Identity and values in education
In: European dimension in education and teaching 2
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In: European dimension in education and teaching 2
In: Thyssen Lectures
In: Thyssen Lectures 2017-2021
In: The EU as a community of European law and values = Die EU als europäische Rechts- und Wertegemeinschaft
In: Thyssen Lectures
In: Thyssen Lectures 2017-2021
In: The EU as a community of European law and values = Die EU als europäische Rechts- und Wertegemeinschaft
In: Thyssen Lectures
In: Thyssen Lectures 2017-2021
In: The EU as a community of European law and values = Die EU als europäische Rechts- und Wertegemeinschaft
Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote. ; Athena Syriatou, Duty and Instinct: History in Schools in Post-war Britain 1945-1995 This article deals with the moral role of history in post-war British education, by examining the relationship between the expectations of educationalists and intellectuals from history teaching at schools, and the actual changes which did occur in the classroom on the subject of history as a result of general changes in society and education. It argues that despite the intentions of the educationalists who saw history teaching as a means of promoting ideas which were considered necessary for the moral upbringing of the nation, these ideas very often never reached the classroom or they were considerably altered, demonstrating different ideological dynamics in British society. It initially focuses on the immediate post-war decade when international is educationalists were arguing for the need of history teaching which leads to a world citizenship. The idea of an internationalist approach on history contradicted the conservative, Britocentric, Whiggish history which was finally taught at schools during that period, since there were very few new books published, while civil servants from the Ministry of Education were concerned with the more urgent problems of schools which were affected by enemy action rather than new views on history teaching. The second period which is examined is the decade of mid sixties until mid seventies. Great changes were initiated then, to cover the disparity between the two tier system of education, with the introduction of comprehensive secondary schools, which at the time were considered to contribute to further démocratisation of the welfare state. The spirit of a more tolerant, affluent and democratic society led some educationalists to propose the expulsion of history from schools and its replacement with other humanities such as sociology and behavioural studies. However, history did remain at schools during that period and in many ways it incorporated the new ideas, creating the so called 'new history' with the efforts of the progressive, non traditionalist, and often leftist historians. Problems of implementation of the new history' appeared during the following years as a result of the difference of academic standards at schools which at this period comprehensive education could not eliminate. The final period which is examined is the decade of mid eighties until mid nineties when the New Right ideology was dominant in the political scene, while a National Curriculum for all schools was deemed necessary. Educational planners of the Conservative Party argued that history should teach again traditional values, which were, according to them, intrinsic to the British nation. However, the National Curriculum for History which was drafted by educationalists coming various convictions,(nevertheless appointed by the Conservative government), was closer to the beliefs of the new history' creators, rather than the beliefs and national values that the Conservatives initially wanted to promote.
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In: Mnemosyne
In: Supplementum volume 429
In: Studies in Critical Social Sciences volume147
In: Classical Studies E-Books Online, Collection 2020, ISBN: 9789004393820
1 Introduction: The Economics of Friendship -- 1 Friendship: Money Can't Buy It? -- 2 Φιλια -- 3 An Economic Mentality -- 4 Apparatus and Argument -- 2 Grace under Pressure: The Anatomy of χάρις -- The Argument -- 1 Three Cases of Isomorphism -- 2 χάρις and Successful Interaction -- 3 Perception and /méconnaissance -- 4 Conflicts and Cynicism -- 5 Concluding Remarks -- 3 The Most Ancient of Obligations: The Nature of Filial Duty -- 1 The Parent-Child Bond: A Paradigm-Case -- 2 The Debtor Paradigm of Obligation -- 3 The Gratitude Theory -- 4 The Gratitude Theory Analysed -- 5 Tensions in the Script: The Possibility of χάρις -- 6 Concluding Remarks -- 4 A Debtor Paradigm of Obligation: Principles of Moral Accounting -- 1 Moral Bookkeeping -- 2 Morality as Paying Debts -- 3 Debts, Gifts and Morality -- 4 Concluding Remarks: The Ledger under Taboo -- 5 Pricing the Invaluable: Socrates and the Proper Use of Friends -- The Argument -- 1 Framing Socratic Conversation -- 2 False Friends, Part One: Utility, Ancient and Modern -- 3 False Friends Part Two: Economics, Ancient and Modern -- 4 Education and the Logic of Wage-Earning -- 5 Concluding Remarks: The Givenness of the Good -- 6 Active Partnership: Socrates and the Art of Seduction -- The Argument -- 1 Amazing Grace: Looking as a Reciprocal Endeavour -- 2 The Hunter Hunted: Role Reversals and the Paradox of the Hetaera -- 3 Desire Management -- 4 The Secrets of Love Magic -- 5 The Socratic Principle: Pay It Forward -- 6 Concluding Remarks: Language Games at the Market Frontier -- 7 Relational Economics: Aristotle on Value and Equivalence -- 1 Aristotle Discovers the Economy? -- 2 Equivalence -- 3 Value and Values -- 4 The Politics of Need -- 5 Concluding Remarks -- Epilogue: Hostile Worlds -- Bibliography -- Index.