By Charles H. Bailey
Charles Bailey advances a contemporary characterization and justification of liberal schooling and defends one of these view of liberal schooling opposed to modern demanding situations. The publication can be of specific price to these guiding academic coverage, designing curricula and reflecting on their lonesome instructing perform. An introductory a part of the booklet describes the necessity for justification and the detailed nature of liberal schooling in comparison with different characterizations of schooling in utilitarian phrases. the writer bargains a good account of the content material of liberal schooling, after a attention and critique of the paintings of Paul Hirst, Philip Phenix and John White and follows this with an account of instructor approach, angle and technique acceptable to liberal schooling. the ultimate a part of the e-book describes modern traits and demanding situations to the belief of liberal schooling and exhibits how they fail to supply a coherent replacement to liberal schooling as a foundation for common obligatory schooling.
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Additional resources for Beyond the Present and the Particular (International Library of the Philosophy of Education Volume 2): A Theory of Liberal Education
Most of the specific calculations in old English weights and measures that I was drilled in at school I have never executed thereafter. The specific 26â•… Beyond the Present and the Particular: A Theory of Liberal Education necessities I was being trained to face have not turned out to be necessities after all, they were simply too specific. On the other hand, some of the mathematics I learned did generate a basic understanding of the calculable and the measurable way of making sense of things that has been widely relevant.
The first is difficult to answer fully without involving justifications yet to be discussed, and the second is difficult without an account of the content and substance of a liberal general education to be dealt with in Chapter 7. Nevertheless some attempt must be made to give at least preliminary answers to these questions. The reader is reminded once again that we are gathering together a package of supported reasons and ideas, not trying to assemble an inappropriately watertight proof. The answer to the first question, then, is to do with what persons ought to value as the ends to which all usefulness is directed.
It is worth listing some of them: (i) Division of labour and the extensive employment of both men and women outside their own homes leaves little time for effective, prolonged and continuous teaching. (ii) Direct parental instruction, as a major part of the child’s education, would isolate the child from social experiences forming in themselves a part of a liberal education. (iii) Increased expectation of the breadth and depth of a liberal education makes it unlikely that more than a few parents would be capable of providing it.