Autonomy and SchoolingEamonn Callan draws on contemporary work in ethics and social philosophy to outline a theory of the nature and value of freedom and autonomy which supports a range of child-centred policies. He argues for a curriculum which is tailored to the interests of the individual child, even where this would involve early specialization. Compulsory schooling is defended on paternalistic grounds, though it is noted that the scope of justified compulsion may be narrower than we ordinarily assume. Finally, Callan suggests that at the higher levels of schooling there is a strong case for extensive student participation in the government of schools. |
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Contents
Autonomy | 25 |
Interests and Schooling | 56 |
Freedom and Schooling | 88 |
The Government of Schooling | 123 |
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Common terms and phrases
academic achievement Albania argue argument authority structure auton become certainly chapter child child-centred tradition choice choose claim compulsion compulsory curriculum compulsory schooling concept context Dearden decision-making decisions deeply democracy democratic democratic schooling depends deschoolers desire ethical example expertise fact favour Feinberg grounds Hirst ideal of autonomy important independence of mind individual individual's institution interest-based curriculum intrinsic value J.S. Mill Joel Feinberg John Dewey judgments justify Kegan Paul kind knowledge learning least liberty lives loss of freedom matter means ment Mill's moral negative freedom negative liberty normative one's open options parents paternalism paternalistic persons Philosophy of Education policies political polymath position positive freedom positive liberty possible presumptive principle R.S. Peters Raimond Gaita realism reason regime relevant constraint Routledge & Kegan self-deception self-rule sense social someone sory substantial suppose teachers teaching theory things tion tional traditional criterion triadic relation understanding value of freedom virtue White