Education, Social Reform and Philosophical Development: Evidence from the Past, Principles for the Future

Abstract

Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Summary of chapters -- Introduction: Historical understanding and philosophical reflection -- Purpose of the book -- Division of the book -- References -- Part I: Historical evolution of education - its meaning and provision -- Chapter 1: Developing pattern and meaning of education from early 19th century -- Elementary beginnings -- Shaping of national education through Royal commissions -- Elementary education for all: 1870 Education Act -- Development of technical education -- Interim conclusion: are there lessons to be learnt? -- References -- Chapter 2: Apprenticeships and practical learning: Lessons to be learnt -- Introduction -- Apprenticeships: a long tradition -- Apprenticeship and practical learning -- Philosophical issues: the nature of knowledge -- Practical engagement, aesthetic appreciation and human flourishing -- Conclusion -- References -- Chapter 3: Primary and secondary education for all -- Introduction -- Bryce Commission into secondary education 1895 -- Education Act, 1902 and developing arguments -- Looking to the future: issues emerging -- Approaching a partial resolution of the problems -- Reflections on the changing aims of education -- Onward to the 1944 education act -- Final victory for the common school -- Primary schools -- Conclusion: changing understanding of 'education' -- References -- Chapter 4: Further education and youth service -- Introduction: recognition of technical education -- Development of concept of apprenticeship -- Expansion of Further Education -- Expansion of qualifications -- Changing conception of education? -- Youth centres and youth work -- Conclusion -- References -- Chapter 5: The shifting sands of qualifications -- Beginning of a national system -- Need to respect practical and vocational education.