18 lectures by influential theorist discuss development of a sense of discipline; willingness to behave in collective interest; autonomy; discipline and child psychology; punishment; altruism; influence of school environment; more.
This second edition of The Structure of Schooling: Readings in the Sociology of Education draws from classic and contemporary scholarship to examine current issues and diverse theoretical approaches to studying the effects of schooling on individuals and society. This engaging reader exposes students to examples of sociological research on schools with a focus on the school as community. It covers a wide range of issues, including the development and application of social and cultural capital; the effects of racial segregation and resource inequality on student outcomes; the effects of tracking; the role of gender, class, and race in structuring educational opportunity; the effects of schooling on life course outcomes; the significance of a school's institutional environment; and the sociology of school reform movements.
A unique insider's account of day-to-day life inside a Tibetan monastery, The Sound of Two Hands Clapping reveals to Western audiences the fascinating details of monastic education. Georges B. J. Dreyfus, the first Westerner to complete the famous Ge-luk curriculum and achieve the distinguished title of geshe, weaves together eloquent and moving autobiographical reflections with a historical overview of Tibetan Buddhism and insights into its teachings.
The essays in this volume offer a groundbreaking comparative analysis of religious education, and state policies towards religious education in seven different countries and in the European Union as a whole. They pose a crucial question: can religious education contribute to a shared public sphere and foster solidarity across different ethnic and religious communities? In many traditional societies and even in what are largely secular European societies, our place in creation, the meaning of good and evil, and the definition of the good life, virtue, and moral action, are all primarily addressed in religious terms. It is in fact hard to come to grips with these issues without recourse to religious language, traditions, and frames of reference. Yet, religious languages and identities divide as much as unite, and provide a site of contestation and strife as much as a sense of peace and belonging Not surprisingly, different countries approach religious education in dramatically different ways. Religious Education and the Challenge of Pluralism addresses a pervasive problem: how can religious education provide a framework of meaning, replete with its language of inclusion and community, without at the same time drawing borders and so excluding certain individuals and communities from its terms of collective membership and belonging? The authors offer in-depth analysis of such pluralistic countries as Bulgaria, Israel, Malaysia, and Turkey, as well as Cyprus - a country split along lines of ethno-religious difference. They also examine the connection between religious education and the terms of citizenship in the EU, France, and the USA, illuminating the challenges of educating our citizenry in an age of religious resurgence and global politics.
The Greater Philadelphia Philosophy Consortium was launched in the early eighties. It began during a particularly lean period in the American economy. But its success is linked as much to the need to be in touch with the rapidly changing currents of the philosophical climate as with the need to insure an adequately stocked professional community in the Philadelphia area faced, perhaps permanently, with the threat of increasing attrition. The member schools of the Consortium now include Bryn Mawr College, the University of Pennsylvania, Temple University, and Villanova University, that is, the schools of the area that offer advanced degrees in philosophy. The philosophy faculties of these schools form the core of the Consortium, which offers graduate students the instructional and library facilities of each member school. The Consortium is also supported by the associated faculties of other regional schools that do not offer advanced degrees - notably, those at Drexel University, Haverford College, La Salle University, and Swarthmore College - both philosophers and members of other departments as well as interested and professionally qualified persons from the entire region. The affiliated and core professionals now number several hundreds, and the Consortium's various ventures have been received most enthusiastically by the academic community. At this moment, the Consortium is planning its fifth year of what it calls the Conferences on the Philosophy of the Human Studies.
Since the mid-1990s, the fast-growing suburb of Amherst, NY has been voted by numerous publications as one of the safest places to live in America. Yet, like many of America’s seemingly idyllic suburbs, Amherst is by no means without crime—especially when it comes to adolescents. In America’s Safest City, noted juvenile justice scholar Simon I. Singer uses the types of delinquency seen in Amherst as a case study illuminating the roots of juvenile offending and deviance in modern society. If we are to understand delinquency, Singer argues, we must understand it not just in impoverished areas, but in affluent ones as well. Drawing on ethnographic work, interviews with troubled youth, parents and service providers, and extensive surveys of teenage residents in Amherst, the book illustrates how a suburban environment is able to provide its youth with opportunities to avoid frequent delinquencies. Singer compares the most delinquent teens he surveys with the least delinquent, analyzing the circumstances that did or did not lead them to deviance and the ways in which they confront their personal difficulties, societal discontents, and serious troubles. Adolescents, parents, teachers, coaches and officials, he concludes, are able in this suburban setting to recognize teens’ need for ongoing sources of trust, empathy, and identity in a multitude of social settings, allowing them to become what Singer terms ‘relationally modern’ individuals better equipped to deal with the trials and tribulations of modern life. A unique and comprehensive study, America’s Safest City is a major new addition to scholarship on juveniles and crime in America. Instructor's Guide
Carter and Pickett explore how educators and families can teach peace education through youth literature and literacy development. Showing how to assess, choose, and make use of literature that can be used to teach both literacy and peace education, they walk through individual methods: recognizing and teaching different portrayals of conflict in youth literature, analyzing characterization, and examining the role of illustrations. Educators who want to incorporate peace education within a broader, literacy-focused curriculum, and peace educators looking for age-appropriate materials and methodologies will find Youth Literature for Peace Education a rich and interdisciplinary resource.
State and Schools argues that the American educational model represents a third way of organizing the provision of schooling, and that this accounts for some of its strengths as well as some of its weaknesses. Charles L. Glenn looks closely at the tradition of democratic localism in the management of schooling, and the powerful and anti-democratic effect of the emerging education 'profession,' which has in some respects the characteristics of a religious movement more than of a true profession. A sweeping chronological survey, State and Schools includes chapters on the colonial background, schooling in the New Republic, the creation of an education profession, and the progressive education movement, among others. Glenn's primary purpose, in this authoritative and thoroughly researched book, is to illustrate the deep roots of ways of thinking about schools that have made it difficult for policy-makers and the public to do what needs to be done to enable schools to function as they should, for our society and for future generations.
Rapid industrialization, urbanization, and marketization have led to startling social changes in reform-era China. Mindful of the many forms of social theory that relate modernity to individualism, this volume addresses social and cultural change through the lens of psychological anthropology.
Conflicts often arise between regulations, making it difficult for school management teams and teachers to resolve situations with appropriate dignity and respect for all concerned. This book discusses provocative actual case studies to help teachers to reflect on their own ethics, guiding them to make more reasonable decisions in their schools, and thereby gradually transforming schools into more cohesive and caring communities. A model of consequences, consistency and caring, each aspect based on traditional ethical theories provides a scientific base - a rational and a responsive base for ethical decision-making. This work covers such everyday problems as censorship, inclusivity, school uniform, punishment, personal gain and confidentiality, and argues that care and respect for others, equity, rational autonomy and concern for long-term benefits are more important for a school community than short-term power and control.
Until the 1960s, maths was studied as an academic subject in a desire to have more mathematicians. The current trend, however, has moved away from viewing maths as a purely intellectual endeavour and towards developing a more mathematically competent workforce and citizenry. This trend has seen a large increase in the number of maths schemes being produced by the major educational publishers, which attempt to make maths easier and more approachable by using language instead of symbols. So why do so many children still fail at maths? The author contends that to understand this, teachers need to analyze and evaluate the maths textbooks they are currently using. The author shows the reader how to systematically analyze and evaluate these textbooks. This interrogation of classroom resources, should have important implications for teaching strategies and for textbook design and use.
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.
Values in education, in terms of both how they are taught and of the ethics of teaching itself, are an area of lively debate. This text provides a resource of ideas, issues and practice for all those with an interest in this area of education.
There is a growing interest within law schools in the intersections between law and different areas of social theory. The second edition of this popular text introduces a wide range of traditions in sociology and the humanities that offer provocative, contextual views on law and legal institutions. The book is organised into six sections, each with an introduction by the editors, on classical sociology of law, systems theory, critical approaches, law in action, postmodernism, and law in global society. Each chapter is written by a specialist who reviews the literature, and discusses how the approach can be used in researching different topics. New chapters include authoritative reviews of actor network theory, new legal realism, critical race theory, post-colonial theories of law, and the sociology of the legal profession. Over half the chapters are new, and the rest are revised in order to include discussion of recent literature.
Though the word “sociology” was coined in Europe, the field of sociology grew most dramatically in America. Despite that disproportionate influence, American sociology has never been the subject of an extended historical examination. To remedy that situation—and to celebrate the centennial of the American Sociological Association—Craig Calhoun assembled a team of leading sociologists to produce Sociology in America. Rather than a story of great sociologists or departments, Sociology in America is a true history of an often disparate field—and a deeply considered look at the ways sociology developed intellectually and institutionally. It explores the growth of American sociology as it addressed changes and challenges throughout the twentieth century, covering topics ranging from the discipline’s intellectual roots to understandings (and misunderstandings) of race and gender to the impact of the Depression and the 1960s. Sociology in America will stand as the definitive treatment of the contribution of twentieth-century American sociology and will be required reading for all sociologists. Contributors: Andrew Abbott, Daniel Breslau, Craig Calhoun, Charles Camic, Miguel A. Centeno, Patricia Hill Collins, Marjorie L. DeVault, Myra Marx Ferree, Neil Gross, Lorine A. Hughes, Michael D. Kennedy, Shamus Khan, Barbara Laslett, Patricia Lengermann, Doug McAdam, Shauna A. Morimoto, Aldon Morris, Gillian Niebrugge, Alton Phillips, James F. Short Jr., Alan Sica, James T. Sparrow, George Steinmetz, Stephen Turner, Jonathan VanAntwerpen, Immanuel Wallerstein, Pamela Barnhouse Walters, Howard Winant
This book demonstrates the value of approaching education from a sociological and philosophical perspective. Specifically, it addresses current and long-standing educational issues in the Asia-Pacific region, integrating sociological and philosophical insights with practical applications in four key areas: educational aims, moral education, educational policy, and the East-West dichotomy. It discusses educational aims in terms of rationality, philosophical thinking, and sustainable development and presents the literary, religious, and analytical approaches to moral education. Four educational policies are then considered: Hong Kong’s language policy, Hong Kong’s policy on the internationalization of education, East Asia’s policies on English education, and Australia’s policy on teacher education. Different aspects of the East-West dichotomy are analysed: Confucian rationalism versus Western rationalism, Confucian learning culture versus Western learning culture, and Asian research methodology versus Western research methodology. Taken as a whole, the book shows that issues in education are rarely simple, and looking at them from multiple perspectives allows for rich and informed debates. It presents a rare philosophical and sociological analysis of the cultures and experiences of education in the Asia-Pacific region, and promotes research that leads to more culturally rooted educational policies and practice.
Social Theory and the Urban Question offers a guide to, and a critical evaluation of key themes in contemporary urban social theory, as well as a re-examination of more traditional approaches in the light of recent developments and criticism. Dr Saunders discusses current theoretical positions in the context of the work of Marx, Weber and Durkheim. He suggests that later writers have often misunderstood or ignored the arguments of these 'founding fathers' of the urban question. Dr Saunders uses his final chapter to apply the lessons learned from a review of their work in order to develop a new framework for urban social and political analysis. This book was first published in 1981.
Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.