race and ethnicity. Education is recognized as fundamental to developing capacities for responsible citizenship, marketable skills, and resources for personal fulfillment in modern America. Governmental racial and ethnic classifications not only determine such key issues as congressional district size, federal grants to states, and affirmative action, they help both to express and to constitute the senses of identity of many Americans. Neither the structure of modern American schooling nor its systems of racial classifications can be grasped without appreciating the roles the modern racial alliances play in the politics that have shaped current policies and practices on those issues.Less
This chapter considers two of the most important foundational systems in American life: public education, and governmental classification of the population in terms of race and ethnicity. Education is recognized as fundamental to developing capacities for responsible citizenship, marketable skills, and resources for personal fulfillment in modern America. Governmental racial and ethnic classifications not only determine such key issues as congressional district size, federal grants to states, and affirmative action, they help both to express and to constitute the senses of identity of many Americans. Neither the structure of modern American schooling nor its systems of racial classifications can be grasped without appreciating the roles the modern racial alliances play in the politics that have shaped current policies and practices on those issues.
Virginia Berridge
- Published in print:
- 1996
- Published Online:
- October 2011
- ISBN:
- 9780198204725
- eISBN:
- 9780191676376
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198204725.003.0007
- Subject:
- History, British and Irish Modern History
The British government had a shakier and more uncertain start with regard to AIDS awareness. This was the tactic of the ‘respectable out’ for government, that Ministers had to be shielded from ...
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The British government had a shakier and more uncertain start with regard to AIDS awareness. This was the tactic of the ‘respectable out’ for government, that Ministers had to be shielded from inappropriate and possibly damaging involvement in public discussion of intimate sexual matters, while at the same time giving the appearance of intense involvement in, and concern for the issue. The strategy, as Peter Jenkins' lunch with the top civil servant had revealed, was to establish a body outside government, but nevertheless under governmental supervision, which could carry the weight of public education activity and could undertake any potentially embarrassing and politically damaging work. These moves revolved around a potential coordinating organization which eventually became known as the UK AIDS Foundation. ‘Mainstreaming’ AIDS was the policy theme; and there was intense activity at all levels of the government response to AIDS in late 1986 and early 1987. The Social Services Committee which was to examine the issue of AIDS, won a considerable reputation for itself. The Committee, like many who gave evidence, seemed to have seen AIDS as a type of catalyst and stimulus for issues which had long been on the agenda.Less
The British government had a shakier and more uncertain start with regard to AIDS awareness. This was the tactic of the ‘respectable out’ for government, that Ministers had to be shielded from inappropriate and possibly damaging involvement in public discussion of intimate sexual matters, while at the same time giving the appearance of intense involvement in, and concern for the issue. The strategy, as Peter Jenkins' lunch with the top civil servant had revealed, was to establish a body outside government, but nevertheless under governmental supervision, which could carry the weight of public education activity and could undertake any potentially embarrassing and politically damaging work. These moves revolved around a potential coordinating organization which eventually became known as the UK AIDS Foundation. ‘Mainstreaming’ AIDS was the policy theme; and there was intense activity at all levels of the government response to AIDS in late 1986 and early 1987. The Social Services Committee which was to examine the issue of AIDS, won a considerable reputation for itself. The Committee, like many who gave evidence, seemed to have seen AIDS as a type of catalyst and stimulus for issues which had long been on the agenda.
Misako Ikeda
- Published in print:
- 2005
- Published Online:
- January 2012
- ISBN:
- 9789774249006
- eISBN:
- 9781617971006
- Item type:
- chapter
- Publisher:
- American University in Cairo Press
- DOI:
- 10.5743/cairo/9789774249006.003.0009
- Subject:
- Society and Culture, Middle Eastern Studies
Public education in Egypt in the aftermath of World War I was a crucial part of the Egyptian nationalist movement, and the expansion of public education was one of the most important goals of the ...
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Public education in Egypt in the aftermath of World War I was a crucial part of the Egyptian nationalist movement, and the expansion of public education was one of the most important goals of the Egyptian government. This chapter highlights the concern of Egyptians for socioeconomic reform and enfranchisement. It argues that although Nasser-era policies regarding free public education and a unified primary curriculum receive much attention, the roots of these approaches emerged in the 1930s and 1940s. Discussing parliamentary, press, and professional pedagogical debates about equality of educational opportunity and the use of education to lessen socioeconomic gaps, this chapter also shows the striking diversity of opinions, while it reminds the reader of the dynamism of professional pedagogical expression as well as the Wafd's role in these debates.Less
Public education in Egypt in the aftermath of World War I was a crucial part of the Egyptian nationalist movement, and the expansion of public education was one of the most important goals of the Egyptian government. This chapter highlights the concern of Egyptians for socioeconomic reform and enfranchisement. It argues that although Nasser-era policies regarding free public education and a unified primary curriculum receive much attention, the roots of these approaches emerged in the 1930s and 1940s. Discussing parliamentary, press, and professional pedagogical debates about equality of educational opportunity and the use of education to lessen socioeconomic gaps, this chapter also shows the striking diversity of opinions, while it reminds the reader of the dynamism of professional pedagogical expression as well as the Wafd's role in these debates.
Mausumi Das and Subrata Guha
- Published in print:
- 2011
- Published Online:
- September 2012
- ISBN:
- 9780198073970
- eISBN:
- 9780199081615
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198073970.003.0008
- Subject:
- Economics and Finance, Microeconomics
This chapter assesses the impact of the quality of teachers on the growth process in a small open economy with a universal public education system. The teachers' salaries are shouldered by the ...
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This chapter assesses the impact of the quality of teachers on the growth process in a small open economy with a universal public education system. The teachers' salaries are shouldered by the government and financed by taxation, while education is provided free to all. Specifically, a tax is imposed on the labour income of current adults and on income from capital generated within the economy. The quality of workers including those joining the teaching profession is endogenously determined by their level of human capital. In this setup, the chapter demonstrates that the rate of economic growth is a function of the quality of teachers relative to the quality of all workers in the economy. The latter, in turn, is correlated with the taxation policy of the government. The chapter also shows that there is an optimal tax policy and an optimal value for the relative quality of teachers.Less
This chapter assesses the impact of the quality of teachers on the growth process in a small open economy with a universal public education system. The teachers' salaries are shouldered by the government and financed by taxation, while education is provided free to all. Specifically, a tax is imposed on the labour income of current adults and on income from capital generated within the economy. The quality of workers including those joining the teaching profession is endogenously determined by their level of human capital. In this setup, the chapter demonstrates that the rate of economic growth is a function of the quality of teachers relative to the quality of all workers in the economy. The latter, in turn, is correlated with the taxation policy of the government. The chapter also shows that there is an optimal tax policy and an optimal value for the relative quality of teachers.
Helen M. Gunter
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447339588
- eISBN:
- 9781447339625
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447339588.003.0001
- Subject:
- Education, Educational Policy and Politics
This chapter provides an overview of the book's main themes. This book presents a new conceptualisation, so-called Knowledgeable Polities, and identifies and deploys the Education Policy ...
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This chapter provides an overview of the book's main themes. This book presents a new conceptualisation, so-called Knowledgeable Polities, and identifies and deploys the Education Policy Knowledgeable Polity as the methodological means of examining the dynamics of the state, people, practices, ideologies and networks. Such an approach allows the study to consider the conditions for rethinking politically ongoing ‘reforms’ of education. The book provides access to ideas, evidence, and practices vital for the re-politicisation of public services education. By engaging with Hannah Arendt as a ‘discussion partner’, it explores a range of ideas and arguments.Less
This chapter provides an overview of the book's main themes. This book presents a new conceptualisation, so-called Knowledgeable Polities, and identifies and deploys the Education Policy Knowledgeable Polity as the methodological means of examining the dynamics of the state, people, practices, ideologies and networks. Such an approach allows the study to consider the conditions for rethinking politically ongoing ‘reforms’ of education. The book provides access to ideas, evidence, and practices vital for the re-politicisation of public services education. By engaging with Hannah Arendt as a ‘discussion partner’, it explores a range of ideas and arguments.
Helen M. Gunter
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447339588
- eISBN:
- 9781447339625
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447339588.003.0008
- Subject:
- Education, Educational Policy and Politics
This chapter summarizes key themes and presents some final thoughts. The chapter recaps that the book used Hannah Arendt's thinking to explore the catastrophe that is unfolding in plain sight in ...
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This chapter summarizes key themes and presents some final thoughts. The chapter recaps that the book used Hannah Arendt's thinking to explore the catastrophe that is unfolding in plain sight in public services education and the wider political culture in which it is located. The investigation into education policy reveals the ‘new modes of negating the human’ through the disposability of children and the professionals committed to educating them. The chapter begins by summarising what is unfolding and testing it against the conditions for totalitarianism that Arendt identifies. It notes the trends in the crystallisation of those conditions, and the dangers evident in the death of political thinking, talking, and action. A study of public services education is a site where this can be recognised, but it is also where politics is in evidence in regard to both resistance and the resilience of a commons approach.Less
This chapter summarizes key themes and presents some final thoughts. The chapter recaps that the book used Hannah Arendt's thinking to explore the catastrophe that is unfolding in plain sight in public services education and the wider political culture in which it is located. The investigation into education policy reveals the ‘new modes of negating the human’ through the disposability of children and the professionals committed to educating them. The chapter begins by summarising what is unfolding and testing it against the conditions for totalitarianism that Arendt identifies. It notes the trends in the crystallisation of those conditions, and the dangers evident in the death of political thinking, talking, and action. A study of public services education is a site where this can be recognised, but it is also where politics is in evidence in regard to both resistance and the resilience of a commons approach.
Helen M. Gunter
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447339588
- eISBN:
- 9781447339625
- Item type:
- book
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447339588.001.0001
- Subject:
- Education, Educational Policy and Politics
At a time when public education and reform agendas are changing the way we approach education, this book critically examines the key issues facing the public with implications for education policy ...
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At a time when public education and reform agendas are changing the way we approach education, this book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers. Drawing on empirical evidence gathered over 20 years, the book confronts current issues about social justice and segregation. The book uses Arendtian ideas to help the reader to ‘think politically’ about education and how and why public services education can be reimagined for the future.Less
At a time when public education and reform agendas are changing the way we approach education, this book critically examines the key issues facing the public with implications for education policy makers, professionals and researchers. Drawing on empirical evidence gathered over 20 years, the book confronts current issues about social justice and segregation. The book uses Arendtian ideas to help the reader to ‘think politically’ about education and how and why public services education can be reimagined for the future.
Kraig Beyerlein
- Published in print:
- 2003
- Published Online:
- May 2012
- ISBN:
- 9780520230002
- eISBN:
- 9780520936706
- Item type:
- chapter
- Publisher:
- University of California Press
- DOI:
- 10.1525/california/9780520230002.003.0003
- Subject:
- Religion, Religious Studies
The National Education Association (NEA) is the largest and the most influential organizational advocate for the cause of public education in the United States. Over the years, NEA educators who ...
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The National Education Association (NEA) is the largest and the most influential organizational advocate for the cause of public education in the United States. Over the years, NEA educators who advocated religious teaching for public education lost the ability to maintain this policy within the association. This chapter describes the NEA's initial educational position calling for the teaching of “common Christianity” in public schools and the central themes of this position. Following this, it shows how and why new educational leaders joining the association contested this “common Christianity” and analyzes the association's annual convention proceedings, which were crucial in NEA politics and identity, and helped shape the character of American education more broadly. Finally, the chapter explains how this “common Christianity” was decisively displaced in the NEA, identifying changes in the ways that different influential educators of the association viewed the proper role of religion in public schools over time.Less
The National Education Association (NEA) is the largest and the most influential organizational advocate for the cause of public education in the United States. Over the years, NEA educators who advocated religious teaching for public education lost the ability to maintain this policy within the association. This chapter describes the NEA's initial educational position calling for the teaching of “common Christianity” in public schools and the central themes of this position. Following this, it shows how and why new educational leaders joining the association contested this “common Christianity” and analyzes the association's annual convention proceedings, which were crucial in NEA politics and identity, and helped shape the character of American education more broadly. Finally, the chapter explains how this “common Christianity” was decisively displaced in the NEA, identifying changes in the ways that different influential educators of the association viewed the proper role of religion in public schools over time.
Catherine Robson
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691119366
- eISBN:
- 9781400845156
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691119366.001.0001
- Subject:
- Literature, Criticism/Theory
Many people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite ...
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Many people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class. This is the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigate when and why the once-mandatory exercise declined. Telling the story of a lost pedagogical practice and its wide-ranging effects on two sides of the Atlantic, the book explores how recitation altered the ordinary people who committed poems to heart, and changed the worlds in which they lived. The book begins by investigating recitation's progress within British and American public educational systems over the course of the nineteenth and twentieth centuries, and weighs the factors that influenced which poems were most frequently assigned. It then scrutinizes the recitational fortunes of three short works that were once classroom classics: Felicia Hemans's Casabianca, Thomas Gray's Elegy Written in a Country Churchyard, and Charles Wolfe's Burial of Sir John Moore after Corunna. To conclude, the book considers W. E. Henley's Invictus and Rudyard Kipling's If –, asking why the idea of the memorized poem arouses such different responses in the United States and Great Britain today. Focusing on vital connections between poems, individuals, and their communities, the book is an important study of the history and power of memorized poetry.Less
Many people in Great Britain and the United States can recall elderly relatives who remembered long stretches of verse learned at school decades earlier, yet most of us were never required to recite in class. This is the first book to examine how poetry recitation came to assume a central place in past curricular programs, and to investigate when and why the once-mandatory exercise declined. Telling the story of a lost pedagogical practice and its wide-ranging effects on two sides of the Atlantic, the book explores how recitation altered the ordinary people who committed poems to heart, and changed the worlds in which they lived. The book begins by investigating recitation's progress within British and American public educational systems over the course of the nineteenth and twentieth centuries, and weighs the factors that influenced which poems were most frequently assigned. It then scrutinizes the recitational fortunes of three short works that were once classroom classics: Felicia Hemans's Casabianca, Thomas Gray's Elegy Written in a Country Churchyard, and Charles Wolfe's Burial of Sir John Moore after Corunna. To conclude, the book considers W. E. Henley's Invictus and Rudyard Kipling's If –, asking why the idea of the memorized poem arouses such different responses in the United States and Great Britain today. Focusing on vital connections between poems, individuals, and their communities, the book is an important study of the history and power of memorized poetry.
Helen M. Gunter
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9781447339588
- eISBN:
- 9781447339625
- Item type:
- chapter
- Publisher:
- Policy Press
- DOI:
- 10.1332/policypress/9781447339588.003.0007
- Subject:
- Education, Educational Policy and Politics
This chapter suggests that complex forms of discrimination are developing within and external to schools: within-school segregation is happening through the use of data to determine particular ...
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This chapter suggests that complex forms of discrimination are developing within and external to schools: within-school segregation is happening through the use of data to determine particular curriculum pathways and ability grouping of children; between-schools segregation through the use of data to determine high-status academic schools in comparison with ‘sink’ schools; and beyond schools, where children are separating themselves from school through absence and parents are making proactive decisions to home school. The chapter examines the construction of this fragmented and chaotic ‘system’ by considering the possibilities for reconciliation through examining Hannah Arendt's work on forgiving. The deployment of the Education Policy Knowledgeable Polity to the reforms to public services commons education puts the focus on a form of depoliticisation by privatism where the opportunity and capacity for forgiveness is in peril.Less
This chapter suggests that complex forms of discrimination are developing within and external to schools: within-school segregation is happening through the use of data to determine particular curriculum pathways and ability grouping of children; between-schools segregation through the use of data to determine high-status academic schools in comparison with ‘sink’ schools; and beyond schools, where children are separating themselves from school through absence and parents are making proactive decisions to home school. The chapter examines the construction of this fragmented and chaotic ‘system’ by considering the possibilities for reconciliation through examining Hannah Arendt's work on forgiving. The deployment of the Education Policy Knowledgeable Polity to the reforms to public services commons education puts the focus on a form of depoliticisation by privatism where the opportunity and capacity for forgiveness is in peril.
