Vision of a School: The Good School in the Good SocietyArguing that a good school is one with recognizable moral and intellectual traits, the author outlines his view of how schools should be organized, as a whole and in every field of education, to encourage these traits. |
Contents
| 1 | |
2 Respect for persons | 10 |
3 A curricular crisis of identities | 12 |
being and becoming | 18 |
5 Educations ideals of a person | 31 |
6 The personal school | 52 |
7 The whole truth | 59 |
8 The true curriculum | 74 |
9 Justice and responsibility | 99 |
institution and community | 126 |
11 Justice and the government of education | 134 |
12 The good school in the good society | 154 |
| 157 | |
| 165 | |
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Common terms and phrases
accepted achieve activities aims Alasdair MacIntyre approach argued arise become behaviour belief Brian Keenan C. B. Macpherson choice Christian civil servants coherence comprehensive schools concept concerned consider contribute course cultural curricular debate democratic Descartes develop divine E. H. Gombrich economic effectively ensure equality existence experience explore free-market GCSE Hegel homo economicus human humanist ideals ideas of truth identified individual influence insofar institutions intellectual interpreted Iris Murdoch justice and responsibility Karl Popper knowledge least legitimate interests less liable liberal democracy means moral National Curriculum nature Nevertheless notion of truth numbers objectives parents particular philosophy Plato policies political possible practical education principle promote question reality reason reflect religious education respect for persons role school curriculum sense significant social society spiritual system of schools teachers teaching traditions ultimately understanding values virtues of education vision whole curriculum worthwhile